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Classroom Planetarium#1 Year:5 Suburban School Learning Areas: Science, ICT, Art Aim: Students understand the Earth

is part of a system of planets orbiting around a star (the sun). Learning Objectives: model relative size of and distance between Earth, other planets in the solar system and the sun (ACSSU078) gather data and use evidence to develop explanations (ACSHE081) discuss how models represent scientific ideas, and construct physical models to demonstrate an aspect of scientific understanding (ACSIS093) Approach: Team-teaching one lead, one drift, Indirect Instruction problem solving, Interactive Learning group collaboration. Prior Knowledge: Science Understanding about the Earth. Year 3 ACSSU048 Maths Basic Concept of Distance and Scale. Year 4-ACMMG090 ICT research Resources: Interactive Whiteboard (IWB) Research Stations: Fact Sheets/Books/ICT eg. Desktops/Laptops/iPads (See Appendix A for ideas) Worksheet A (see Appendix B) Paper-mache planets made in relative size to each other, ready to paint Completed Sun model, with empty hangers for planets

Contingency Plans library/handouts/whiteboard Classroom Set-up Research Stations Art stations Duration: Introduction 15mins Prior Knowledge Identify misconceptions Sitting in front of IWB, model of the sun with empty hangers. Teacher1: What is this? (Sun) What should go here (empty spaces)? How many planets are in our solar system? What are their names? What do you know about them?

Teacher2: Mind Map keywords on IWB. Teacher1: While you are researching pretend that you have returned from space, and have to teach a class about your planet. 70mins Collaborative research 45mins Main Content: Divide class into inclusive 8groups of three, provide each group a copy of Worksheet A, and one planet. Groups have 15mins at each workstation. Teacher1 provides support, observes and assists. Teacher2 supports groups where students need support for special needs.


Regroup, watch Scaling Down Our Solar System 5mins Teacher 1:Refer to model: Integrated Art Class 20mins Clean up, regroup in front of model. Presentation Understanding 15mins Consolidation Discuss how the model represents our solar system. Conclusion: We can see from our model where the planets are located and their sizes compared to the sun and other planets. We learnt key facts about the planets. Next lesson we will discover how the planets orbit the sun. Each group hooks their planet onto the model in the correct distance from the sun, and presents visual, discussing key facts. Based on the size of this sun (approximately 30cm diameter) can we create a model that is to scale? Why not?

Based on findings (relative size) students decide which planet each balloon represents. Each group paints their researched planet, then creates a basic visual presentation with key facts about their planet to accompany it.

Assessment Both teachers observations and notes of group work, participation, and behaviour. Understanding assessed through worksheets and presentations. To be assessed and misconceptions addressed in the next lesson.

Evaluation & Reflection Were all the students engaged? Did all students participate? Were the objectives met? Were the inquiry questions appropriate? Did the art class integrate successfully into the Science Lesson? Was the integrated lesson an appropriate length? Was team-teaching approach effective? What could be improved?

Classroom Planetarium#2 Year:5 Suburban School Learning Areas: Science, ICT Aim: Students understand the Earth is part of a system of planets orbiting around a star (the sun) Learning Objectives: identify the planets of the solar system and compare how long they take to orbit the sun(ACSSU078) test predictions by gathering data and using evidence to develop explanations (ACSHE082) pose questions to inform a scientific investigation (ACSIS231) construct a table to provide data for comparison (ACSIS090) identify patterns in data and develop explanations that fit these patterns (ACSIS090) use labelled diagrams to communicate ideas (ACSIS093)

Approach: ICT, Team-teaching, Indirect Instruction problem solving, inquiry based learning, Interactive Learning group collaboration. Prior Knowledge: Science Understanding about the Earth from Year3 ACSSU048 Maths Concept of time and charts ICT research skills Resources: Interactive Whiteboard (IWB) Chart (Appendix C) Worksheet B (see Appendix D) Google Document (Appendix E) ICTdesktops/laptops/iPads

Contingency Plansuse library/handouts/whiteboard Duration: 10mins Engage Prior Knowledge Identify/address misconceptions Introduction Sitting in front of the IWB with slideshow of planet photos playing. Teacher1: What do you know about the planets from the last lesson? What does orbit mean?

Teacher2: Mind Map keywords on IWB.

Brainstorming Posing questions with guidance 60mins 5mins Engage and Explain

Teacher1: What data can we research to compare the planets? Teacher2: Questions onto IWB. Add distance from sun, length of a day, length of a year, diameter. Main Content: Watch Planets Orbit the Sun Redisplay questions. Teacher1: Which of these questions will help us work out how to compare how long it takes for each planet to orbit the sun? (Length of a Year). Which planet do you think will have the shortest orbit and which will have the longest? How many days does it take Earth to orbit the Sun?

Questions and predictions 10minsConstruct Table

45mins Research

Teacher2: Open excel worksheet on IWB, get students to create table with the planets listed, and comparative data to research. Leave space for student-choice questions. Save to Google Docs. Divide class into inclusive groups of three. Students access Class Google Drive to access Chart, Worksheet B and weblinks. Students complete web inquiry. Teacher1 to provide support, guidance, observe and assist. Teacher2 to support groups where students need additional support for special needs.

10mins Consolidation

Conclusion: Class attention to IWB showing NASA Eyes on the Solar System, showing sped up view of planets orbiting the sun. Class discussion: What key facts did we find out about the solar system today? How did our research to find data help us find explanations about how the planets orbit the sun? Was your prediction correct? Next lesson we will be learning more about the sun and how we use its energy.

Assessment: Teacher observation and notes of group work, participation, and behaviour. Understanding assessed through group worksheets. To be assessed and misconceptions addressed in the next lesson. Quiz at end of topic. Evaluation & Reflection on lesson: Were students engaged? Did students participate? Were objectives met? What worked? What could be improved? Was ICT used effectively by teachers and students?

Classroom Planetarium#3 Year:5 Suburban School, when sun is hottest Learning Areas: Science Aim: Students understand the Earth is part of a system of planets orbiting around a star (the sun). Learning Objectives: recognise the role of the sun as a provider of energy for Earth (ACSSU078) understand scientific inventions, such as solar power, are used to solve problems that directly affect peoples lives (derived from ACSHE083) experience experimental testing (ACSIS086) use tools to accurately measure temperature and record data in tables (ACSIS087) use equipment and materials safely (ACSIS088) Approach: Cross-Curriculum(Sustainability), interactive and indirect instruction, experiential learning Prior Knowledge: Classroom Planetarium#1&2 Environmental sustainability from Year 4 Geography. Resources: Interactive Whiteboard 8 prepared kits for Solar Pizza Box Oven (See Appendix F) Instructions use Make sun smores or Pizza Box Ovens Worksheet C (see Appendix G) Quiz (see Appendix H)

Contingency Plans wait for sunny day over 25degreesC, use Solar Oven to melt ice rather than cook. Duration: 10mins Engage PriorKnowledge Introduction Class in front of board. Today we will be talking about the sun and how we use its energy. Watch SuperSunSongVideo What do we know about the sun? What sort of energy does the sun give us on earth? How do we use the suns energy?

Record Keywords

60mins 20mins

Main Content: Use interactive resource The Sun on IWB with class input. Watch PBS, 2011 Video introducing ways kids can use solar power. Who knows the term for the energy from the sun? Name ways we use solar energy?

Watch Diya Banerjee, 2011 Video to see how solar power makes a difference in remote locations. What ways did the suns energy affect people lives?

Watch Solar Cookers in Africa. Stop at 1.25mins. How can solar power make a difference to peoples lives in Africa? How do we use solar power in Australia? Why is the sun a good source of energy?

We can use the suns energy too. ACTIVITY 20mins Who likes smores? How do you make them? WHAT IF you didnt have a fire?

Watch Pizza Box Solar Oven Discuss safety and safe foods to use in this oven. In groups of 3, students use instructions provided to make solar oven, put in the sun and take initial temperature. Complete Worksheet C. Quiz Quiz 20mins 10mins

Conclusion: Class attention turned back to interactive whiteboard, images of sun/solar-panels showing. Discuss how the sun provides energy, how it can change the lives of those in remote locations, or countries like Africa. How it affects us. We will keep checking the temperature in the solar ovens throughout the day, and hopefully get to eat our smores soon!

Assessment Teacher observation and notes of group work, participation, and behaviour. Understanding assessed through worksheet and quiz. Evaluation & Reflection Teacher will assess whether further instruction is required regarding this lessons objectives by reflecting on the following questions; Were misconceptions addressed? Did all students participate? Were they engaged? Were the objectives met? Was the activity appropriate? Was there sufficient time? Were potential health issues addressed? What worked? What could be improved?

Rationale The three lesson plans for Year 5 Earth Sciences were developed to create an inclusive learning environment that is safe, yet challenging. This is achieved using teaching approaches to engage students and encourage deeper learning. In the lessons ICT, crosscurriculum priority sustainability and a team-teaching approach were used. The use of equipment, resources and technologies were also evaluated in regards to social and ethical factors. A variety of student-centred teaching approaches engages students, and ensures they discover more about the world (Houtz, 2008) and create a deeper understanding (Loughran, 2010; Warner, 2006). These lessons all use indirect instruction; students are involved in inquiry based learning. They have the opportunity to relate prior understanding with the subject, and predict and prove their beliefs about the Solar System. Interactive instruction is incorporated into the lessons; students are required to brainstorm questions to research, solve problems and work collaboratively. The lessons all have an element of experiential learning; students learn via hands-on methods by building a model of the universe, visiting online simulations and games, and cooking using solar power. These learning activities are then related back to the scientific concepts.

ICT was employed in all three lessons. All used videos to engage. Lesson 2s approach utilised ICT because the resources available online make the concept of how planets orbit the sun easier to comprehend. Students use 21st Century ICT skills to access Cloud based documents, such as the collaboratively designed chart, worksheet, and the pedagogically appropriate web-links to complete this lesson.

Team-teaching approach One teaches, one drifts is utilised in lesson 1 and 2, and is the key focus of Lesson 1 because it is a crucial lesson to address misconceptions and ensure students understanding. The teacher introduces topics and assists class discussion while the assisting teacher records student ideas. Both teachers support the class, with the assisting teacher providing additional support to groups who require assistance.

Cross-curriculum priority of sustainability was addressed in Lesson 3 because the topic covered was the sun. How we can utilise the suns energy is linked to a study of the Sun. By using videos, and the hands-on activity, the students are able to relate renewable energy, such as solar power, to their lives, and the lives of others.

Social and ethical factors were considered in designing these lessons. Knowing the background of all the students in the class ensures lessons remain safe and inclusive for all. The lessons are all of an appropriate length for the age of the students, and engage the students appropriately during this time. Cultural background needs to be understood, as some cultures have varying beliefs and views in terms of the sky, space, stars and creation. This needs to be kept in mind when culturally sensitive questions arise. Students work collaboratively in groups, this encourages social skills, creativity and a positive learning environment as long as teachers address issues, such as behaviour, when they arise. The use of ICT needs to be closely monitored, and must be used safely and ethically. Students need to understand acceptable use and teachers must ensure they teach students how to utilise ICT effectively and safely (AITSL, 2012). These lessons include links to videos and websites that have been checked and assessed as appropriate for use in the classroom. Before building and using the solar oven in lesson 3 food allergies must be considered. Also discussion regarding safe and un-safe foods to cook is required. Some students may attempt to replicate this activity at home. A decision to cook smores to eat, or to use the solar oven to melt, without eating the product is to be based on the individual students.

These three lessons are pedagogically appropriate and provide a safe and challenging learning environment that is inclusive and address the teaching approaches of ICT, Team-teaching and cross-curriculum priorities.

APPENDIX A Recommended Resources Slideshow example ABC. (2013). Astronomy basics photo gallery. Retrieved from Books select appropriate books from library Fact Sheets available from K-3 Teacher Resources. (2013). Solar System Facts. Retrieved from ICT recommended Internet Sites for research. Provide to students or supervise Google searches. AAAS. (2013). Planet size comparison. Retrieved from A&E Television Networks. (2013). The interactive universe. Retrieved from ABC. (2013). Voyage to the planets. Retrieved from


Names of Group Members: Identify the Planets and the Sun:

Image: IPAC Cool Cosmos<The relative size of the planets in our solar system (spacing not to scale)>

You have just come back from visiting your planet in space and are visiting a class of students. What information would you tell them?

Planet Name:

APPENDIX C Example Chart PLANET Mercury Distance from the Sun Length of a Day Length of a Year Diameter








Source ACARA

APPENDIX D Worksheet B

Draw a picture of the planets orbiting the Sun:

Identifying Patterns:

What did you notice about the length of a year of the planets in relation to the distance from the sun?

How were the planets spaced?

Which planet has the smallest orbit? Why?

What did you notice about the size of the planet (the diameter)?

What other patterns did you notice about the planets in the solar system?

APPENDIX E Web-links for student research. DATA ABOUT PLANETS The Planets Facts about the Planets ORBIT ACTIVITIES Test Earths Orbit in Months Gravity and the Solar System TEST YOUR KNOWLEDGE Go to the Head of the Solar System


INTERACTIVE use this if you have finished all your activities. Eyes on NASA

APPENDIX F Materials Required for Pizza Box Solar Oven Large Pizza Box (preferably not used source from pizza store) Recommend teacher pre-cuts lids prior to class Aluminium Foil Black Construction Paper Stick / skewer to hold lid open Clear Plastic Wrap Masking Tape Glue Stick Instruction Sheet

Tools Required Scissors Ruler Market

Ingredients Biscuits Marshmallows Chocolate Chips


Making Sun Smores!



Initial Temperature

Final Temperature

Observation of smores


What would you change if you did this experiment again?

is the 3rd planet from the sun The planet closest to the sun is The planet furthest from the sun is Planets in our solar system orbit around Jupiter, Saturn, Uranus and Neptune are Mercury, Venus, Earth and Mars are The Sun is a It takes Mercury It takes Neptune Short Answer: Why does it take Neptune longer than Mercury to orbit the sun? earth days to orbit the sun earth days to orbit the sun WORD LIST Neptune Mercury 88 The Sun Gas Giants 60,189 Star Terrestrial Planets Earth

Name a scientist who was important in finding out more about our solar system: What did this scientist find out?

Why is it important?

What does orbit mean?

What types of energy does the sun provide Earth and how can we use this energy?

References AAAS. (2013). Planet size comparison. Retrieved from A&E Television Networks. (2013). The interactive universe. Retrieved from ABC. (2013). Voyage to the planets. Retrieved from ABC Splash. (2013). Scaling down our solar system [Video file]. Retrieved from ACARA. (2013). Science. Retrieved from AITSL. (2012). Standard 4: create and maintain supportive and safe learning environment. Retrieved from Diya Banerjee. (2011, October 30). Short film on solar energy for kids [Video file]. Retrieved from Houtz, B. (2008). Teaching Science Today. Huntington Beach, CA: Shell Education. IPAC. (n.d). The relative size of the planets in our solar system (spacing not to scale) [Image]. Retrieved from Loughran, J. (2010). What Expert Teachers Do. Crows Nest, NS: Allen & Unwin.

lolipoplacey13. (2011, December 11). Planets orbit the sun. Retrieved from NASA. (n.d.). Eyes on the solar system. Retrieved from National Aeronautics and Space Administration. (n.d). Make sun smores. Retrieved from NM Solar Energy Association. (2011). Pizza Box Ovens. Retrieved from PBS. (2011, April 15). Martha speaks | solar power! | PBS KIDS [Video file]. Retrieved from PetStoreLady. (2009, October 12). Sid the science kid super sun! [Video file]. Retrieved from solarcaravanner. (2010, September 7). Solar cookers in Africa Sunfire solutions [Video file]. Retrieved from SpanglerScienceTV. (2012, July 13). Pizza box solar oven Cool science experiment [Video file]. Retrieved from Stidwell, P. (2004). The sun. Engineering Interact University of Cambridge. Retrieved from Warner, D. (2006). Schooling for the Knowledge Era. Camberwell, VIC: ACER Press