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PIALBA STATE SCHOOL: SCIENCE YEAR 3 SEMESTER 1 UNIT 2 TERM 2 UNIT PLAN

Deep Learning Inquiry Cycle

Spinning Earth: Investigating the sun, Earth and us – Night and Day (PC)Primary Connections (night and Day) linked C2C UnitIn this unit students will use their understanding of the movement of Earth to suggest explanations for

everyday observations such as day and night, sunrise and sunset and shadows. They will identify the

observable and non-observable features of Earth and compare its size with the sun and moon. They

will make observations of the changes in sunlight throughout the day and investigate how Earth's

movement causes these changes. Students will plan and conduct an investigation about shadows and

will collect data safely using appropriate equipment to record formal measurements. Students will

represent their data in tables and simple column graphs to identify patterns and explain their results.

They will identify how Aboriginal peoples and Torres Strait Islander peoples use knowledge of Earth's

movement in their traditional lives. Students will explore the relationship between the sun and Earth

to identify where people use science knowledge in their lives. They will create a presentation to

communicate their understandings and findings about the regular changes on Earth and its rotation.

Pedagogical Practices Levering Digitally Learning Environments Learning Partnerships

Pedagogical Practices are used to design, monitor and

assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom

and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting

environments where students take responsibility for their

learning.

Learning Partnerships are cultivated between and among

students, teachers, families and the wider environment

Pedagogical Practices are used to design, monitor

and assess learning.

Leveraging digital accelerates access to knowledge beyond the

classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in

trusting environments where students take

responsibility for their learning.

Learning Partnerships are cultivated between and

among students, teachers, families and the wider

environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended

questioning and tiered tasks using Collaboration:

Elbow partners, small groups, whole class,

Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

You Tube Scientific Videos

Other Science Videos

Student Digital Science Journals

Teacher Digital Science Journal

Learning object –

For collaborative team information

See Primary Connections Pages. 76-80

Resources

Slideshow

Home explorers – working with parents engaging in

exploration around their home.

1 of 25DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: You will create a presentation to explain the cause of everyday observations on Earth, including night and day, sunrise and sunset, and shadows.

Term 2, Week 1

F Student Pre-test knowledge: iIdentify the observable and non-observable features of Earth and compare its size with the sun and moon.

Term 2, Weeks 2-6 F

Students investigate the appearance and cause of shadows and use their understanding of the movement of Earth to explain their observations.

Students model the rotation of Earth to understand that Earth's rotation on its axis causes regular changes and communicate and represent their ideas and findings using scientific language.

Term 2, Weeks 7 & 8 S

Assessment task — Investigating the sun, Earth and usPart A: Planning the presentation- Complete a draft plan to ensure you have all the information you need for your presentation.Part B: Creating the presentation- Use your completed draft plan to create your presentation

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Science Year Level Team: Term: Semester 1 Term 2

WALT/WILF/TIB

(The What)

Active Learning Engagement

(The How)

Check for Understanding

(Formative)Internal monitoring and feedback

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Science Vocabulary – DAILY

Each lesson revisit vocabulary and KWL on chat-board (concepts, facts, skills) to revise and refine understandings

___________________

Walt: describe changes in the day and night sky and pose questions for investigation

Wilf:

Observe features of the day and night sky and indicate features that are always present

Identify and describe features of the sun and Earth (observable and non-observable)

Identify how the sun impacts our lives on Earth

Describe changes in the day and night sky and suggest possible explanations / questions for investigation

Spinning Earth: Night and Day - ENGAGETo capture students’ interest and find out what they think they know about how the Earth’s rotation on its axis causes regular changes, including night and day. To elicit questions and preconceptions about what causes night and day.

Investigating the Earth and SunWatch sunrise to sunset video and observe changes. Reflect on why this happens Sunrise to sunset time lapse!

Observe position of sun throughout the day. Notice shadows created by blocking of sun. . Discuss impact of Sun on our everyday lives.

Students draw image of Earth and Sun based on current perception & observation. List perceptions of how day and night occurs (eg sun appears to move). Complete class / individual KWL.

Watch Powerpoint – images of Earth from Space – list observable and non-observable features

Look at other representations of Earth and Sun – video, photographic images, globe, cartoon – add to list of features. NASA Sun images (Favourites Science folder).

Start chat – board – create class KWL of prior perceptions and questions to investigate.

Formative (Feedback)

KWL SHEET

L2B

Allow 'wait time' for the student to process information

Consider teamwork for task- elbow partner

Explicitly teaching of vocabulary and sentence structures to support language

Provide picture / visual supports

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

U2B

Expose to more technical or specific Science vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Use technology to record students work

C2C Science Digital Library

All Resources can be located at the following website link.

https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/Earth_and_Space.html

Observations (Write / draw)Observe morning, midday, afternoonDraw a diagram to show position of sun / shadow Describe sun’s position (indirect sense!!), amount and strength of light, warmth from the sun

Primary Connections:





Why do we use a science chat-board?

A science chat-board is a display area where we share our changing questions, ideas, thoughts and findings about a science topic.

What does a science chat-board include? A science chat-board might include a title, words, pictures,

Why do we use a science journal? We use a science journal to record what we see, hear, feel, and think so that we can look at it later to help us with our claims and evidence.

What does a science journal include? A science journal might include dates and times, written text, drawings, measurements, labelled diagrams, photographs, tables and graphs.




WALT/WILF/TIB

(The What)


(The How)


Internal monitoring data Formative

(Feedback)

Differentiation

Content: What

Process: Pedagogy – How

Product: Check for Understanding

Resources

Science Vocabulary

Equator, axis, rotation, sunrise, sunset, poles, tilt

Revisit vocabulary and KWL daily (concepts, facts, skills) to revise and refine understandings ___________________

WALT describe the movement of the Earth in relation to the sun

WILF

Describe Earth’s orientation and movement

Represent the Earth and sun accurately in models and diagrams

Explain how our view of the sun changes with the Earth’s rotation

Demonstrate and describe sunrise and sunset using a model

Spinning Earth: Night and Day - EXPLORE

To provide students with hands-on, shared experiences of the shapes, relative sizes and positions of the Sun, Earth and Moon. To provide students with hands-on, shared experiences of shadows and light.

Watch videos depicting Earth’s rotation and Earth’s movement around the sun. Identify observable and non-observable features and add to vocab chart (eg equator, axis). IPad interactive video clips showing Earth and Sun

Compare relative size of the Earth, Sun and Moon (use balls or playdough) and demonstrate the Earth’s movement in relation to one another

Create playdough (or foam) model of Earth showing axis, equator, land, sea, north / south pole, Earth’s tilt and show Earth’s movement (anticlockwise) and represent Earth’s movements.

Use a torch in different positions to investigate shadow on a lego figure or similar.

Investigate what happens to the light on Earth’s surface during rotation – using globe/ball, torch, bluetak person / peg / pin. Identify position of ‘person’ at different times of the day – sunrise, midday, sunset, night time. (Different roles – sun, earth, scientist, question prompter)

Observation of small group learning, vocabulary use and conceptual understandings

Journal entry: review KWL – what I think now. Students draw and label diagram and record explanation.

Prim Inv sheet

L2B


Consider teamwork for task- elbow partner.





U2B






All Resources can be located at the following website link.

https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/Earth_and_Space.htmlPRIMARY INVESTIGATIONS LESSON 2,3,4

Use these to set up work stations for listed activities

HOMEWORK Ask children to observe the time the sun rises each morning and sets each night.







WALT/WILF/TIB

(The What)


(The How)


Internal monitoring data Formative (Feedback)

Differentiation

Content: What



Resources

Science Vocabulary

___________________

WALT describe the movement of the Earth in relation to the sun and explain how this causes day / night

Wilf:

Represent and explain Earth’s position and movement in relation to the sun

Explain how Earth’s rotation affects our view of the sun

Explain how this causes changes throughout the day

Create accurate diagrams with labels

Use scientific language

Spinning Earth: Night and Day - EXPLAIN

To support students to represent and explain their understanding of how Earth’s rotation on its axis causes night and day, and to introduce current scientific views

Revisit vocabulary and KWL on chat-board (concepts, facts, skills) to revise and refine understandings – WHAT HAVE WE LEARNED?Create student definitions for words on word wall – rotate, orbit, equator, axis

Revisit videos showing Earth’s movement and rotation. Refer to original ideas and challenge? Identify and list features of clear diagrams.. Watch sunrise to sunset video again. Confirm that sun appears to move but reflect on why this might be so based on what we now know (sun does not move).

Complete C2C ‘Where on Earth are you’ recording (worksheet or IWB) to show the position of a person on Earth when it is morning, midday, afternoon and the middle of the night. Substitute for assessment

Draw and label scientific diagram of Earth and Sun (teach diagram skills) showing equator, axis, poles. Write whole class text explaining day and night based on Earth’s rotation (modelled, shared, guided) – use individual recording for assessment

FORMATIVE ASSESSMENTSpinning Earth Quiz (C2C) on IWB or flashcards – great for review prior to assessmentThumbs up / thumbs down or whiteboard flash answers

ASSESSMENT PART A

Explain how day and night occur. Your explanation should include information about the movements of Earth in relation to the sun that cause day and night on Earth.PART BUse a labelled diagram to show how day and night occur on Earth.PART CExplain the difference between sunrise and sunset Do this in conjunction with ‘Where on Earth are you’ sheet

L2B







U2B


Extend with students choice of extra study – ensure one-to-one conferences to allow student to share work.




All Resources can be located at the following website link.https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/Earth_and_Space.html

Sunrise to sunset time lapse!

YOUTUBE VIDEO LINKS







WALT/WILF/TIB

(The What)


(The How)


Internal monitoring data

Differentiation

Content: WhatProcess: Pedagogy – How


Resources

Science VocabularyRevisit vocabulary and KWL on chat-board (concepts, facts, skills) to revise and refine understandings – every lesson

WALT plan and conduct and investigation into how shadows change over a dayWILFIdentify a suitable question for an investigation. Predict outcomes.Contribute to planning an investigationPlan data collectionCollect / record dataEvaluate the data and make decisions

Spinning Earth: Night and Day - ELABORATETo support students to plan and conduct an investigation of the length and direction of shadows during one day.

Investigating shadows – Less. 5 Primary investigationsPlan an investigation to discover how sunlight changes over the day – investigate, observe, record1. What question needs to be answered?2. What investigation could help answer that question?

See slideshow – Fair tests Years 3-63. What prediction can be made about the

investigation?4. What equipment will you need in order to find an

answer to the question?5. How will you record your observations and results?6. What does the data tell you? Are there any patterns

or relationships? Can you answer the question?

Sun safety – how will we conduct a safe investigation? Understanding the effects of our sun on our lives

Draw up table to record observations and results. Make a bar graph of result (cm / time of day) – scale

EXPLAIN: Did the shadow length change during the day? Did your results match your predictions?

At what time was the shadow the longest? At what time was the shadow the shortest?Explain why you think this happened?

ASSESSMENT

PART D

(for an ‘A’)

The diagram below shows Kay, Finn and Rob standing in sunlight at three different positions on Earth. They are all the same height. Would their shadows all be the same length? Explain your answer.

L2BAllow 'wait time' for the student to process information

Consider teamwork for task- elbow partner.Use small group instruction and cooperative learning strategies




U2BExpose to more technical or specific Science vocabulary.




See Lesson 5 Primary Investigations

Observations (Write / draw)Draw a diagram to show position of sun / shadow Describe sun’s position (indirect sense!!), amount and strength of light, warmth from the sun

Primary Investigations planning, record evaluating sheets **

Observations (Write / draw)Draw a diagram to show position of sun / shadow Describe sun’s position (indirect sense!!), amount and strength of light, warmth from the suning and




WALT/WILF/TIB

(The What)


(The How)


Internal monitoring data

Formative (Feedback)

Differentiation

Content: What



Resources

WALT explain the cause of everyday observations on Earth using diagrams & other representations to communicate ideas.

WILF

Explain day and night using understanding of Earth’s movement

Explain sunrise and sunset using position of Earth to sun.

Explain changes in shadow using scientific knowledge

Represent ideas using scientific diagrams (labels, clear diagram,

Spinning Earth: Night and Day - EVALUATE

To provide opportunities for students to represent what they know about how the Earth’s rotation on its axis causes regular changes, including night/day, and to reflect on their learning during the unit.

During the ‘Evaluate’ phase of the unit, students should be given opportunity to revise their recorded responses and representations, in conjunction with criteria from the GTMJ:

Explain everyday observations such as night and day using understanding of the movement of Earth (C)

Explain everyday observations (including sunrise and sunset) using relative position of Earth to the sun (B)

Explain shadow length using scientific knowledge (A) Communicate ideas using diagrams/representations (C) Use scientific representations – labels, movement, relative size,

clear diagrams (B) Use accurate scientific language (B) (A)

Students may publish their learning from the unit as a poster, powerpoint or model. This may be done as homework or during ICT time to be displayed / presented in class in WK 9-10.

Week 9-10 Indigenous perspectives and use of astronomy Aboriginal dreaming stories (GR) about sun / moon (see also Japarra Tiwi story) and ways sun is used - record one way ATSI people used day and night in their traditional way of life – eg shelters for protection from

ASSESSMENT will be a portfolio of responses completed throughout the unit of work. Draft responses can be used for assessment prior to students publishing.

L2B




Explicitly teaching of vocabulary and sentence structures to support

U2B

EXTENSION IDEAS:

Examine careers in space. Identify occupations that involve working in space or the space industry.

Describe movement of Earth, sun and moon in relation to one another

Investigate the relative size of the Earth, sun and moon and make a scale

EXTENSION RESOURCES


All Resources can be located at the following website link.https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/Earth_and_Space.html

C2C Videos:

- People on the moon- Engineering careers- From teacher to astronaut- Careers in Space / Space

scientists

Create a sundial – Video The history of sundials

See also Primary investigations sundial resources





heading, arrows etc)

Use scientific language when explaining

Publish your learning as a poster, model or Powerpoint

sun.http://csem.flinders.edu.au/thegoodstuff/IndigiSTEM/docs/astronomy/The_Sun_and_Moon_Aborigin_1.pdf

language



model.

Create a sundial and explain how it works. (research history of sundials)


http://csem.flinders.edu.au/thegoodstuff/IndigiSTEM/docs/astronomy/The_Sun_and_Moon_Aborigin_1.pdf

http://csem.flinders.edu.au/thegoodstuff/IndigiSTEM/docs/astronomy/The_Sun_and_Moon_Aborigin_1.pdf

Assessment Task:

Spinning Earth Year 3 Unit 2Assessment task — Investigating the sun, Earth and us

Name Class

Teacher Date

Task

You will create a presentation to explain the cause of everyday observations on Earth, including night and day, sunrise and

sunset, and shadows.

Instructions

Part A: Planning the presentation

Complete a draft plan to ensure you have all the information you need for your presentation.

1. Explain how day and night occur. Your explanation should include information about the movements of Earth in relation to the sun that cause day and night on Earth.

2. Use a labelled diagram to show how day and night occur on Earth.

3. Explain the difference between sunrise and sunset.

4. The diagram below shows Kay, Finn and Rob standing in sunlight at three different positions on Earth. They are all the same height. Would their shadows all be the same length? Explain your answer. (You can copy and paste the following diagram into your presentation.)

9 of 25Sci_Y03_U2_AT_InvestSunEarth

Part B: Creating the presentation

1. Use your completed draft plan to create your presentation.

2. Use diagrams and drawings and include as much information as you can in your presentation to show your science understanding.

3. Your presentation could be a poster, a digital presentation (e.g. a slideshow), a word-processing document, a three-dimensional model or a video.

4. You might like to share your presentation with others.

10 of 25Sci_Y03_U2_AT_InvestSunEarth

Year 3 Science: Unit 2 — Spinning Earth: Investigating the sun, Earth and us Name:

Purpose of assessment: To explain the cause of everyday observations on Earth, including night and day, sunrise and sunset, and shadows, and use diagrams and other representations to communicate ideas.

Science Understanding Science Inquiry Skills

Earth and space sciences Communicating

Use their understanding of the movement of Earth to suggest explanations for everyday observations. Use diagrams and other representations to communicate their ideas.

Explains shadow length at different locations using science understanding. Communicates using accurate scientific language and representations. A

Uses the relative positions of Earth to the sun to explain the cause of everyday observations. Communicates using scientific language and representations. B

Suggests explanations for everyday observations such as night and day using their understanding of the movement of Earth. Uses diagrams and other representations to communicate their ideas. C

Identifies the movement of Earth. Uses drawings and everyday language. D

States everyday observations. Uses fragmented language. E

Feedback:

Australian Curriculum

Science- Year 3

Year 3 Achievement Standard

By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.

Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.

Content DescriptionsScience as a Human Endeavour Science Inquiry Skills Science Understanding

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE050)

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE051)

Planning and conducting

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS058)

Processing and analysing data and information

Compare results with predictions, suggesting possible reasons for findings (ACSIS215)

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)

Earth and space sciences

Earth's rotation on its axis causes regular changes, including night and day (ACSSU048)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) People use science in their daily lives, including when caring for their environment and living things (ACSHE035) Observable changes occur in the sky and landscape (ACSSU019)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062) The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Using measurement

Information and communication technology (ICT) capability Investigating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice..

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learningAssessment name: Investigating the sun, Earth and usAssessment description: Students explain the cause of everyday observations on Earth, including night and day, sunrise and sunset, and shadows, and use diagrams and other representations to communicate ideas.

In this unit, assessment of student learning aligns to the following aspects of the achievement standard.

By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work.

Monitoring activitiesActivity name: Rotating Earth investigation (Lesson 4)Activity description: Students model the rotation of Earth to understand that Earth's rotation on its axis causes regular changes and communicate and represent their ideas and findings using scientific language.

Activity name: Shadow investigation (Lessons 8 and 9)Activity description: Students investigate the appearance and cause of shadows and use their understanding of the movement of Earth to explain their observations.

Year 3 Semester 1 Term 2: Spinning Earth: Investigating the sun, Earth and usScience Report Card Comment Bank

A B C D E1S32A 1S32B 1S32C 1S32D 1S32E

Unit 2: Spinning Earth: Investigating the sun, Earth and us.

{Name} explained shadow length at different locations using science understanding. {She,He} communicated using accurate scientific language and representations.


{Name} used the relative positions of Earth to the sun to explain the cause of everyday observations. {She,He} communicated using scientific language and representations.


{Name} suggested explanations for everyday observations such as night and day using their understanding of the movement of Earth. {She,He} used diagrams and other representations to communicate their ideas.


{Name} identified the movement of Earth. {She,He} used drawings and everyday language.


{Name} stated everyday observations. {She,He} used fragmented language to communicate their ideas.

When Reporting for Semester 1 Report Card:To ensure you have reported on both Semester 1 units. Include both Term 1 and Term 2 Comment Codes

Science Pre-ModerationYear 3: Unit 2 Semester 1 Term 2 Title: Spinning Earth: Investigating the sun, Earth and us

Curriculum Intent for the Unit (see unit /task description)

Spinning Earth: Investigating the sun, Earth and us – Night and Day (PC)

In this unit students will use their understanding of the movement of Earth to suggest explanations for everyday observations such as day and night, sunrise and sunset and shadows. They will identify the observable and non-observable features of Earth and compare its size with the sun and moon. They will make observations of the changes in sunlight throughout the day and investigate how Earth's movement causes these changes. Students will plan and conduct an investigation about shadows and will collect data safely using appropriate equipment to record formal measurements. Students will represent their data in tables and simple column graphs to identify patterns and explain their results. They will identify how Aboriginal peoples and Torres Strait Islander peoples use knowledge of Earth's movement in their traditional lives. Students will explore the relationship between the sun and Earth to identify where people use science knowledge in their lives. They will create a presentation to communicate their understandings and findings about the regular changes on Earth and its rotation.

Key focus:

Science involves making predictions and describing patterns and relationships Science knowledge helps people to understand the effect of their actions Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and

record observations accurately With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of

appropriate materials and equipment Represent and communicate observations, ideas and findings using formal and informal representations Reflect on investigations, including whether a test was fair or not

Compare results with predictions, suggesting possible reasons for findings

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based

on prior knowledge Earth's rotation on its axis causes regular changes, including night and day

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

Science Understanding - Earth and space sciences

• Use their understanding of the movement of Earth to suggest explanations for everyday observations.

Science inquiry skills - Communicating

• Use diagrams and other representations to communicate their ideas.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 2 Year 2 Science units. Were there any literacy / numeracy identified areas?

Scan and Assess

Prioritise

Develop and Plan

Feedback Guide/Assessment OpportunitiesFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students:

thinking that features of space are not there in the daytime because they cannot be seen. Use photos and diagrams to confirm and illustrate that the sun, stars and moon are in the sky during the day and night but at times cannot be observed.

confusing the term 'Earth' with 'earth' meaning soil. Confirm that Earth with a capital E is the name of the planet we live on.

thinking that they observe the sun as a solid sphere. Explain that the sun is a gaseous body. thinking that rotating and orbiting are the same thing. Explain that rotation means to spin on an axis or centre.

Orbit is the complete path that a celestial body such as Earth takes as it moves around the sun or that the moon takes as it moves around Earth.

thinking sunrise and sunset are caused by the movement of the sun. Explain that the sunrise is caused when locations on Earth move into the light from the sun as Earth rotates. Explain that sunset occurs when locations on Earth move out of the sun's light as Earth rotates.

inaccurately recording observations. State that, in scientific investigations, all investigators must follow the same methods so results can be shared and compared. Explain that recording data is an important aspect of the work of scientists so they can provide evidence of what they observed.

proposing planning ideas that aren't appropriate for an investigation. Review that the purpose of the investigation is to explore how Earth's rotation affects shadows of objects in sunlight.

transferring data incorrectly into the table. Guide students to make decisions about what should be included in tables and graphs.

thinking that the table and the graph are two different sets of data. Explain to students that representing the same data in different ways helps us to understand it.

thinking the sundial will work at any time and in any direction. Explain that sundials only work in direct sunlight and need to be orientated in a southerly direction in the Southern Hemisphere.

thinking that the moon is a source of light. Explain that the moon does not produce light but reflects the light from the sun. Explain that it is the reflected light that enables us to see the moon.

who cannot view the balls as representations of a larger mass/body in space. Explain that bodies that are very large are often represented by much smaller models; show students different examples, such as planes and cars.

who cannot conceive and compare sizes of large bodies positioned in space. Have students observe the sky/space at night to observe bodies in space.

thinking that the only career related to space is being an astronaut. Show videos to illustrate that there are many people who don't actually go into space but who contribute to the functioning of a space program.

thinking that multimodal means text and images only. Review a range of different representations, including diagrams, physical representations, models and role-play.

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT and ENVIRONMENT

‘C’ –Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)


• Suggests explanations for everyday observations such as night and day using their understanding of the movement of Earth.

Science inquiry skills - Communicating Uses diagrams and other representations to communicate their ideas.

‘B’ –Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)


• Uses the relative positions of Earth to the sun to explain the cause of everyday observations.

Science inquiry skills - Communicating Communicates using scientific language and representations.

‘A’ –Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)


• Explains shadow length at different locations using science understanding.

Science inquiry skills – Communicating

Communicates using accurate scientific language and representations.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?

Have I offered a range of materials and resources -including ICT's to reflect student diversity?

Can I vary the level of class teacher support for some students?

Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, camps

What routines can I put into place to assist students in developing independent and group work skills?

What class structures can be modified e.g. team teaching or shared teaching and timetabling?

Are there additional support provisions from specialist, teacher aide, mentor etc.?

Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Primary Connections – Night and Day

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Exploring day and night Example learning sequence

Consider Earth our home Review how to make scientific observations of the

sky Conduct an investigation of the day sky Discuss findings of observations Understand that day and night occur every day

Evidence of learningCan the student:

Explain how different features of the sky indicate day or night time?

Identify features of Earth's sky that are always present?

Lesson 2Observing Earth's features Example learning sequence

Review Earth and its observable features Represent the observable features of Earth Examine Earth's orientation and movement


Model observable features of Earth? Locate the equator, axis and poles on a globe?

Lessons 3Investigating Earth and the sun Example learning sequence

Identify the sun as an observable feature of the sky from Earth

Explain the relationship between Earth and the sun Represent that Earth moves around the sun Reflect on safety issues related to the sun


Describe observable features of the sun? Identify how the sun impacts on our lives on Earth?

Lesson 4Investigating Earth moving Example learning sequence

Represent Earth moving around the sun Represent Earth rotating on its axis Investigate what happens when Earth rotates on its

axis Review Earth's movements Suggest how knowing about the rotation of Earth

helps us make decisions


Describe the effects of Earth's rotation on our view of the sun?

Lesson 5-6Investigating Earth's movement in relation to the sun Example learning sequence

Represent Earth's movements Confirm that the sun appears to move Observe Earth's rotation during the day Explain how knowing sunrise and sunset helps us


Identify sunrise and sunset and describe how these influence our daily lives?

Lessons 7Investigating changes in sunlight Example learning sequence

Compare parts of the day Represent Earth's movement as a cause of

changes throughout the day Use science knowledge of Earth's rotation


Explain that the light on Earth's surface changes during the day due to Earth's rotation and this affects our daily lives?


Teaching Sequence FeedbackLesson 8-9Investigating shadows Example learning sequence

Explore the sun and shadows Review the process of investigating Plan an investigation Plan data collection Evaluate the investigation


Identify appropriate questions for an investigation? Contribute to planning of an investigation?

Lesson 10Investigating the effects of the movement of Earth on shadows Example learning sequence

Review the sun and shadows Investigate shadows and position of Earth Review ways of investigating


Explain that shadows change with the rotation of Earth?

Lesson 11-14Assessing student learning Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purposeTo explain the cause of everyday observations on Earth, including night and day, sunrise and sunset, and shadows, and use diagrams and other representations to communicate ideas.

Lesson 15-16Investigating sundialsExample learning sequence

Understand the history of astronomy and sundials Investigate sundials

Reflect on sundials


Explain how a sundial works?

Lesson 17Positioning of Earth and the moonExample learning sequence

Identify the moon as an observable feature of the sky from Earth

Explain the relationship between Earth and the moon

Investigate the observable features of the moon


Identify the moon as a body in space with observable features?

Describe the moon's movement around Earth?

Lesson 18Investigating Earth, the moon and the sunExample learning sequence

Confirm that Earth, the moon and the sun are bodies in space

Investigate the comparative size of Earth, the moon and the sun

Represent that the moon moves around Earth and Earth moves around the sun


Describe Earth, the moon and the sun as three bodies that move in relation to each other?


Teaching Sequence Feedback

Lesson 19Careers in space Example learning sequence

Review the movements of Earth, the moon and the sun

Examine careers in space


Demonstrate a representation of Earth moving around the sun?

Identify an occupation that involves working in space or the space industry?

Lesson 20Presenting multimodal displays Example learning sequence

Review multimodal presentations Conduct presentations


Represent their science knowledge in a range of ways?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed Science Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Science Unit within other KLA’s the ADDITIONAL TARGETED

TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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