SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM 3/WEEKS: 8/9  To capture student interest and find out what they know about our Solar System TOPIC: Earth’s Place in Space
 To elicit students’ questions/ prior knowledge about each planet and their relative size
and location to the Earth and the Sun.
Diagnostic assessment used- in this lesson you will find out what the students already know about each
planet’s relative size and location to the Earth and the Sun. This will allow you to take account of
students’ existing ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KE
ON (Year 1 & Y QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
The Earth is part of Identify, plan Introduction (5 minutes)
a system of planets and apply the 1. Identify today’s learning task
orbiting around a elements of  Independently use rocks to demonstrate each planet’s size and location relative to the
star (the sun) scientific Earth and Sun. 24 x science
(ACSSU078). investigations  Complete a Socrative quiz to identify student’s prior knowledge on the science topic, journals
to answer ‘Earth’s Place in Space.’
questions and 2. Introduce new science journals Literacy
solve problems  Distribute an ‘Earth’s Place in Space’ science journal explaining it will be used to
using complete tasks and lesson reflections reviewing what we have learnt. 1 x TWLH chart
equipment and 3. Explain design brief What do you
materials safely  At the conclusion of the five lessons, students will then complete an eight – lesson already know
and identifying STEM project, implementing the concepts they have learnt to create a Solar System
potential risks about our Solar
model out of re-usable and recyclable resources.
(ACSIS086). 4. Complete TWLH chart as a class System?
 Identify as a class student’s prior knowledge about Earth’s place in space, as well as ‘There’s No
what they want to know. In lesson five, we will revisit the chart to complete the two Place like
remaining sections (appendix 1). Space,’ written
Lesson Body (50 minutes) by Tish Rabe.
5. Read ‘There’s No Place Like Space,’ by Tish Rabe. Literacy, Personal and Social What are the
Capability, Critical and Creative Thinking key ideas and
 In pairs, students will read this short story to begin exploring the eight planets in our topics explored
Solar System. A class discussion will follow to outline the key concepts explored in the
story. in this story?
6. Our Solar System rocks! 3 x buckets of
  Individually, each student must collect relevant flat rocks/large pebbles from buckets at flat
the front of the classroom to represent our Solar System accurately. On each rock rocks/pebbles
collected, students will use pencil, texta or paint to draw each planet and the Sun. They
must then place rocks/large pebbles on desk in the order they believe represents the Class set of
location of each planet and the location of the Sun in our Solar System. textas, paint,
 Identify health and safety considerations with class before beginning. paint brushes
and pencils
Conclusion (5 minutes)
7. Review lesson objectives as a class
 Independently use rocks to demonstrate each planet’s relative size and location to the Do you have
Earth and the Sun. any questions
 Complete a Socrative quiz to identify each student’s prior knowledge in relation to the about the task
science topic, ‘Earth’s Place in Space.’
8. Complete Socrative ICT capability before you
 Students will use iPads to independently answer questions relating to concepts in our begin?
new science unit of work (appendix 2). What was one
part of this
LEARNER DIVERSITY
 Specific learner diversity will not occur in first lesson to allow for successful and fair activity that you
diagnostic assessment to occur however the teacher will observe the enabled students found difficult?
closely and assist if required to ensure they finish the task. The level of assistance will What was one
be recorded in the checklist. part of this
HEALTH AND SAFETY CONSIDERATIONS activity that you
 Students using scissors must only travel with them when collecting and returning really enjoyed?
them and they must be held by their side with care. Teacher to model correct way to Socrative link
hold.
 No running or pushing students in classroom.
 When painting, be sure to wear your apron.
 Use newspaper if painting.
 Let teacher know if a spillage occurs. Five – star
 Wash hands with soap once you have completed the rock task. checklist
 Clean up your work area once you have finished the task.

LESSON OBJECTIVES
 As a result of this lesson, students will be able to:
 Independently use rocks to demonstrate each planet’s relative
size and location to the Earth and the Sun.
 Complete a Socrative quiz to identify each student’s prior
knowledge in relation to the science topic, ‘Earth’s Place in
Space.’

ASSESSMENT (DIAGNOSTIC)
Four-star checklist
 To identify each student’s ability to achieve the lesson objectives
(appendix 3).

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM 3/ WEEKS: 8/9  To provide hands on, shared experiences of the location and size of each planet. TOPIC: Earth’s Place in Space
 To support students to investigate and explore ideas about the phases of the moon,
Galileo Galilei , how each planet orbits the Sun and each planet’s relative size and
location to the Earth and the Sun.
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/K
ON (Year 1 & EY QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
The Earth is part of Science Identify, plan Introduction (7 minutes)
a system of planets involves and apply the 1. Revise what was learnt in Engage lesson
orbiting around a testing elements of  Students began completing the TWLH chart for our new science topic.
star (the sun) predictions by scientific  Individually, students constructed their own solar system using re-usable resources.
(ACSSU078). gathering data investigations  Students completed a journal entry to describe the process of constructing their solar
and using to answer system.
evidence to questions and 2. Identify today’s learning task
develop solve problems • In small groups, complete a Solar System jigsaw puzzle, identifying the location and
explanations of using size of each planet.
events and equipment and
 phenomena materials safely • In groups of nine, construct a Solar System dance to explore how each planet orbits the 12 x ‘The Faces,
and reflects and identifying Sun.
or Phases, of
historical and potential risks 3. Reading activity Literacy, Personal and Social Capability
cultural (ACSIS086).  Group 1: Read, ‘The Faces, or Phases, of the Moon.’ the Moon,’
contributions  Group 2: Watch, ‘Galileo – and his big idea,’ using the QR code on the whiteboard written by Baby
(ACSHE081). (appendix 4). Professor.
LESSON OBJECTIVES  Once students have finished reading, each group member will be given a number from 1 24 x science
As a result of this lesson, students will be able to: – 12 and they must find the class member with the same number as them in the opposite
group. Each pair will then record three key facts outlined in each resource and record journals
 In small groups, complete a Solar System jigsaw puzzle,
identifying the location and size of each planet. these in science journals. 1 x Galileo
 In groups of nine, construct a Solar System dance to explore how Galilei QR code
Lesson Body (48 minutes)
each planet orbits the Sun. 12 x jigsaw
4. Solar System jigsaw puzzle Personal and Social Capability
 In groups of three, identify each planet, their size and their location in relation to the sun puzzles
(appendix 5). Are any planets
ASSESSMENT (FORMATIVE)  Match the name of the planet to its correct size and location in relation to the sun to the same size
Anecdotal notes create eight complete puzzles. as one
 Used to record each student’s ability to achieve lesson objectives  Identify health and safety considerations before beginning.
another?
and ability to contribute when completing tasks in group situations  Observe and listen to students as they interact.
(appendix 8). KTP Are any planets
 There are eight planets in our Solar System and they all rotate around the Sun. in the same
 All planets are different sizes and have different locations in our Solar System. location as one
5. Solar System dance Personal and Social Capability
another? Why
 In groups of nine, students must apply knowledge from jigsaw activity to choose
correctly sized object to represent each planet, place planets in the correct location and do you think
explore how each planet orbits the Sun. this is?
 Each student will either be a planet or the Sun and must use chalk to draw the orbits on 24 x resource
the ground in the undercover area. lists
 Appendix 6 includes a resource list for planets and the Sun, which will be glued in
science journals. 4 x chalk pieces
 Identify health and safety considerations before beginning. Why is it
 Observe and listen to students as they interact. important to
KTP have the Sun as
 Venus is the only planet that rotates clockwise and the sun also rotates.
well as the
 No planet rotates at the same speed, which will be further explained in the next lesson.
planets in your
Conclusion (5 minutes) Solar System
6. Review lesson objectives as a class dance?
 In small groups, complete a solar system jigsaw puzzle, identifying the location and size
of each planet.
Why is it
 In groups of nine, construct a Solar System dance to explore how each planet orbits the important to
Sun. draw the
7. Complete oral explanation Literacy, Personal and Social Capability orbits?
 Individually, students will receive one A5 card that represent a planet. Students must
 then write a minimum of two statements on the card, explaining key aspects of the Why are all
planet. Once completed, students will share their planet and statements with a partner
planets in
and then glue A5 card into journal with correct answer included (appendix 7).
different
LEARNER DIVERSITY locations?
Extension students 24 x A5 planet
 Must write a minimum of three facts about their planet during conclusion activity.
cards
 Once completed their three facts, students must assist class members who have not yet
finished the task by using their peer teaching skills and knowledge. 24 x glue sticks
What is one
Enabling students interesting fact
 Enabling students will be on the mat together when completing jigsaw puzzles to allow you learnt
me to provide additional support and peer teaching to occur.
 Complete Solar System dance in mixed ability groups to allow for peer teaching and about a specific
collaborative learning to occur. planet today?

HEALTH AND SAFETY CONSIDERATIONS

1 x anecdotal
 No throwing of objects, such as jigsaw pieces, around the classroom.
 No running in classroom or when completing solar system dance outside. notes
 Alert the teacher immediately if an incident occurs.

SCIENCE FORWARD PLANNING DOCUMENT

 5E’s- EXPLAIN (1 lesson)
TERM 3/ WEEKS: 8/9  To support students to develop explanations for experiences and make TOPIC: Earth’s Place in Space
representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/K
ON (Year 1 & EY QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
The Earth is part of Science Identify, plan Introduction (10 minutes)
a system of planets involves and apply the 1. Revise what was learnt in Explore lesson
orbiting around a testing elements of  Students completed a Solar System jigsaw puzzle and Solar System dance to explore the
star (the sun) predictions by scientific eight planets, how long they take to orbit the Sun and the relative size of and distance
(ACSSU078). gathering data investigations between Earth, other planets and the Sun.
and using to answer 2. Identify today’s learning task
evidence to questions and  Individually construct a paper plate Solar System that explains the correct location and
develop solve problems size of each planet in relation to the Earth and the Sun.
explanations of using  In pairs, construct a fact sheet to explain the phases of the Moon.
events and equipment and 3. Construct word wall as a class Literacy
phenomena materials safely  In small groups, students will explore the concepts and words currently included in their
and reflects and identifying science journal that relate to our current topic.
historical and potential risks 1 x pack of A5
 Using A4 card, students will then collaboratively create the new ‘Earth’s Place in
cultural (ACSIS086). Space,’ classroom word wall. card
contributions 1 x pack of pins
(ACSHE081). Lesson Body (45 minutes)
4. ‘Earth’s place in space’ research tasks
 Whole class completes task 1 and once completed, moves onto task 2.
 Class discussion of answers and concepts learnt will follow.
Research task 1: Paper Plate Activity Literacy, ICT Capability, Critical and Creative 24 x paper
Thinking plates
 Individually, use classroom children’s literature, the YouTube resource and the 24 x task sheets
classroom example (appendix 9) to construct a paper plate Solar System.
24 x scissors
 Identify health and safety considerations before beginning.
 Resource: ‘Solar System – The Dr Binocs Show,’ video. The QR code is displayed on 24 x aprons
whiteboard (appendix 10) Students’
KTP textas and
 The number and names of all eight planets. pencils.
  The size and location of each planet in relation to the Earth and the sun. 1 x planet set
Research task 2: The Phases of the Moon Literacy, Personal and Social Capability, ICT from school
capability
 In pairs, students must research the phases of the Moon and construct a fact sheet in theirlibrary
science journals, explaining why there are different phases and what each phase is. 1 x ‘Solar
KTP System – The
 The light from the Sun reflects off the Moon which is why there are eight different Dr Binocs
phases of the Moon.
 The Moon orbits the Earth and as it does, the amount of light reflecting changes, Show,’ QR code
therefore changing the phase the Moon is in. 24 x iPads
Early finishers activity 3: ‘The Emu in the Sky’ ICT Capability, Literacy, Aboriginal and 24 x science
Torres Strait Islander Histories and Cultures journals
 Individually, students will use their iPads to read this dreamtime story and then create a
Popplet to outline the key points in the story (appendix 11). Why are no
planets the
Conclusion (5 minutes) same size or
5. Review lesson objectives as a class distance from
 Individually construct a paper plate solar system explaining the correct location and size
of each planet in relation to the Earth and the sun. the Sun?
 In pairs, construct a fact sheet to explain the phases of the Moon. How many
6. Two stars and a wish Critical and Creative Thinking phases of the
 Individually, students will complete a ‘two stars and a wish’ template on their lesson one Moon are
‘Solar System Rocks!’ activity identifying how they could improve (appendix 12). When
completed, glue template into science journal.
there?
Why does the
LEARNER DIVERSITY Moon not
 Enabling students will construct their paper plate Solar System in pairs to provide peer always look the
assistance to occur.
 Early finishing task is set (The Emu in the Sky).
same in the
 Enabling students may complete fact sheet in groups of three. night sky?

HEALTH AND SAFETY CONSIDERATIONS

 iPads must not be charging while being used during activities (trip hazard).
24 x two stars
 When painting paper plates, students must wear aprons.
 When using scissors, students must handle them with care and hold them correctly to and a wish
ensure no injury occurs. template
 No running or pushing students in classroom.

1 x traffic light
checklist

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Individually, construct a paper plate Solar System that explains
the correct location and size of each planet in relation to the Earth
and the Sun.
 In pairs, construct a fact sheet to explain the phases of the Moon.

ASSESSMENT (FORMATIVE)
Traffic light checklist
 Used to record each student’s ability to achieve lesson objectives as
well as their ability to work in a collaborative learning environment
(appendix 13).

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM 3/ WEEKS: 8/9  To challenge and extend students’ understandings in a new context or make TOPIC: Earth’s Place in Space
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/K
ON (Year 1 & EY QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
The Earth is part of With guidance, Introduction (5 minutes)
a system of planets pose clarifying 1. Revise what was learnt in Explain science lesson
orbiting around a questions and  Students individually constructed a paper plane solar system to explore the location
star (the sun) make predictions and relative size of the Earth, the Sun and the other planets.
(ACSSU078). about scientific  In pairs, students constructed a fact sheet to explain the phases of the Moon.
investigations 2. Identify today’s learning task
(ACSIS231).  In groups of three, collect data to identify a planet’s relative size and relative distance
from the Earth and the Sun and length of one day and one year of each planet.
Identify, plan and  As a class, create a Solar System that accurately represents the distances between the
apply the elements eight planets and the sun.
of scientific
investigations to 3. Complete revision questions in science journal Literacy, Critical and Creative
answer questions Thinking
and solve  What does your lesson one rock model represent accurately?
problems using  What would you need to add or change to your rock model to make it an accurate
equipment and representation of the Solar System?
materials safely Lesson Body (50 minutes)
and identifying 4. Data research ICT Capability, Personal and Social Capability, Numeracy
potential risks
24 x science
 In groups of three (Manager, Director and Speaker), students will use iPads and
(ACSIS086). classroom children’s literature books to collect data to assist in constructing a whole journals
Decide variables to class, complete and accurate Solar System orrery, including information on how to
be changed and make their models to scale.
measured in fair  Discuss how students will display their findings (in a table) and distribute a table for
tests, and observe each student (appendix 14).
measure and  Students will write a prediction in their science journal, explaining which planet they
record data with believe will be the largest, the smallest, closest to the Sun, closest to the Earth and What does
accuracy using which planet they will believe will have the longest day and longest year. ‘making
digital  Once teams have completed the task, they will then compare their findings with other
technologies as something to
teams.
appropriate  A class discussion will follow to outline the tools we used to collect our data. Students
scale’ mean?
(ACSIS087). must also glue table into science journal. 1 x list of pre-
KTP chosen groups
Construct and use
 Explain to students that making something to scale means ensuring that all parts of the 24 x tables
a range of
model are correct size relative to each other.
representations, 24 x iPads
Early finishers
including tables Classroom
 Update word wall with words and images from data research task.
and graphs, to
5. ‘Size Matters’ science investigation Critical and Creative Thinking, Numeracy, children’s
represent and
Personal and Social Competence literature on
describe
observations,  As a class, create a Solar System that accurately represents the distance between
planets.
‘Space.’
patterns or What units are
relationships in  Have students choose appropriate objects from front of classroom to represent each
data using digital planet and select eight students to each take a planet sign and the object representing best to use
technologies as the planet. when we are
appropriate  Have the student representing the Sun stand in the centre and hold the rope. Then
measuring the
(ACSIS090). place each student that represents a planet in the correct position along the rope.
 Students who are allocated a planet will then walk around the Sun and stop when they length of a
Compare data with have completed an orbit. ‘day’ and a
predictions and use  Identify health and safety considerations before beginning. ‘year’ for a
as evidence in KTP planet besides
developing  Discuss how long/short each orbit was and what this could mean in relation to ‘years’
explanations and how fast the planet is moving. Earth?
(ACSIS218). What is one
Conclusion (5 minutes) other way you
Reflect on and 6. Review lesson objectives as a class could record
suggest  In groups of three, collect data to identify a planet’s size, relative distance from the
 improvements to Sun and length of one day and one year on each planet. and display
scientific  As a class, create a Solar System that accurately represents the distances between data for this
investigations planets.
(ACSIS091). Dollar conclusion Literacy, Numeracy, Critical and Creative Thinking investigation?
 Students must write a conclusion to their science investigation in their science journal. Where do you
Communicate Each word is worth 10 cents. Prompt conclusion question are included in appendix 15 believe each
ideas, explanations if needed. Students must also explain how accurate their prediction was and how we
and processes
planet should
could improve our investigation for next time.
using scientific stand along the
representations in LEARNER DIVERSITY rope?
a variety of ways, Extension students 1 x rope
including multi-  Must write at least a four-dollar summary
media texts 8 x planet
 Early finisher task has been set (update word wall).
(ACSIS093). objects
LESSON OBJECTIVES Enabling students 8 x planet signs
As a result of this lesson, students will be able to:  Must write at least a two-dollar summary 1 x sun sign
 In groups of three, collect data to identify a planet’s size, relative 1 x sun object
HEALTH AND SAFETY CONSIDERATIONS
distance from the Sun and length of one day and one year on each In this same
 Students holding rope must be gentle to ensure rope burn does not occur.
planet.
 On the oval, all students must be within eyesight of the teacher for safety. activity, could
 As a class, create a Solar System that accurately represents the
distances between planets. we also
accurately
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) measure the
Four – star checklist relative
 Used to record each student’s ability to achieve the lesson objectives distance
(appendix 16).
between the
Sun, the Earth
and the other
planets?
1 x checklist
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EVALUATE (1 lesson)
TERM 3/ WEEKS: 8/9  To provide opportunities to review and reflect on their learning about the relative size TOPIC: Earth’s Place in Space
of and distance between the Sun, the Earth and the other planets and represent what
they know about the phases of the Moon.
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
The Earth is part of Communicate Introduction (5 minutes)
a system of planets ideas, 1. Revise what has been learnt in Elaborate lesson
orbiting around a explanations and  In groups of three, students collected data to create a Solar System that
star (the sun) processes using accurately represents the distances between planets
(ACSSU078). scientific 2. Identify today’s learning topic
representations in  As a class, complete the TWLH chart to reflect on what they have learnt
a variety of ways, in our solar system unit.
including multi-  Individually, construct a story book to represent what they know about
media texts the Earth as part of a system of planets orbiting around the sun.
(ACSIS093). 3. Complete TWLH chart
 As a class, reflect on learning experiences by completing the final two
stages of the TWLH chart (appendix 1). TWLH chart
Lesson Body (50 minutes) What have you learned in
4. Story Creator ICT Capability, Literacy, Critical and Creative this unit of work and how
Thinking do you know?
 Individually, students will create a story book for their parents, to explain
and reflect on what they have learnt in our Solar System unit of work.
 Students will be given a self-checklist to ensure they include evidence of
their understanding of all key concepts (appendix 17). 24 x iPads
 Students will use the pre-downloaded app, ‘Story Creator,’ on their iPads 24 x science journals
and the photos they have been taking of their work over the past four 24 x self-checklists
lesson. Students must then use these photos and the information in their
science journals to create an electronic learning journey for their parents.

Conclusion (5 minutes)
 5. Review lesson objectives as a class
 As a class, complete the TWLH chart to reflect on what they have learnt
in our solar system unit.
 Individually, construct a story book to present what they know about the
Earth as part of a system of planets orbiting around the Sun.

6. Snowstorm Personal and Social Competence What part of this science

 Students write down what they learnt on a piece of paper and then on the
count of three scrunch it up gently and throw it in the air. Students take it unit would you like to
in turns to select one and a class discussion will follow. continue to learn about in
further detail?
LEARNER DIVERSITY
 All students receive self-checklist to ensure all know the key information
they must include in their story book and to guide them when making it.
 I will observe enabling students closely to provide assistance if 24 x pieces of paper
necessary.
HEALTH AND SAFETY CONSIDERATIONS
 Students must not be charging iPads - trip hazard.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 As a class, complete the TWLH chart to reflect on what they have
learnt in our Solar System unit.
 Individually, construct a story book to represent what they know
about the Earth as part of a system of planets orbiting around the
sun.

ASSESSMENT (SUMMATIVE – Science Understanding)

Marking key
 Used to record each student’s level of knowledge in relation to the
key concepts explored in this unit of work.