DETAILED PLANNER: THE LEARNING SEQUENCE

Links to the
LEARNING
Science Inquiry Skills
Represent ideas
using informal
representations
Engage in small
group and whole
class discussions
to share ideas and
observations
Engage in small
group and whole
class discussions
to share ideas and
observations

LESSON SEQUENCE
ENGAGE
Tell the students you will be reading them a story about
night and day. Read Stellaluna by Janell Cannon to the
students.
Discuss as a class:
How do we know it is night time?
How do we know it is day time?
Construct a KWL chart on a wall in the classroom (see
Appendix 1). Display the students responses under the
Know section of the chart.
Ask the students to close their eyes and to envision the
sky at night. Students brainstorm words to describe the
night sky. Write the words down on the interactive
whiteboard (IWB). Repeat the process for the sky
during the day.
Show the students photos of Vincent van Goghs The
Starry Night1 and Olive Trees with Yellow Sky and Sun 2.
Ask the students to observe the paintings and add on
to the words on the IWB. Students then identify
aspects of the paintings that illustrate the
brainstormed words, making links with their own
knowledge and experiences of night and day.
Connections to other learning area/s
The Arts: Visual Art
Students identify various aspects of van Goghs
paintings, including:
the use of colour
the techniques involved
the atmosphere created.
Students then create their own paintings, incorporating
some of the techniques discussed, working from
photos of night/day or from memory/visualisations.
They title their artworks and provide brief descriptions
about how the paintings illustrate their titles.
English/Literacy (KWL chart)
Discuss:
The use of charts (to organise information to ensure
it is more easily understood).
The features of charts (columns with headings and
rows for information).

Lesley KONG 100096415

EDUC 5192 SCIENCE M 2016

RESOURCES
Cannon, J 1993,
Stellaluna,
Harcourt, United
States of
America.
Image Links:
1
http://www.van
gogh.net/image
s/paintings/thestarry-night.jpg
2
http://www.van
gogh.net/image
s/paintings/olive
-trees-withyellow-sky-andsun.jpg
KWL chart

Science Inquiry Skills

Engage in small
group and whole
class discussions
to share ideas and
observations
Engage in small
group and whole
class discussions
to share ideas and
observations

Science Inquiry Skills

Engage in small
group and whole
class discussions
to share ideas and
observations
Represent ideas
using informal
representations
Collaborate ad
communicate with
other students to
plan and carry out
an investigation
Discuss with group
members what
was discovered in
an investigation
Represent
information using
informal and
formal
representations
Science as a Human
Endeavour
making predictions
about change and
events in our
environment

Lesley KONG 100096415

EDUC 5192 SCIENCE M 2016

EXPLORE
Divide the students into groups of three. Students
explore the shapes and sizes of the Earth, the sun and
the moon and the distances between them using a
range of everyday equipment (for e.g. torches/lamps,
basketballs, tennis balls, marbles, peas, peppercorns).
If necessary, guide the students by asking questions,
for example:
Which is bigger, the Earth or the moon?
How many Earths do you think you could line up
across the Suns face?
Which is bigger, the Earth or the Sun?
How many moons do you think could you line up
across the Earths face?
In their groups, students brainstorm and discuss their
ideas about what causes day and night. Students
generate hypotheses by constructing statements
stating their ideas. They record these in their Science
journals.
Using the equipment mentioned above, students test
their predictions. Remind the students that the activity
is investigative; in the following lessons they will have
the opportunity to explore and discover more about the
Earth, the sun and the moon.
Students discuss their findings with their group
members and draw conclusions about the accuracy of
their ideas. They record their procedure/process,
findings and conclusions in their journals.
Monitor students (developing) understanding of the
relevant science inquiry skills.
Connections to other learning area/s
English/Literacy (Science journal)
Discuss:
The purpose of a science journal (to record our
thoughts, ideas and feelings for future reference)
The features of a science journal (dates, times,
relevant information pertaining to specific science
concepts/topics for e.g. text, drawings, diagrams,
photographs,
charts,
tables,
graphs,
measurements, etc.)

Torches/lamps
Basketballs
Tennis balls
Marbles
Peas
Peppercorns

Science journals
Pencils
Torches/lamps
Basketballs
Tennis balls
Marbles
Peas
Peppercorns

Science
Understanding
recognise that the
Earth, the sun and
the moon are
spheres
know sizes of the
Earth, the sun and
the moon relative
to each other
recognise the sun
as the largest
celestial body in
the solar system
understand that
the apparent
movement of the
sun from east to
west is attributable
to the Earths
rotation
know that the
Earth orbits the
Sun and this
journey takes one
year (365 days)
know that the
moon orbits the
Earth and the
journey takes 28
days
know that the
Earth spins around
on its axis every
24 hours

Lesley KONG 100096415

EDUC 5192 SCIENCE M 2016

EXPLAIN
Play Youtube video Earth's Rotation & Revolution 1
(until 1 minute 24 seconds).
Discuss the position and sizes of the Earth, the sun and
the moon. Exemplify the relative sizes of each celestial
body using an image2.

Youtube Link:
https://www.you
tube.com/watch
?
v=l64YwNl1wr0
2

In the school oval or gym, students physically model

the Earths movement (orbiting the Sun while spinning
on its axis), and the moons movement (orbiting the
Earth) relative to the Sun. The students adopt different
shapes, positions and movements to exemplify the
differences in the three celestial bodies.
Observe students representations of the Earth, the sun
and the moon to ascertain their understanding of the
concepts involved. Use discussion and questioning to
allow students to illustrate their understanding.
Remind the students that it takes:
24 hours for the Earth to complete a rotation on its
axis
1 year for the Earth to orbit the sun
28 days for the moon to orbit the Earth.
Connections to other learning area/s
Mathematics:
Use the activity of comparing the sizes of the Earth,
the sun and the moon to generate a discussion about
the mathematical concepts of inequality (less than,
greater than) and equality (equal to), and introduce the
symbols used to represent these.

Image Link:
http://didyoukno
w.org/graphics/s
pace/planetsize
s.jpg

Science Inquiry Skills

Engage in small
group and whole
class discussions
to share ideas and
observations
Represent ideas
using informal
representations
Represent
information using
informal and
formal
representations
Science
Understanding
recognise that the
Earth, the sun and
the moon are
spheres
know sizes of the
Earth, the sun and
the moon relative
to each other
represent the
Earth, the sun and
the moon using
models (ensuring
their sizes
correspond)
understand that
the apparent
movement of the
sun from east to
west is attributable
to the Earths
rotation
know that the
Earth orbits the
Sun and this
journey takes one
year (365 days)
know that the
moon orbits the
Earth and the
journey takes 28
days
know that the
Earth spins around
on its axis every
24 hours
Lesley KONG 100096415
EDUC 5192 SCIENCE M 2016

EXPLAIN (continued)
Create a class poster containing facts about night and
day, ensuring it is a joint effort by making sure that
every group contributes. Draw a simple annotated
diagram (see Appendix 2) to accompany the facts on
the poster, illustrating how day and night occur
(including any movement associated with the process).
Use a Word wall to support students learning by
assisting them with scientific terms and related
vocabulary (for example, sunrise, sunset, spin, orbit,
rotate, axis, revolve, east, west). Add words to the
Word wall throughout the unit.
Then, students create scale models of the Earth, the
sun and the moon using plasticine, ensuring they are
at the approximate distances apart according to scale.
Provide students with websites1 that will enable them
to calculate distances of the Earth from the sun and
the moon from the Earth, as well as their scaled
diameters based on an entered (reduced) diameter for
the sun.
Monitor students (developing) understanding of:
the shapes and sizes of the Earth, the sun and the
moon relative to each other
the movement of the Earth, the sun and the moon
Connections to other learning area/s
Mathematics:
Discuss:
The concept of diameter with regards to a sphere.
Use approximate sizes of the Earth, the sun and the
moon to compare and contrast different diameters.
Can the students read and write the diameters in
words?
English/Literacy (Annotated diagram)
Discuss:
The purpose of annotated diagrams (to illustrate an
object, idea or concept)
The features of annotated diagrams (accompanied
by descriptions about the object, idea or concept,
and should be captioned and labelled)
English/Literacy (Word wall)
Discuss:
The use of a Word wall (to record both known and
new words about a specific topic to support
students learning)

Websites:
Shrink the Solar
System,
http://www.scie
ncelearn.org.nz/
Contexts/SpaceRevealed/Teachi
ng-andLearningApproaches/Shri
nk-the-SolarSystem
Solar System
Scale Model
Calculator,
http://thinkzone.
wlonk.com/SS/S
olarSystemMod
el.php
Plasticine
Rulers
Pencils
Erasers
Cardboard
paper
Coloured
pencils
Coloured
marker pens
Computers/tabl
ets

Lesley KONG 100096415

EDUC 5192 SCIENCE M 2016

Science Inquiry Skills

Represent
information using
informal and
formal
representations
Engage in small
group and whole
class discussions
to share ideas and
observations

ELABORATE
Students pose scientific questions to further explore
the Earth, the sun and the moon, or any other
celestial body that they would like answered. They
write these questions down on post-it notes which go
up on the Want section of the KWL chart.
Facilitate students learning and extend their thinking
by guiding their explorations and focus, for example,
challenge students to research:
- other planets, including their position in solar
system, characteristics, and length of day
- constellations, and how they are used
(cultural, navigation)
- indigenous interpretations of the movements
of the Earth, the sun and the moon (provide
some useful online resources1)
Prepare a collection of resources on the topics of
space, the solar system and day and night for the
classroom,
including
books,
newspaper/magazine/journal articles, and a list of
reliable and informative online resources 2 for the
students. The texts should be made available for
students at all times throughout the unit, including
during independent and guided reading sessions*.
Students research the answers to their questions
during the Explore phase of the unit in their groups.
Encourage the students to access, read and analyse
several texts before formulating their answers. Then,
each group shares their findings with the class.
Connections to other learning area/s
English/Literacy (Independent/guided reading
sessions)
Build on students existing reading skills and
introduce skills imperative to researching information
and understanding scientific and/or technical texts,
including how to:
Use a contents page and index/glossary
Predict content based on headings/subheadings
Skim and scan to identify specific information

Lesley KONG 100096415

EDUC 5192 SCIENCE M 2016

Post-it notes
Pencils
Science journals
Computers/iPads
1

Aboriginal
Astronomy,
http://www.quest
acon.edu.au/html
/aboriginal_astron
omy.html
Archaeoastronom
y and
Ethnoastronomy,
http://science.uni
serve.edu.au/sch
ool/sheets/conste
llations.html
3

Online
resources:
Melbourne
Planetarium,
http://museumvic
toria.com.au/plan
etarium/
NASA Kids Club,
http://www.nasa.
gov/audience/for
kids/home/index.
html
Nine Planets,
http://nineplanets
.org/
StarChild,
http://starchild.gs
fc.nasa.gov/docs/
StarChild/StarChil
d.html
Windows to the
Universe,
http://www.windo
ws2universe.org/

Science Inquiry Skills

Represent
information using
informal and
formal
representations

EVALUATE
Summative assessment
Students produce an information report presented in
the form of their choice. To support all students
learning, provide scaffolding by:
providing an example of a completed information
report
to
help
students
organise
and
present/display their information
using focus questions to help guide the creation of
their information reports
Students reflect on their learning, and write these in
their Science journals. These go up on the Learned
section of the KWL chart.
Connections to other learning area/s
English/literacy (Information report)
Discuss:
The purpose of information reports (to describe,
explain and provide information about a subject in
an organised way)
Key features of information reports (written in
formal objective style in simple present tense, use
of scientific and technical language, use of
conjunctions/connectives to link sentences and
ideas)
The structure of information reports (title, opening
statement, paragraphs with or without headings,
conclusion)
Students are given a range of information reports on a
topic they are interested in (for example, sports or
animals) to compare and contrast. They order the
information reports from least to most effective. Then,
they produce a list of the features of an effective
information report. The students compose information
reports that demonstrate these features.

Lesley KONG 100096415

EDUC 5192 SCIENCE M 2016

Pencils
Erasers
Science journals
Cardboard
paper
Coloured paper
Coloured
pencils
Coloured
marker pens
Plasticine

This page has been intentionally left blank.

Lesley KONG 100096415

EDUC 5192 SCIENCE M 2016

Appendix 1
What do we KNOW?

Lesley KONG 100096415

M 2016

What do we WANT to find out?

What did we LEARN?

EDUC 5192 SCIENCE

Appendix 2

Lesley KONG 100096415

EDUC 5192 SCIENCE M 2016