pialbastateschool.files.wordpress.com · web viewunit plan. spinning earth. in this unit students...

OneSchoolUnit Plan

Name: Unit 2 - Science Year 3 (V8)Duration: 10 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: Science

Unit Plan

Spinning EarthIn 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.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure students are aware of the dangers of making direct observations of the sun.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 28

Unit Plan Plan Name: Unit 2 - Science Year 3 (V8)

Year: 3Learning Areas/Subjects: Science

Duration: 10 Weeks

Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure Attachments/Information Communication and Technology/advice.DOCX.




Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Investigating the sun, Earth and us (Yr 03)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.

Poster/multi-modal presentation

Science Unscheduled

Rotating Earth investigation (Yr 03)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.

Monitoring Science Unscheduled

Shadow investigation (Yr 03)Students investigate the appearance and cause of shadows and use their understanding of the movement of Earth to explain their observations.

Monitoring Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Exploring Earth Exploring the movement of Earth Assessment Consolidating knowledge of

Earth's movement

Resources Attachments Plan Resource Bank

Assessment Monitoring - Rotating Earth

investigation (Yr 03) Monitoring - Shadow

investigation (Yr 03) Poster/multi-modal presentation -

Investigating the sun, Earth and us (Yr 03)




Duration: 10 Weeks

Australian Curriculum

Science - Year 3

Year 3 Achievement StandardBy 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 Descriptions

Science 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

Earth and space sciences

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




Duration: 10 Weeks

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understandingpossible 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)




Duration: 10 Weeks

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




Duration: 10 Weeks

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




Duration: 10 Weeks

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.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/overview and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/in-the-learning-areas.

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.

FeedbackFeedback 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




Duration: 10 Weeks

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.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

2 Lessons Exploring Earth Lesson 1: Exploring day and night Lesson 2: Observing Earth's features

8 Lessons Exploring the movement of Earth Lesson 3: Investigating Earth and the sun Lesson 4: Investigating Earth moving Lessons 5-6: Investigating Earth's movement in relation to the sun Lesson 7: Investigating changes in sunlight Lessons 8-9: Investigating shadows Lesson 10: Investigating the effects of the movement of Earth on shadows

4 Lessons Assessment Lessons 11-14: Assessing student learning

6 Lessons Consolidating knowledge of Earth's movement Lessons 15-16: Investigating sundials Lesson 17: Positioning of Earth and the moon Lesson 18: Investigating Earth, the moon and the sun Lesson 19: Careers in space Lesson 20: Presenting multimodal displays

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Exploring Earth Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify observable features of the sky and Earth.They will begin to understand that some features of the sky are always present even though we may not be able to observe them at all times.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring day and night

Lesson objectivesStudents will:

Understand that observable changes occur in our sky. Understand that some of the features in our sky are always

present even though we may not be able to observe them at all times.

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?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

Resources Supporting learning resource - Science inquiry skills poster Years 3-6 Supporting learning resource - Earth and the sky Sheet - Predictions and observations of the features of the day and night sky Slideshow - Observing day and night Supporting learning resource - Earth and space word cards Year 3 Supporting learning resource - C2C: Science glossary

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Attachments Lesson plan

Lesson 2

Observing Earth's features


Understand that Earth has observable and non-observable features.


Identify and describe observable and non-observable features of Earth?

Example learning sequence Review Earth and its observable features Examine the observable features of Earth

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Making a playdough model of Earth: Teacher note Video - Animation rotating Earth (Aiden Geelan) Slideshow - Images of Earth from space Supporting learning resource - Examine observable and non-observable features of

Earth: Teacher noteHelpful information

Learning object - Graphic organiser toolkit (choose T chart from drop-down menu) https://learningplace.eq.edu.au/cx/resources/items/e1273d35-645a-463e-f5cb-cd81bb0feace/0/viewIMS.jsp

Website - C2C Mathematics glossary (Search for 'anticlockwise')




Duration: 10 Weeks

Teaching Sequence

Topic Exploring Earth Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will identify observable features of the sky and Earth.They will begin to understand that some features of the sky are always present even though we may not be able to observe them at all times.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources Examine the non-observable features of Earth Confirm observable and non-observable features of Earth

https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html





Duration: 10 Weeks

Teaching Sequence

Topic Exploring the movement of Earth Topic Duration 8 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the relationship between Earth and the sun and the impact the sun has on our lives. Through investigations they will understand that Earth rotates on its axis and orbits the sun and that this movement results in the changes we see and in turn, the impact on our lives.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 3

Investigating Earth and the sun


Understand that the sun is an observable body in space and explain its relationship to Earth.


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

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

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Aboriginal peoples' identification of the observable

features of the sun: Teacher note Video - Understanding the effects of our sun on our lives

Helpful information Video - Sun safety https://learningplace.eq.edu.au/cx/resources/items/dac3b5d2-1636-4e9a-

a4db-ba504dffacf9/0/sun_safety.mp4 Website - Sun (Pixabay) (image search for 'sun') https://pixabay.com/en/photos/?

q=sun&image_type=&cat=&min_width=&min_height= Website - The sun (NASA) (image search for 'the sun')

http://nasasearch.nasa.gov/search/images?affiliate=nasa&page=4&query=the+sun&utf8=%E2%9C%93

Website - Australian Aboriginal astronomy (Ray Norris) http://www.emudreaming.com/index.html Note: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.

Website - The sun and moon - some Aboriginal perspectives and activities (South Australia, Department for Education and Child Development) http://csem.flinders.edu.au/thegoodstuff/IndigiSTEM/docs/astronomy/The_Sun_and_Moon_Aborigin_1.pdf

Website - Slip Slop Slap Seek Slide (Cancer Council Australia) http://www.cancer.org.au/preventing-cancer/sun-protection/campaigns-and-events/slip-slop-slap-seek-slide.html


Lesson 4

Investigating Earth moving


Understand that Earth's rotation on its axis affects our view of

Resources Supporting learning resource - Materials and equipment list Website - Science literacy (Select 'Labelled diagram 2-3')




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesthe sun.


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

https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html

Website - Earth tilt animation (Tfr000) http://commons.wikimedia.org/wiki/File:Earth_tilt_animation.gif CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/deed.en https://learningplace.eq.edu.au/cx/resources/items/906fd305-6965-4581-85ac-24e199cf05f6/0/Sci_Y03_U2_EarthTiltAnimation.html

Supporting learning resource - Investigating what happens as Earth rotates: Teacher note

Sheet - Rotating Earth investigationHelpful information

Website - Why is the sun higher in the sky in summer and why does that matter? (Sun|trek) http://www.suntrek.org/earth-beyond/spinning-orbiting- earth/what-causes-seasons/watch-tilt.shtml) (illustrates Earth's tilt and rotation in relation to the sun)

Website - C2C: Mathematics glossary (search for 'anticlockwise') https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html


Lessons 5-6

Investigating Earth's movement in relation to the sun


Understand that Earth's rotation on its axis is responsible for regular changes including sunrise and sunset.


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

Example learning sequence

Resources Sheet - Observation of the sun Video - Sunrise to sunset time lapse! (YouTube, Evan Rackle)

http://www.youtube.com/watch?v=xs9hfF3UPQY Used with permission





Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources 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

Lesson 7

Investigating changes in sunlight


Understand that we can predict and record the pattern of sunlight reaching Earth's surface and use this knowledge in our daily lives.


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

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

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Student investigation card Supporting learning resource - Modelling Earth's movement and changes throughout

the day (Answers) Sheet - Where on Earth are you? Supporting learning resource - Where on Earth are you? (Answers) Supporting learning resource - How Aboriginal peoples used the effects of the

interaction of the Earth and sunlight: Teacher noteHelpful information

Website - C2C: Mathematics glossary (search for 'anticlockwise') https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html

Note: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Website - Australian Indigenous architecture (Australian Government) http://australia.gov.au/about-australia/australian-story/austn-indigenous-architecture

Website - Traditional life: Housing (Aboriginal Culture) http://www.aboriginalculture.com.au/housing.shtml


Lessons 8-9

Investigating


Participate safely in an investigation of shadows.

Resources Supporting learning resource - Materials and equipment list Sheet - Spinning Earth quiz Slideshow - Fair tests: Year 3 - Year 6




Duration: 10 Weeks

Teaching Sequence




shadows Evidence of learningCan the student:

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

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

Sheet - Shadow investigation Supporting learning resource - Shadow investigation: Teacher note Supporting learning resource - Shadow investigation (Answers) Supporting learning resource - How to do an investigation: The thinking you need to do

Helpful information Learning object - Light and shadows: Casting shadows

https://learningplace.eq.edu.au/cx/resources/items/dd537b2c-6e24-dc9b-52fb-2b6d676e9c75/0/viewIMS.jsp


Lesson 10

Investigating the effects of the movement of Earth on shadows


Understand that the movement of Earth in relation to the sun is the cause of changing shadows on Earth's surface.


Explain that shadows change with the rotation of Earth?Example learning sequence

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

Resources Supporting learning resource - Materials and equipment list Sheet - Investigating shadows Sheet - Positioning guide for investigating shadows Supporting learning resource - Investigating shadows: Teacher note Supporting learning resource - Recognising patterns in the length of shadows: Teacher

note Supporting learning resource - Review ways of investigating: Teacher note





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will complete the assessment task for the unit.


Lessons 11-14

Assessing student learning

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.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Investigating the sun, Earth and us Assessment task - Investigating the sun, Earth and us: Student resource Assessment task - Investigating the sun, Earth and us: Teaching notes Assessment task - Investigating the sun, Earth and us: Model response (slideshow) Supporting learning resource - Materials and equipment list student responses to shadow investigations





Duration: 10 Weeks

Teaching Sequence

Topic Consolidating knowledge of Earth's movement Topic Duration 6 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate the effects of Earth's movement on shadows and sundials and gain some understanding of the relative sizes and positions of Earth, the moon and the sun. They will consider the history of astronomy and some of the careers that are available in this field of science.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lessons 15-16

Investigating sundials


Understand that the differing length of shadows throughout the day can be used to measure the time on sundials.


Explain how a sundial works?Example learning sequence

Understand the history of astronomy and sundials Investigate sundials Reflect on sundials

Resources Supporting learning resource - Materials and equipment list Video - The history of astronomy and sundials Sheet - Making a sundial Supporting learning resource - How to make a sundial: Teacher note

Helpful information Website - Australian Aboriginal astronomy (Ray Norris)

http://emudreaming.com/index.html Note: Aboriginal peoples and Torres Strait Islander peoples are warned that this resources may contain images, voices and names of persons who may now be deceased.

Video - What the ancients knew: Sundial (Science Channel) http://www.sciencechannel.com/tv-shows/what-the-ancients-knew/videos/what-the-ancients-knew-i-shorts-sundial/


Lesson 17

Positioning of Earth and the moon


Understand that the moon is an observable body in space and that it moves around Earth.


Identify the moon as a body in space with observable features? Describe the moon's movement around Earth?

Example 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

Resources Supporting learning resource - Materials and equipment list Video - People on the moon Supporting learning resource - Aboriginal peoples' and Torres Strait Islander

peoples' uses of the observable features of the moon: Teacher note Supporting learning resource - Aboriginal peoples' and Torres Strait Islander

peoples' stories that explain the shape of the moon: Teacher note Slideshow - Hou Yi and Chang'e: A Chinese Moon Festival legend Supporting learning resource - People of China: The story of the Moon Festival -

Teacher noteHelpful information

Website - NASA: Image galleries (NASA) https://www.nasa.gov/multimedia/imagegallery/index.html (Search for images of the




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesmoon.)


Website - Australian Aboriginal astronomy (Ray Norris) http://emudreaming.com/index.html Note: Aboriginal peoples and Torres Strait Islander peoples are warned that this resources may contain images, voices and names of persons who may now be deceased.


Lesson 18

Investigating Earth, the moon and the sun


Understand the size and position of Earth, the moon and the sun.Evidence of learningCan the student:

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

Example 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

Resources Supporting learning resource - Representing Earth's, the sun's and the moon's

relative positions and sizes: Teacher noteHelpful information

Website - Science literacy (select 'Annotated diagram 2-3') https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html

Website - Planet size comparison (AAAS) http://sciencenetlinks.com/interactives/messenger/psc/PlanetSize.html

Learning object - The Moon, Earth and Sun https://learningplace.eq.edu.au/cx/resources/items/149a7a8b-47b9-f2d1-88f7-976caa6e3e61/0/ViewIMS.jsp


Lesson 19 Lesson objectivesStudents will:

Review content and concepts learned throughout the unit.

Resources Slideshow - Spinning Earth quiz Video - Careers in space




Duration: 10 Weeks

Teaching Sequence




Careers in space

Identify careers related to space.Evidence of learningCan the student:

Demonstrate a representation of Earth moving around the sun? Identify an occupation that involves working in space or the space

industry?Example learning sequence

Review the movements of Earth, the moon and the sun Examine careers in space

Video - NASA Now Minute: Engineering careers at NASA (YouTube, NASAExplorerSchools1) http://www.youtube.com/watch?v=2lXUuOtgZpY

Video - NASA Now Minute: Careers: From teacher to astronaut (YouTube, NASAExplorerSchools1) http://www.youtube.com/watch?v=GhBbpecZ8Y4

Helpful information Website - Space careers (Spacelinks) http://www.space-careers.com/ Video - NASA spacesuit engineer talks space with students (YouTube, NASA)

http://www.youtube.com/watch?v=yLapSXvNbI8


Lesson 20

Presenting multimodal displays


Communicate, using a range of representations, how Earth's rotation on its axis causes regular changes.


Represent their science knowledge in a range of ways?Example learning sequence

Review multimodal presentations Conduct presentations

Resources Students' multimodal presentations (from assessment lessons)





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Exploring Earth Lesson plan - Sci_Y03_U2_LP01.docx

Lesson plan - Sci_Y03_U2_LP02.docx

Sequence - Exploring the movement of Earth



Lesson plan - Sci_Y03_U2_LP05_06.docx




Sequence - Assessment Lesson plan - Sci_Y03_U2_LP11_14.docx

Sequence - Consolidating knowledge of Earth's movement






Sequence Learning object - Graphic organiser toolkit (choose T chart from drop-down menu) https://learningplace.eq.edu.au/cx/resources/items/e1273d35-645a-463e-f5cb-cd81bb0feace/0/viewIMS.jsp

Learning object - Light and shadows: Casting shadows https://learningplace.eq.edu.au/cx/resources/items/dd537b2c-6e24-dc9b-52fb-2b6d676e9c75/0/viewIMS.jsp




Duration: 10 Weeks


Learning object - The Moon, Earth and Sun https://learningplace.eq.edu.au/cx/resources/items/149a7a8b-47b9-f2d1-88f7-976caa6e3e61/0/ViewIMS.jsp

Sheet - Investigating shadows

Sheet - Making a sundial

Sheet - Observation of the sun

Sheet - Positioning guide for investigating shadows

Sheet - Predictions and observations of the features of the day and night sky

Sheet - Rotating Earth investigation

Sheet - Shadow investigation

Sheet - Spinning Earth quiz

Sheet - Where on Earth are you?

Slideshow - Fair tests: Year 3 - Year 6

Slideshow - Hou Yi and Chang'e: A Chinese Moon Festival legend

Slideshow - Images of Earth from space

Slideshow - Observing day and night

Slideshow - Spinning Earth quiz

student responses to shadow investigations

Students' multimodal presentations (from assessment lessons)




Duration: 10 Weeks


Supporting learning resource - Aboriginal peoples' and Torres Strait Islander peoples' stories that explain the shape of the moon: Teacher note

Supporting learning resource - Aboriginal peoples' and Torres Strait Islander peoples' uses of the observable features of the moon: Teacher note

Supporting learning resource - Aboriginal peoples' identification of the observable features of the sun: Teacher note

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Earth and space word cards Year 3

Supporting learning resource - Earth and the sky

Supporting learning resource - Examine observable and non-observable features of Earth: Teacher note

Supporting learning resource - How Aboriginal peoples used the effects of the interaction of the Earth and sunlight: Teacher note

Supporting learning resource - How to do an investigation: The thinking you need to do

Supporting learning resource - How to make a sundial: Teacher note

Supporting learning resource - Investigating shadows: Teacher note

Supporting learning resource - Investigating what happens as Earth rotates: Teacher note

Supporting learning resource - Making a playdough model of Earth: Teacher note

Supporting learning resource - Materials and equipment list

Supporting learning resource - Modelling Earth's movement and changes throughout the day (Answers)

Supporting learning resource - People of China: The story of the Moon Festival - Teacher note

Supporting learning resource - Recognising patterns in the length of shadows: Teacher note




Duration: 10 Weeks


Supporting learning resource - Representing Earth's, the sun's and the moon's relative positions and sizes: Teacher note

Supporting learning resource - Review ways of investigating: Teacher note

Supporting learning resource - Science inquiry skills poster Years 3-6

Supporting learning resource - Shadow investigation (Answers)

Supporting learning resource - Shadow investigation: Teacher note

Supporting learning resource - Student investigation card

Supporting learning resource - Where on Earth are you? (Answers)

Video - Animation rotating Earth (Aiden Geelan)

Video - Careers in space Video - NASA Now Minute: Careers: From teacher to astronaut (YouTube, NASAExplorerSchools1) http://www.youtube.com/watch?v=GhBbpecZ8Y4

Video - NASA Now Minute: Engineering careers at NASA (YouTube, NASAExplorerSchools1) http://www.youtube.com/watch?v=2lXUuOtgZpY

Video - NASA spacesuit engineer talks space with students (YouTube, NASA) http://www.youtube.com/watch?v=yLapSXvNbI8

Video - People on the moon

Video - Sun safety https://learningplace.eq.edu.au/cx/resources/items/dac3b5d2-1636-4e9a-a4db-ba504dffacf9/0/sun_safety.mp4

Video - Sunrise to sunset time lapse! (YouTube, Evan Rackle) http://www.youtube.com/watch?v=xs9hfF3UPQY Used with permission

Video - The history of astronomy and sundials

Video - Understanding the effects of our sun on our lives




Duration: 10 Weeks


Video - What the ancients knew: Sundial (Science Channel) http://www.sciencechannel.com/tv-shows/what-the-ancients-knew/videos/what-the-ancients- knew-i-shorts-sundial/

Website - Australian Aboriginal astronomy (Ray Norris) http://www.emudreaming.com/index.html

Website - Australian Indigenous architecture (Australian Government) http://australia.gov.au/about-australia/australian-story/austn-indigenous-architecture

Website - C2C Mathematics glossary (Search for 'anticlockwise') https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html

Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - Earth tilt animation (Tfr000) http://commons.wikimedia.org/wiki/File:Earth_tilt_animation.gif CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/deed.en https://learningplace.eq.edu.au/cx/resources/items/906fd305-6965-4581-85ac-24e199cf05f6/0/Sci_Y03_U2_EarthTiltAnimation.html

Website - NASA: Image galleries (NASA) https://www.nasa.gov/multimedia/imagegallery/index.html (Search for images of the moon.)

Website - Planet size comparison (AAAS) http://sciencenetlinks.com/interactives/messenger/psc/PlanetSize.html

Website - Science literacy (select 'Annotated diagram 2-3') https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html

Website - Science literacy (Select 'Labelled diagram 2-3') https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html

Website - Slip Slop Slap Seek Slide (Cancer Council Australia) http://www.cancer.org.au/preventing-cancer/sun-protection/campaigns-and-events/slip-slop-slap-seek-slide.html

Website - Space careers (Spacelinks) http://www.space-careers.com/

Website - Sun (Pixabay) (image search for 'sun') https://pixabay.com/en/photos/? q=sun&image_type=&cat=&min_width=&min_height=

Website - The sun (NASA) (image search for 'the sun') http://nasasearch.nasa.gov/search/images?affiliate=nasa&page=4&query=the+sun&utf8=%E2%9C%93


Website - Traditional life: Housing (Aboriginal Culture) http://www.aboriginalculture.com.au/housing.shtml

Website - Why is the sun higher in the sky in summer and why does that matter? (Sun|trek) http://www.suntrek.org/earth-beyond/spinning-orbiting-earth/what-causes-seasons/watch-tilt.shtml (illustrates Earth's tilt and rotation in relation to the sun)

Assessment Planner - Investigating Assessment task - Sci_Y03_U2_AT_InvestSunEarth.docx Content descriptions, achievement standards and general capabilities © ACARA 2014 of

28



Duration: 10 Weeks


the sun, Earth and us

Assessment task - Sci_Y03_U2_AT_MR_InvestSunEarth.pptx

Assessment task - Sci_Y03_U2_AT_SR_InvestSunEarth.docx

Assessment task - Sci_Y03_U2_AT_TN_InvestSunEarth.docx

Assessment Assessment task - Investigating the sun, Earth and us

Assessment task - Investigating the sun, Earth and us: Model response (slideshow)

Assessment task - Investigating the sun, Earth and us: Student resource

Assessment task - Investigating the sun, Earth and us: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Investigating the sun, Earth and us (Yr 03)Type Poster/multi-modal presentation

Date

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.

Learning Area Science

Science understanding Science inquiry skills

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

Use diagrams and other representations to communicate their ideas.

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

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

C ◄ 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.

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

E ◄ States everyday observations. ◄ Uses fragmented language.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


pialbastateschool.files.wordpress.com · web viewunit plan. spinning earth. in this unit students...

Documents