5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
EK/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LES (include learner diversity)
SO Science Science as Science Inquiry
N Understanding a Human Skills
Endeavour

The Earth is Communicat Students will: SUMMATIVE Introduction/Motivation: Prompting Wonder

part of e ideas,
5  Begin lesson by reflecting on the wonder questions students Questions questions
a system of explanations
planets and 1. Construct a 1. Work Sample posed at the beginning of the unit of work. during:
orbiting processes 3D model of a) The completed 3D  Reflect on the word wall – read some words out and ask Word Wall
around a star using model will be a Introduction/M
(the sun) scientific
the solar students to explain them and their relevance to the content
summative work otivation: Science
(ACSSU078) representatio system in taught and learnt throughout the unit.
ns in a variety Journals
pairs. sample that will be  Finally ask students to go into their science journals and 1. What were
of ways,
including marked against a complete the “what I have learnt” column in their KWL some wonder Painted
multi-modal 2. Film an oral rubric ensuring charts.
questions you Styrofoam
texts (ACSIS0 first had before
presentation students have balls
93)  Introduce the learning goals for the lesson – Creating 3D embarking on
video correctly
models of the solar system in pairs and filming an oral this unit?
discussing identified and Kebab Sticks
presentation.
their model ordered the 2. Do you think
your wonder Assessment
on the iPads. planets correctly. Lesson Body:
questions have Checklist
Prior to the lesson the teacher will have prepared materials for
been
b) The filmed oral students i.e. Painted styrofoam balls representing each of the eight
answered? Blank demo
presentation will planets and the sun and kebab sticks for their models.
model
also be utilised as
1. Explain to students the instructions, expectations and safety 3. What about
a summative iPads
precautions of the task. the word wall?
assessment piece
- Using the styrofoam balls and kebab sticks create a 3D Interactive
and will also be
model of the Solar System. 4. What does Whiteboard
marked orbit mean?
- Each ball is coloured and has a different size to represent a
accordingly via the Sea Saw App
particular planet it is your job to discuss and order the
same rubric
planets accordingly with your partner. 5. What does
utilised for the asteroid mean?
Online Timer
- Write the names of each planet on the black mount next to
model.
the ball that is representing it.
- Once you’ve completed the model using the iPad film 6. What is a
comet?
2. Self-Assessment yourself and your partner answering/discussing the
Students will complete following:
7. Do you feel
a self-assessment on
more confident
their own What is the solar system?
in your
understanding, How many planets are there?
knowledge
knowledge, What does it orbit around? about space
participation and What is the order of the planets? and the solar
confidence in regards What is the largest planet? system?
to the unit of work. What are the ice giants?
This will be done in
their science journals. - Upload this onto our class Sea Saw app (for parents and Lesson Body:
teacher to view)
8. If I have the
- USE CHECKLIST to guide your oral presentation and model largest
creation. styrofoam ball
am I going to
make that
2. Show a BLANK (non coloured) example (so students don’t
represent
copy) of the model for a visual for students so they are aware mercury? – No
what the end product should look like.
3. Partner students and give them an assessment checklist to 9. If I have a red
styrofoam ball
follow.
am I going to
4. Partners delegate who is the materials collector and who is make that
the iPad monitor they collect objects and begin the task. represent
5. Teacher displays an online timer on the whiteboard for earth? – No
students to view throughout the lesson.
10. Reflect back on
Conclusion: past lessons
identify the
6. Once students have completed their task they are to pack planets by their
materials away and complete their self-assessment in their colours and
science journals. sizes, look back
at our oval
7. To conclude lesson ask students to share 2 stars and a wish construction
about the unit. What were 2 things they enjoyed or liked where were
doing or learning during the unit of work? And what was 1 they situated
thing they would of liked to have done or not done? Share from the sun?

answers.
Conclusion:
11. Can you think
Learner Diversity: of 2 stars and a
Provisions wish about this
- Students with vision impairments are seated within close unit of work?
 proximity to the whiteboard.
- Students with behavioural management issues may need
behaviour plan.
- Students with hearing impairments may require cue cards
and extra assistance.

Enable – Lower ability

 Pair students strategically or group students in larger
groups – less pressure extra assistance
 Give lower ability students an outline of what they need
to say in their oral presentation
 If students would prefer to write answers to the oral
presentation questions they are allowed.
 Provide graphic organisers for students

Extend – Higher ability

 Extend students to include more information then just
the guidance questions in their oral presentation
 Allow them to include extra information on their black
mount card rather then just planet names.
 Allow them to help others once they have completed.

Safety Considerations:

 Explain to students safety concerns with kebab sticks.

Discuss appropriate behaviour and correct usage of
them. Be firm about no throwing, pricking, stabbing etc.
with them and explain consequences.
 Discuss correct digital citizenship on iPads highlighting
Internet safety.
 Discuss normal safety rules i.e. no running inside etc.