Assessment 1 Part A: Unit Outline Template

Year:

TERM:

Stage 2 Year 3 / 4 Term 3 2015

Unit title

Duration of unit

Earth & Space

9 Lessons

Unit Overview
Rationale
The Stage 2 unit, Earth and Space is based around the NSW K 10 Science Syllabus, and aims to provide students with an in-depth understanding of our Earth,
and the relationship between the Earth and sun, as well as the natural processes and human activity that effect the Earth on the surface. Students have
previously undertaken study of the Earth and space, during Stage 1, and should have a basic understanding of human impact on the earth and the changes on
Earth that are observable to the human eye. (Board of Studies NSW, 2012) The unit actively engages students in all areas of the curriculum, through
Knowledge & Understanding, Values & Attitudes and Skills outcomes.
The unit of work has been developed in conjunction with the 5E Model, as outlined by Skamp & Preston (2015). The 5E Model is vital in allowing students to use
their prior knowledge, and integrate this with new information they are provided with during lessons. Some key teaching strategies that are utilised and align
with the 5E model include investigative inquiry learning, meaningful use of ICT, a hands-on approach and collaborative learning. These strategies are reflected
in each learning experience, through activities such as the use of physical models of the solar system, making posters and mind-maps, using the computer to
undertake personal research and create blog entries and working in groups and pairs. These pedagogical choices are all designed to enable students to
become independent and resourceful learners.
Aspects of cross-curricular priorities, such as literacy and numeracy are present within the individual learning experiences, as well as links being made to the HSIE
syllabus. These links not only allow the teacher to develop more relevant and succinct lessons, but for the students to better build bridges for their
understanding of all areas of learning. The reinforcement of additional learning objectives, in conjunction with those from the Science curriculum aim to develop
comprehensive learning experiences for investigative learners.
Assessment is intertwined within each learning experience, and is designed to be diverse, in order to cater for the needs of all students. Elements of diagnostic,
formative and summative assessment are included throughout the unit, in order to remove the need for a large focus on a summative assessment task at the
end of the unit plan. By incorporating assessment into each lesson, the students progress can be tracked easily and is updated regularly, meaning that the
teacher will how much students know and what they need to know before and during each lesson.
Diverse learners are catered for within the Earth & Space unit. Low-levels learners, gifted students, students who complete their work quickly, and students from a
variety of backgrounds such as Aboriginal and Torres Straight Islander have been considered, and each lesson aims to ensure that all students needs are met,
and that students are able to complete the work and meet the indicated requirements for the syllabus outcomes. Along with the incorporation of Aboriginal and
Torres Straight Islander peoples culture, there is also the inclusion of Asian and Egyptian perspectives of time.
While there is a high level of content covered in the unit plan, there is room to expand on many areas if there had been more lessons available. Overall the unit
aims to provide students with the opportunity to explore the Earth and Space topic, and to understand changes in the Earth and its relationship to the sun.
Students will develop skills in scientific study, and will become more diverse and engaged learners thanks to participation in these learning experiences.

Syllabus Links
Science Outcomes (Knowledge & Understanding, Skills, Attitudes & Values)
Values & Attitudes:
ST2-1VA: Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs,
wants and opportunities.
ST2-2VA: Demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to
shaping sustainable futures.
ST2-3VA: Develops informed attitudes about the current and future use of influence of science and technology based on reason.
Working Scientifically:
ST2-4WS: Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and

Learning across the

curriculum-General
capabilities and
cross-curriculum
priorities

Syllabus Links
communicating and reflecting on the processes undertaken.
Working Technologically:
ST2-5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address
specific design criteria.
Knowledge & Understanding:
ST2-9ES: Describes how relationships between the sun and Earth cause regular changes.
Content
Knowledge & Understanding

Working Scientifically

Working Technologically

ACSSU075: Earth's surface changes over

time as a result of natural processes and
human activity. Students:
Use appropriate tools and
equipment to collect and record
data about some changes in
natural conditions, e.g. tides, daily
temperature, rainfall and wind.
Investigate how changes in the
environment are used by
Aboriginal and Torres Strait
Islander peoples to develop
seasonal calendars.
Describe some changes in the
landscape that have occurred
over time as a result of natural
processes, e.g. erosion by wind
and water.
Research changes that have
occurred in a local environment in
Australia or an Asian region as a
result of human activities, e.g.
increasing erosion, construction
of built environments and
regeneration of an area.
ACSSU048: Earth's rotation on its axis
causes regular changes, including night
and day. Students:
Demonstrate that the rotation of
the Earth on its axis is the cause
of night and day, e.g. by using
models of the Earth and sun.
Describe local seasonal changes
that occur as a result of the
Earth's movement around the

Students question and predict by:

Using curiosity, prior knowledge,
experiences and scientific
information with guidance,
identifying questions in familiar
contexts that can be investigated
scientifically (ACSIS053,
ACSIS064)
Predicting what might happen
based on prior knowledge in an
investigation (ACSIS053,
ACSIS064)
Students plan investigations by:
Working collaboratively and
individually, to suggest ways to
plan and conduct investigations to
find answers to questions
(ACSIS054, ACSIS065)
Suggesting appropriate materials,
tools and equipment they could
use in conducting their
investigations and recording their
findings, identifying appropriate
safety rules
Identifying where Working
Scientifically might inform or test
elements of Working
Technologically in relation to
established criteria
Students conduct investigations by:
Following the planned method,
adjusting procedures as
necessary, including exploration,
fieldwork, surveys and researching
secondary sources.

Students explore and define a task by:

Exploring design situations and/or
existing solutions relevant to the
needs and wants of themselves
and others.
Working individually and
collaboratively to develop a design
brief that identifies simple design
criteria relating to requirements
that make the proposed solution
useful and attractive while having
minimal impact on the
environment.
Students generate and develop ideas by:
Using creative thinking techniques,
including brainstorming, mind
mapping, sketching and modelling.
Using a range of research
techniques to access information
relevant to the task.
Using techniques, including
labelled drawings, modelling and
storyboarding, for documenting
and communicating design ideas.
Using digital technologies and
multimedia for communicating
design ideas.
Refining ideas in responding to
feedback from others.
Students produce solutions by:
Exploring a range of materials
appropriate for the task.
Developing and applying a plan
and sequence for production that

Literacy: Students
will create and respond
to various texts, and
engage in writing tasks
such as creating mindmap, journal and blog
entries and short answer
assessment tasks.

Numeracy:
Students will discuss
concepts such as
distance and time during
the unit.

ICT capability:
Students engage with
ICT in most lessons.
Students will view
videos, create blog
entries and undertake
research using
computers.

Critical and creative

thinking: Students will be
expected to use
questioning and higher
order thinking in order to
engage in learning
experiences.

Ethical behaviour:
Students are expected
to remain respectful to
other cultures and their
peers during learning
experiences such as

Syllabus Links

sun.
Observe and record changes in
the length and direction of a
shadow during the day to show
how the movement of the Earth
around the sun can be used to
measure time, e.g. by using a
shadow clock or sundial.

Safely using appropriate materials,

tools or equipment to make and
record observations, using formal
measurements and digital
technologies as appropriate
(ACSIS055, ACSIS066)
Using a range of methods to
record observations and
measurements with care and
honesty, including tables and
formal units for length, time and
mass
Students process and analyse data and
information by:
Using a range of methods
including tables and simple column
graphs to represent data and to
identify patterns and trends, using
digital technologies as appropriate
(ACSIS057, ACSIS068)
Sharing their findings and
reflecting on the investigation,
including whether a test was fair or
not (ACSIS058, ACSIS069)
Describing patterns and
relationships in data collected from
investigations (ACSHE050,
ACSHE061)
Comparing results with predictions,
suggesting possible reasons for
findings (ACSIS215, ACSIS216)
Using their ideas and findings to
identify what they could find out
next through the processes of
Working Scientifically and Working
Technologically.
Students communicate by:
Representing and communicating
ideas and findings in a variety of
ways such as diagrams, physical
representations and simple
reports, tables, simple column
graphs, written and oral factual
texts, explanation and argument
(ACSIS060, ACSIS071)
Sharing what they did and found

considers, where relevant, time

and resources.
Safely and correctly using a range
of tools and equipment, materials
and techniques, e.g. cutting,
combining, joining, shaping,
assembling and finishing materials.
Students evaluate by:
Reflecting on the process followed
and what could be done differently
to ensure that the solution meets
the needs of the user/audience.
Using established design criteria to
evaluate the process, product or
solution, and suggesting how their
design solution could be improved.
Reflecting on findings to identify
what they could find out next
through the processes of Working
Technologically and Working.

Indigenous and Asian

perspectives.

Personal and social

capability: Students will
engage in collaborative
learning with their peers
in pairs and groups
throughout the learning
experiences.

Aboriginal and
Torres Strait Islander
histories and cultures:
Students engage in
activities that discuss
Aboriginal perspectives
of time, and diverse
backgrounds are
accomodated for during
learning experiences.

Asia and Australias

engagement with Asia:
Students will discuss
Asian perspectives of
time, and research
traditional Asian culture
during learning
experiences.

Sustainability:
Students will discuss
impacts of both human
and natural forces on the
Earth.

Syllabus Links
out, including identifying some
strengths and limitations of the
method they used and what could
be done differently to improve their
investigation, including fairness as
appropriate.
Links to other key learning areas

English
EN2-1A: Communicates in a range of informal and formal contexts by adopting a range of roles in-group, classroom, school and community contexts.
EN2-3A: Uses effective handwriting and publishes texts using digital technologies
EN2-9B: Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when
responding to and composing texts.
EN2-10C: Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
EN2-12E: Recognises and uses an increasing range of strategies to reflect on their own and others learning.
(Board of Studies NSW, 2012)
Mathematics
MA2-1WM: Uses appropriate terminology to describe, and symbols to represent, mathematical ideas.
MA2-2WM: Selects and uses appropriate mental or written strategies, or technology, to solve problems.
MA2-3WM: Checks the accuracy of a statement and explains the reasoning used.
MA2-9MG: Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures,
compares and records temperatures.
MA2-18S: Selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs
and column graphs.
(Board of Studies NSW, 2012)
HSIE
GE2-1: Examines features and characteristics of places and environments.
GE2-2: Describes the ways people, places and environments interact.
GE2-3: Examines differing perceptions about the management of places and environments.
GE2-4: Acquires and communicates geographical information using geographical tools for inquiry.
(Board of Studies NSW, 2012)

Learning Experience Overview and Group Responsibilities

Number & Name
Learning
Experience

Learning Experiences

Assessment Strategies
Assessment For Learning
Diagnostic
Assessment As Learning
Formative
Assessment Of Learning
Summative

Group Member Names

Lesson 1
Our Solar System

Introduction to the Solar System.

Our Solar System video (Elearnin, 2013).

Diagnostic Assessment:
Prompting, questioning,
annotations, note student
participation and use of
technical terms.
Formative Assessment:
Mind-map review by
teacher, note initial student
understanding.

Isabel

Each student choose one topic they are interested in learning about.
Mind-map outlining what students already know about the Solar System.
Collaborative work within groups of 4 6 combining mind-maps to further students
understanding.
Students share mind-maps with class.
Extension Activity: Students research one planet on the computer and add to their
mind-map.
Lesson 2
The Bigger Picture

Understanding the Earths position in the Solar System.

Use of Solar System poster (Appendix 1) to demonstrate Earths position within
the system, in comparision to the sun and other planets.
Solar System Song video (Kids Learning Tube, 2015).
How life exists on Earth and why not on other planets? i.e. The Earths surface
versus other planets.
How does nature effect the Earth? E.g. Wind erosion/Rising sea levels.
Case Study: Working in groups research one natural occurance that has an effect
on the Earths surface.
Explanation of Reflective Journal Task.

Formative Assessment:
Questioning, observation,
student understanding and
engagement with
introductory video.
Review case study
information collected by
groups, determine students
understanding of changes
in Earths landscape.

Isabel

Lesson 3
The Rotating Earth

The rotation of the Earth & other planets around the sun.
Demonstration of the Earths orbit of the sun, as well as the other planets using
Solar System model. E.g. Uncle Milton Solar System In My Room. (Appendix 2)
Class discussion about the Sun as the centre of the solar System. Remind
students all planets rotate around the sun, and the planets rotate on their own axis
as well.
Earths Rotation video (Happy Learning TV, 2015).

Formative Assessment:
Questioning and
observation during class
discussion. Note student
understanding of terms
such as rotate, axis etc.
Summative Assessment:
Review student journal
entries, note student
understanding and hopes
for future lessons.

Isabel

Formative

Tom

Reflective Journal Task Students document one thing they have learned so far
during the unit, (prompt students to think back to first lesson if necessary) and one
thing they hope to learn during the next lessons.
Students share their journal entries with one other person and discuss their writing
choices.
Lesson 4
Day & Night

The impact of the rotation of the Earth and what causes day and night.
Multiple Choice Quiz (MCQ) to assess learning so far.

 Review questions and answers, swap with your nieghbour.

Teacher analysis of item response.
Lesson 5
Seasons

Quick review of misunderstandings based on MCQ.

Formative / Summative

Tom

The impact of the Earth tilting on the seasons, demonstrate using pre-made
model.
Video: Earths Tilt 1: The Reason For The Seasons.
Activity Investigation: Groups increase understanding using Sun and Earth
models, combined with flashlight to demonstrate effects.
How seasonal changes affect Australia including flora, fauna, farming. Compare
Australian fauna: Regional variations of vegetation and fauna.
Indigenous perspectives of the calendar, seaons and time.
Reflective Journal Task.

Lesson 6
Indigenous
Perspectives of
Time

Quick Review: Indigenous perspectives of the calendar, seasons and time.

Impact of seasons on Indigenous practices such as hunting and gathering. Online
Investigation How do Aboriginal people survive? How do seasons influence their
behaviour?
Case Study: Wurdi Youang An Aboriginal stone arrangement located in Victoria
that was used to mark the positions of the sunset, equinoxes and solstices. Video:
(Hamacher, 2015)

Formative

Brad

Lesson 7
Shadows

What causes shadows? (Playground Investigation).

Formative / Summative

Tom

Separate groups measure and record particular shadow at different intervals

throughout the day under teacher guidance.
Will demonstrates how shadows are affected by the sun and form basis of lesson.
What do shadows tell us?
Expland upon playground investigation and explain why the shadow moved,
incorporating models and flashlight technique again.
Egyptian Shadow clocks.
Reflective Journal Entry.

Lesson 8
Asian Perspectives
of Time

Chinese water clocks, Korean sundials, traditional Japanese time system, the
Chinese zodiac.
Short answer quiz including a diagram to label.

Formative / Summative

Brad

Lesson 9
Review &
Assessment

Review and Assessment:

Students work in small groups to make posters, write a blog entry about their
favourite topic and upload posters to the blog.

Formative / Summative

Brad

Appendices
Appendix 1: Solar System Poster (Wikipedia, 2015)

Appendix 2: Solar System Model (Catch Of The Day, 2015)

References
Board of Studies NSW. (2012). NSW Syllabuses for The Australian Curriculum. From English K - 10 Syllabus: http://syllabus.bos.nsw.edu.au/english/
Board of Studies NSW. (2012). NSW Syllabuses for The Australian Curriculum. From HSIE K - 10 Syllabus: http://syllabus.bos.nsw.edu.au/hsie/
Board of Studies NSW. (2012). NSW Syllabuses for The Australian Curriculum. From Mathematics K - 10 Syllabus:
http://syllabus.bos.nsw.edu.au/mathematics/
Board of Studies NSW. (2012). NSW Syllabuses for The Australian Curriculum. From Science K - 10 Syllabus: http://syllabus.bos.nsw.edu.au/science/
Catch Of The Day. (2015). Uncle Milton Solar System In My Room. Retrieved from: https://www.catchoftheday.com.au/product/uncle-milton-solar-system-inmy-room-337260/?gclid=CKyUwtWwlscCFRIGvAodqYkAng&utm_campaign=shopping&utm_medium=cpc&utm_source=google
ELearnin. (2013, September 5). Planets In Our Solar System: Sun & Solar System: Solar System For Children: 8 Planets ELearnin. Retrieved from:
https://www.youtube.com/watch?v=5c_lL6I3OaA
Happy Learning TV. (2015, April 28). Rotation & Revolution of Earth. Educational Video for Kids. Retrieved from: https://www.youtube.com/watch?
v=cDed5eXmngE
Hamacher, D. (2015, January 5). Aboriginal Astronomy (BBC World Discovery Radio). Retrieved from: https://www.youtube.com/watch?v=Dk39CwOmmgs
Kids Learning Tube. (2015, March 9). Planet Song For Kids / Solar System Song. Retrieved From: https://www.youtube.com/watch?v=mQrlgH97v94
MITK12Videos. (2012, November 14). Earth's Tilt 1: The Reason for the Seasons. Retrieved from: https://www.youtube.com/watch?v=Pgq0LThW7QA
Scamp, K. & Preston, C. (2015). Teaching Primary Science Constructively. South Melbourne: Cengage Learning.
Wikipedia. (2015). Solar System. Retrieved from: https://en.wikipedia.org/wiki/Solar_System