5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
WE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCE
EK/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS S
LES (include learner diversity)
SO Science Scienc Science
N Understanding e as a Inquiry Skills
Huma
n
Endea
vour
The Earth is With Students will: FORMATIVE Introduction/Motivation: Prompting Who
part of guidance,
Various  Begin lesson by playing a version of who Questions wants to
3 a system of
planets
pose
clarifying 1. Research assessment wants to be a millionaire Solar System during: be a
orbiting questions and answer strategies will be themed with students, to activate prior millionaire
around a and make Introduction/M PowerPoin
three implemented to knowledge and set tone for the lesson.
star (the predictions
ensure thorough otivation: t game
sun) about questions (Power point)
(ACSSU078) scientific
about the formative
investigati  Introduce the topic and lesson focus – The 1. What do we Interactiv
assessment and
ons concept planets orbit around the sun already know e
(ACSIS231
effective feedback
that the occurs throughout  Using a pie tin, play dough and a bouncy ball about how whiteboar
)
planets orbit lesson. to demonstrate to students how a planet d
the planets
the sun in orbits around a sun. Ask them to observe and move in the
Communic
ate ideas, their 1. Work sample make judgements and decisions about this Pie tin
solar system?
explanatio science concept – provoke higher order thinking.
ns and Students will be Bouncy
processes journals.  Pass the materials around and allow students 2. Do you think
marked on the ball
using the opportunity to replicate the concept the planets
scientific 2. Participate answers they
representa provide in their themselves to give them a further move fast or Play
tions in a in a role- understanding. slow? dough
science journals in
variety of play the research
ways,
including
activity, activity. Written Lesson Body: IPads
multi- where they feedback will be Part 1: - Research (literacy) 3. Do they go in
modal act out a given to students. 1. Partner students up. clockwise or Science
texts (ACSI 2. Explain activity: journals
S093) variety of anticlockwise
scenarios 2. Checklist direction?
In pairs students will research and answer the Website
where following three questions using the internet: (https://sp
A checklist will also
planets orbit be utilised during ace-
4. Look at how facts.com/
the sun in the role-playing  What does orbit mean? Are there other words
the bouncy planet-
groups. activity. Teacher for orbit?
will make note on  Why do planets orbit? balls moves orbits/#fa
student’s progress,  How long does it take each planet to orbit the in the pie tin r
understanding and
participation sun? Lesson Body: 7 bags of
throughout the different
activity to gauge Record answers in science journals. 5. What does sized balls
their progress on orbit mean?
this particular 3. Have a class discussion and share answers Stereo
topic. from the research activity. 6. Why do
planets orbit?
Checklist Key: Part 2: - Discussion
X - did not 4. Place the webpage – Space Facts – Planets
achieve objective Orbit on the interactive whiteboard 7. How long
in lesson at all (https://space-facts.com/planet-orbits/#far) . does it take
(D) As a class explore the information provided for {insert
✓- has achieved and share discussion about the speed, planet name}
objective to an to orbit the
distance and lengths of the orbits of each
extent (C) sun?
planet. Make a conclusion about the lengths
✓+- mastered
of the orbital paths and the distance a planet
objective (B)
is from the sun – (the further a planet Is from
✓++- achieved 8. What can we
the sun the longer it will take to complete one
objective above conclude
level (A) orbit due to its longer orbital path)
about the
Part 3: - Role Play lengths of the
5. Divide students into groups of four. orbital paths
6. Go outside where there is room to move. and distance
7. Group members are to allocate the following a planet is
roles within their group. from the sun?
 The sun – Holds orange dodge ball
 A planet – Holds a variety of balls
depending on the planet and acts out the 9. What would it
orbit of the planet look like if
 A director – Facilitates group discussion. {insert planet
 A collector – Collects materials (each name} was
group get the same amount and same orbiting the
sized balls) sun?
8. Explain to students the task – The teacher will
describe a scenario i.e. the planet Jupiter
orbits around the sun in a clockwise direction. 10. If a planet is
The group then needs to firstly choose a ball close to the
that would represent that planet most sun would it
accurately (the largest one) and then they take it longer
need to consider the distance from the sun or shorter to
that this planet is (not to scale) and the
 speed they would be orbiting the sun based orbit the sun?
on their distance (also not a real
representation). The teacher will say a variety
11. If a planet is
of scenarios using the different planets and
far away from
students will repeat this process in their
the sun would
groups.
9. Throughout the activity groups will be asked it complete
questions and asked to justify their role play an orbit
and the selections and actions they have slower or
made to represent different scenarios. quicker then
a planet close
Conclusion: to the sun?
10. Once students have packed away teacher will
facilitate a review on the lesson.
11. To conclude students are to participate in a Conclusion:
quick milling to music activity where they will 12. What is
share new learned knowledge with a variety something
of their peers. you’ve learnt
in todays
(Milling to music = The teacher will play music lesson?
and students are to dance/move around the
classroom until the music stops. Once the music
stops students will have 30 seconds to share one
thing they learnt in the lesson to their partner. A
few partners will share to the class, and the
process will be repeated.)

Learner Diversity:
Provisions
- Students with vision impairments are seated
within close proximity to the whiteboard.
- Students with behavioural management
issues may need behaviour plan.
- Students with hearing impairments may
require cue cards and extra assistance.

Enable – Lower ability

 Have the group of additional needs
students and lower ability students
working at a desk with teacher to
 research and answer the questions in task
1
 Group students strategically in role play
activity so they are placed with students
who can assist them in the activity

Extend – Higher ability

 Ask students of a higher ability to
research additional questions.
 Ask students to write a paragraph in their
science journals about how the planets
orbit the sun.
 Ask higher order thinking questions to
higher ability students during role play
activity.

Safety Considerations:
 Discuss cyber safety and appropriate
digital citizenship with students prior to
research activity i.e. research only
relevant information, use appropriate
language, remain on task etc.
 Discuss with students appropriate class
etiquette during milling to music activity
i.e. no running just moving around, no
pushing, being respectful and inclusive,
appropriate body language etc.
 Students are to wear hats when outside.