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
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Scien Science
Understandin ce as Inquiry Skills
g a
Hum
an
Ende
avou
r
4 The Earth With Students will: SUMMATIVE- Introduction/Motivation: Prompting Popsticks
is part of guidance,
1. Begin lesson by reviewing some concepts Questions
a system pose
of planets clarifying 1. Checklist from the previous lesson as a class (teacher during: Interactive
orbiting questions 1. Watch a can utilise popstick method to encourage whiteboard
around a and make video about A checklist will Introductio
star (the predictions participation).
the relative be utilised in n/Motivatio ABC video
sun) about 2. After revision session, ask students some
(ACSSU07 scientific the first n: http://education
sizes and prompting questions to establish prior .abc.net.au/ho
8) investigati component of
ons distances of the lesson knowledge and encourage higher order 1. How big is me#!/media/30
(ACSIS231 the planets when students thinking skills connecting to content covered our solar 339/
)
from the sun. are in the upcoming lesson. system? If
constructing 3. Play ABC video to stimulate students interest we scaled Hula hoops
Communic 2. Participate the mini solar and introduce lesson down the
ate ideas, in system on the solar system Basketball
http://education.abc.net.au/home#!/media/30339/
explanatio
constructing a oval. It will 4. Pause the video throughout to have frequent to fit into a Ping pong ball
ns and Golf ball
processes model of the judge their discussions with students about the content sports field,
using participation, how big do Netball
solar system being discussed. Hockey Ball
scientific discussion, you think the
representa showing the predictions, Sun would Exercise ball
tions in a relative Lesson body: Softball
questions and be?
variety of
distances 5. Introduce the main lesson task – Constructing Etc.
ways, overall
including between the understanding. a module of the solar system on the school 2. Do you
multi-
sun and the oval. know the Planet posters
modal 6. Before exiting the classroom explicitly go
texts (ACSI planet on the 2. Work name of the
S093) Sample through the task instructions, expectations biggest star Camera
school oval.
and safety procedures with students. in our solar
Student’s 7. Once on the oval delegate one student to be system? Science
science journals Journals
3. Draw a the sun and other students to be specific
will be marked planets. Give them a ball that is a 3. Can you
diagram of name all of Pens
as summative representation of that planets relative size
the solar assessment the planets Exit slips
system in pieces. The and a poster with their name and a picture in our solar
their science areas students on. system? How
journals and will be marked 8. The rest of the class are to walk through many are
on are: where each planet should be positioned in there?
label the
planets. relation to the sun to form a mini solar
- The order of Lesson
system (like the one shown in the video). Ask Body:
the planets
students to justify and reason their
in the
suggestions. 4. What was
diagram.
9. Take a photo of the completed solar system the
- The name of to analyse back in the classroom. largest
10. Students are to draw a diagram of the solar planet in
the planets
system labelling the planets in their science the solar
in the
journals. They are also required to write a system?
diagram.
paragraph reflection on the activity,
completed prior in the lesson answering the 5. How big
- Reflection following: is the sun
on according
construction I really enjoyed... to the
activity. video?
I learned a lot about...

I could improve... 6. What was

the name
I’m still wondering about... of the
hyper
Next time we work in teams I will... giant star
mentione
In the future I would like to... d in the
video?
Conclusion:
11. Ask students to complete an exit slip before
exiting the classroom based on the content of 7. Which
this lesson. planet
did a
Ping-
Learner Diversity: Pong ball
Provisions
represent
- Students with vision impairments are seated
?
within close proximity to the whiteboard.
- Students with behavioural management
 issues may need behaviour plan. Conclusion:
- Students with hearing impairments may
require cue cards and extra assistance. 8. Are there
any
questions
Enable – Lower ability ?
- Give students with lower abilities the
responsibility of holding the balls/planet
posters. .
- Give students with lower abilities a template
of the solar system that they can glue into
their science journals that has structure and
clues to help them label the planets correctly.

Extension – Higher ability

- Allow higher ability students to take lead role
during the construction of the planets activity.
- Ask students higher order questions during
activity
- Encourage responses for reasoning and
justifications.
- Early finishers can write a paragraph about
their knowledge of the solar system in their
science journals.

Safety Considerations:

 Discuss out of class behaviour with

students i.e. walking on pavement,
staying in sight at all times, not
wondering off school grounds at anytime,
stay away from the road etc.
 Students are to wear hats outside
 Discuss appropriate behaviour with the
materials i.e. do not throw or bounce
balls.