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TERM/WEEKS: T2 WK 4 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science – Earth and Space

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about XXXXX

 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

LESSO AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
N
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science Science Inquiry
Understanding as a Skills
Human
Endeav
our
Earth & Questioning & Students will: DIAGNOSTIC Introduction/Motivation: Prompting Mystery box
Space Predicting
 Begin the lesson by allowing students to explore a Questions
Sciences
1. Complete the 1. Observational/An during: Mystery box
1 The Earth is With guidance, “what I know” ecdotal Notes
mystery box with a variety of tangible artefacts such
items
and “what I want as; plush toys, figurines, laminated clue cards etc. that
part of pose clarifying Introduction & - Clue cards
a system of questions and to know” sections are all related to or hint to the topic of space or the
Basic observational motivation: - Styrofoam
planets make of a KWL chart in solar system. Students will use the items from the
orbiting predictions their science anecdotal notes and planets
around a star about scientific checklists will be mystery box to generate an informal discussion about 1. What do you
journals. - Mars Bar
(the sun) investigations utilised to assess the new science topic they will be learning/exploring. think the unit of
(ACSSU078) (ACSIS231) wrapper
2. Participate in a students ability to  Students will then be introduced to the unit focus– work could be
graffiti wall utilise prior focusing on? - NASA badge
The Earth is part of a system of planets orbiting
activity where understandings and - Sunscreen
they will around the sun.
knowledge to assist 2. What do you - Globe
collaboratively  Using a pre existing word wall the teacher will
them in the engage already know - Astronaut
share information breakdown the unit focus into various sub topics and
activity. about…? figurine
on a variety of
introduce vocabulary that will be referred to
topics.
Observational throughout the unit of work. 3. What do you
3. Write a wonder checklist/anecdotal  Students will then complete an individual KWL chart want to know KWL Chart
question relating notes key: in their science journals (see attached worksheet) in about…? worksheet
to the unit of
work. order to determine their prior knowledge on the topic
A = absent from lesson 4. Why do you Word Wall
and identify their learning goals for the unit of work. think it is
✓-Completed the  Students will then share their prior knowledge about important for us Solar System
the unit focus with their peers through a think, pair, to learn about Video
lesson objective
and share. Earth and Space?
Appropriate
X – Did not complete
Lesson body: 5. Can anyone tell technology
lesson objective
1. Students will watch a YouTube video about the solar me the name of a
planet? Butchers Paper
system. https://www.youtube.com/watch?v=libKVRa01L8
+ - Needed thorough 2. After the video students will utilise knowledge they
assistance throughout 6. Can anyone tell Different
learnt from the clip or their own prior knowledge and me if the sun is a coloured markers
lesson
understandings to participate in a graffiti wall activity. star or a planet?
BI – Behavioural Issues 3. In groups of 4-5 students will have approximately 1-2 Letterbox
throughout lesson minutes to discuss and write as much information as Lesson Body:
they can on varying pieces of butchers paper which Wonder wall
7. What do you question slips
will be labelled different topics e.g. Mars, Jupiter,
know about
Pluto, Saturn, The Sun, The Solar System, The Ice {insert planet
Giants etc. name}? Do you
4. After the designated time is up each time students will know what it
pass the pieces of butchers paper around to the next looks like? Do you
group in a clockwise direction and complete the know what
process again for the next topic. Repeat this process til number planet it
is?
all groups have completed each topic.
8. What is the
Conclusion:
solar system?
5. Teacher will relay/discuss some of the information
Where is it
displayed on each piece of butchers paper.
located? Is there
only one?
6.To conclude teacher will ask each student to write a
wonder question on a piece of paper and put it in a
letterbox before exiting the class. These wonder questions
will be reviewed at the end of the unit.

7.Teacher will type up the wonder questions and display

them on a wonder wall, which will be displayed in the
classroom.
Conclusion:
Learner Diversity:
10. What are
Provisions
some wonder
 Students with vision impairments are seated
questions that
within close proximity to the whiteboard. you might have
  Students with behavioural management issues about Earth, the
may need behaviour plan. solar system, the
 Students with hearing impairments may require sun or space?
cue cards and extra assistance.

Enable – Lower ability

 Strategically group students of lower abilities with
students of higher abilities to allow peer
assistance to naturally take place.

Extension – Higher ability

 Encourage to play an active lead role in group task
 Ask higher order thinking questions

Safety Considerations:

 Students must be aware of the space when

participating in the graffiti wall activity to avoid
collisions and congestion within the classroom.
 Students must be informed on appropriate class
etiquette i.e. no running, respect for materials, no
rocking on chairs etc.
 Students are to be reminded not to touch or play
with any other class materials that may appear
dangerous.