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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- ELABORATE (1-2 lessons)

•   To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
•   To use investigative/ inquiry skills
•   Summative assessment of science inquiry skills

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 (ACSH (ACSIS 1.   What  is   SUMMATIVE- Lesson  motivation:    
n  4     U078) E083)   231) gravity?     -­   Students  complete  first  section  of  lesson  four  in  
Elabor     Assess   their  science  book  “what  I  think  I  know  about  
ate (ACSIS student’s   gravity”      
2.   Explain  
086) the  role   summaries  of   -­   Think-­pair-­share.     Is  the  magnet  
mass  and   -­   Teacher  holds  up  a  magnet  to  the  class  and  a   attracted  to  the  
of  gravity  
gravity     paperclip  or  is  
(ACSIS in  our   paper  clip  a  shows  how  the  paper  clip  is  
  the  paperclip  
090)   solar   attracted  to  the  magnet.     attracted  to  the  
Mark  science  
  system.     -­   Teacher  ask  students  to  use  their  science   magnet?  
journals  against  
ACSIS   lesson   journals  in  lesson  four  the  answer  the  key    
087) objectives     questions                                                                                        à      
3.   Explain  
     
the   -­   Allow  time  for  students  to  think.  This  may  be  a  
Leave  effective    
relations concept  they  have  not  thought  about  before.  
feedback  based     https://www.yout
hip   -­   Teacher  allows  students  to  verbally  say  their    
on  students   ube.com/watch?
between   participation  in   answer  and  justify.       v=DR9w4koW2
mass   lesson.   -­   What  youtube  on  magnetism.     EA  
         
and   A  –  absent  for   What  is  a  magnet:  Is  an  objector  device  that      
gravity     lesson.     gives  off  an  external  magnetic  field,  It  applies  a      
  B  –  Behavioural   force  over  a  distance  on  other  magnets,  and  in      
issues  occurred      
our  case  magnetic  materials  (paper  clip)  
throughout  the      
lesson.  Use        
anecdotal  notes   -­   Teacher  clarifies  students  understanding  that      
to  write  what   the  paperclip  is  attracted  to  the  magnet  because      
happened.     of  the  material  it  is  made  of.        
0  –  Has  not      
achieved  lesson        
objective  at  all.          
1  –  Has  achieved   Lesson  steps:        
lesson  objective   -­   Introduce  lesson  learning  objectives        
to  an  extent.     -­   Explain  the  role  of  gravity  in  the  solar  system      
2  –  Has  mastered   -­   Explain  the  relationship  between  mass  and      
lesson  objective.        
gravity    
3  –  Has  achieved      
lesson  objective.   -­   Students  are  put  into  pairs.        
  -­   Students  are  given  a  small  and  larger  magnet.       Magnets  (small  
***  Effective   -­   Students  use  the  small  magnet  first  to  explore     and  large)    
feedback  for   the  classroom  for  other  objects  that  are      
students. attracted  to  the  magnet.  Students  use  an  Ipads     Pop  stick  jar    
   
to  take  photos  If  they  wish.  
  Ipads  
-­   Students  record  the  objects  that  are  attracted  to      
the  magnet     Science  journals    
-­   Teacher  asks  students  to  use  difference      
distances  between  the  magnet  and  the  object     Timer    
and  note  down  the  result.      
-­   Students  are  given  ten  minutes  and  then  repeat      
   
the  activity  with  the  larger  magnet.  
What  types  of    
-­   Once  completed  students  are  given  five  minutes   objects  where    
to  write  in  words  a  summary  of  their   attracted  to  the    
observation.   magnet?    
Key  questions                                                              à        
  What  was  the    
size  of  these    
   objects?  (large    
  /  small)      
     
What  did  you    
 
feel  when    
Explicit  teaching:   putting  the    
Teacher  explicitly  teaches  students  that  the   magnet  at  a    
activity  they  took  part  in  was  modelling  gravity.     distance  from    
  the  object?    
watch  youtube  video  on  mass  and  gravity.        
     
   
Gravity:  A  force  of  attraction.    
Why  did  I  use    
  a  magnet  to    
  model  gravity?     https://www.yout
Planets  are  kept  to  their  orbit  around  the  Sun  by     ube.com/watch?
the  Force  of  gravity  between  them  and  the  sun.       v=ljRlB6TuMOU  
   
Anything  that  has  mass  also  has  gravity.    
 
Objects  with  more  mass  have  more  gravity.   What  is  
Gravity  gets  weaker  with  distance,  So  the  closer   gravity?    
the  objects  are  together,  the  stronger  their    
gravitational  pull  is,  as  experienced  in  the    
activity.    
   
 
Earths  gravity  comes  from  all  of  its  mass.  The  
What  is  mass?    
mass  makes  a  combined  gravitational  pull  on  all    
the  mass  in  your  body.  Which  is  what  gives  you    
weight.      
   
-­   Student  write  in  science  journals  the  role  of    
gravity  in  our  solar  system.      
 
-­   And  the  relationship  between  mass  and  gravity    
 
   
   
 
Lesson  closure:      
   
-­   Students  pack  away  materials  used.    
-­   Revisit  lesson  objectives  and  how  they  were    
achieved.    
 
-­   Students  come  to  the  matt  and  go  around  in  a  
circle  to  list  something  that  you  could  perform  
where  gravity  would  bring  them  back  to  be  
centred.  Example:  jumping  on  a  trampoline  /  
throwing  a  ball.  
-­   Students  compete  exist  slip  in  their  science  
journal  

Transition  to  next  lesson:    

-­   Mark  and  record  science  journals  with  
anecdotal  notes  /  assessment  book.  
-­   Print  pictures  from  science  lesson  for  students  
to  glue  into  their  book.    
-­   Note  and  common  misconceptions  from  exist  
slips  in  science  journals.    
 

Safety  consideration:    
-­   Students  are  reminded  that  Ipads  are  the  
schools  property  and  to  handle  with  care.    
-­   Handle  magnets  with  care,  watch  out  for  
fingers.    

Learning  Diversity:    
Enable:  Students  work  with  teacher  to  perform  the  
activity  with  a  magnet  thus  the  teacher  can  break  down  
the  process  of  gravity  occurring.  Teacher  will  prompt  
question  to  ensure  understanding.    
Extension:  Challenge  students  to  work  individually  to  
identify  gravitation  pull  on  objects.