FORWARD  PLANNING  DOCUMENT              

TERM/WEEKS: 2 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science: Earth space and

Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- EXPLAIN (1 lesson)

•   To support students to develop explanations for experiences and make representations of developing conceptual understandings
•   Formative assessment

WEEK/   AUSTRALIAN  CURRICULUM   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING     KEY   RESOURCES  
LESSON    LINKS   OBJECTIVE   (what  &  how)   EXPERIENCES   QUESTIONS  
  (include  learner  diversity)  
Science   Science  as  a   Science  
Understand Human   Inquiry  
ing   Endeavour   Skills  
Lesso (ACSS (ACSIS   FORMATIVE      
n     U078) 231) 1.   Plan  a        
3   Marking   Motivation  and  introduction:        
proposal  for  
explai recording  in   -­   Students  are  sat  in  a  circle  on  the  matt.      
(ACSIS or  against  to  
n     assessment   Students  are  to  go  around  and  list  vocabulary      
086) travel  to  an  
book  based  on   words  learnt  throughout  their  unit  of  work  “The      
assigned   lesson  activities   Solar  System”  if  a  student  states  a  word  already   What  is  the   Science  journal    
planet?     and  anecdotal   solar  system?      
said  they  are  out.  
  notes  recorded   -­   This  can  be  played  in  groups  with  a  challenge  to     Pop  stick  jar    
1.   Present  your   during  the   What  is  the    
only  list  words  from  a  given  planet,  the  role  of  
proposal  with   lesson.   solar  system   ICT  tools  for  
  the  sun  features  and  characteristics  of  planets.     made  up  of?     students    
the  use  of  
Assess  students   -­   Use  pop  stick  method  to  review  what  the    
ICT  or  
Proposal  plan   student  have  learnt  so  far  about  the  unit  of  work   What  is  the  
poster.   and  provide   order  of  the  
“The  Solar  System”  directed  by  the  key  
  effective   planets?    
questions                                                                              à    
2.   Demonstrate   feedback  to    
 
teamwork   continue   What  is  the  
during   learning  in   role  of  the  
Lesson  steps  (take  me  to  space):    
evaluate  lesson     sun?    
-­   State  lesson  objectives  and  how  they  will  be  
     
achieved.      
planning  of   A  –  absent  for   -­   Teacher  bring  up  a  discussion  for  students  to  
proposal.   lesson.     activate  imaginative  thinking.      
B  –  Behavioural   -­   How  would  you  plan  a  possible  trip  to  the  
issues  occurred  
moon?    
throughout  the  
lesson.  Use   -­   Consider  physical  features:  water  and  gravity.    
anecdotal  notes   -­   Ability  the  sustain  life:  what  do  you  need  to  live  
to  write  what   on  earth?  Is  it  possible  to  live  on  the  moon?    
happened.     -­   How  would  you  get  there?  Guide  students  to  
0  –  Has  not   think  about  the  distance,  orbiting,  weather  and  
achieved  lesson   planning  involved  to  get  to  the  moon.  
objective  at  all.    
1  –  Has  achieved    
lesson  objective    
to  an  extent.     Explain  to  students  they  are  going  to  research  and  
2  –  Has  mastered   participate  in  a  debate  for  a  trip  to  an  assigned  planet  
lesson  objective.     (not  including  Earth).  Students  will  use  what  the  they  
3  –  Has  achieved   have  discovered  through  previous  lessons  and  research  
lesson  objective.   to  argue  for  and  against  planning  a  trip  to  their  given  
  planet.    
***  Effective    
feedback  for   **  Students  assigned  a  planet  that  can  not  sustain  life  
students.   must  find  a  creative  way  to  explore  the  planet.  Such  as  
sending  a  space  craft  or  landing  on  one  of  the  planets  
moons.  Once  student  think  of  of  a  solution.  The  group  
will  break  up  into  pairs.  Teacher  will  allow  one  students  
from  each  pair  from  the  group  to  pick  out  of  a  hat  for  or  
against  to  plan  a  trip  to  their  assigned  planet.    
 
Groups  form  partnership  (mix  abilities)  and  choose  out  
of  a  hat  for  or  against  to  begin  their  research  to  explain  
why  or  why  not  a  trip  to  their  assigned  planet  is  
possible.  
 
Students  are  given  the  lesson  to  use  their  information  in  
science  books  or  from  work  completed  and  continue  
further  research  for  their  posing  question  for  a  trip  to  
their  assigned  planet.    
  
Students  are  able  to  present  their  proposal  through  a  
power  point  presentation,  posters,  IMovie  or  book  
creator.  Proposals  will  be  presented  at  the  end  of  the  
evaluate  lesson  of  the  unit  of  work.      
 
Students  must  include  the  following  in  their  proposal:    
 
-­   Ability  to  sustain  life:  Can  you  live  there?  What  
does  the  planet  have  to  sustain  life?    
-­   Think  about  what  is  needed  to  live  on  earth,  
does  your  planet  have  those  features?  Food,  
water,  oxygen,  shelter,  personal  needs  
-­   How  will  you  get  there?  (this  will  challenge  
students  thinking  but  will  bring  to  discussion  
about  the  distance  orbiting  of  the  planet)    how  
long  will  it  take?  How  far  will  you  need  to  travel?  
How  much  would  this  cost?  
-­   Weather:  When  is  it  best  to  travel  to  assigned  
planet?    
-­   Bibliography  required.  

 
 
 
Students  use  an  ICT  tool  (Ipad  or  computer)  to  conduct  
research  to  write  their  notes  and  plan  to  present  their  
proposal.  At  the  end  of  the  lesson  the  partnership  will  
email  to  their  teacher  their  notes  and  plan  to  present  
their  proposal  with  material  required  in  order  to  the  
teacher  to  prepare.    
 
Lesson  closure:    
-­   Students  save  work  and  email  to  teacher.  
Teacher  will  check  she  receive  all  students  
work.    
 -­   Students  complete  lesson  three  in  science  
journal.  “what  have  you  learnt  from  you  
research  today?    
-­   Review  lesson  objectives  and  they  were  
achieved.    

Transition  to  next  lesson:    

-­   Prepare  materials  required  for  each  partnership  
proposal    
-­   Mark  and  review  science  journals    
-­   Print  our  partnership  plan  to  stick  into  science  
journals.    

 
 
Learning  diversity:    
 
Enable:  teacher  provided  a  list  of  website  to  explore  for  
research.    
Extension:  Challenge  student’s  o  find  four  
argumentative  points  for  their  proposal.