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TERM/WEEKS: 2 Week YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science

One/Two

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

Notes about device access in the classroom: Each student will have access to their own iPads with all required applications already installed to ensure the lessons run
smoothly
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The Earth is The students will: Formative Introduction: Intro:

One: part of
Lesson a system of 1. Create a Popplet and
One planets orbiting then an Explain
around a star Everything identifying
(the
their knowledge about
sun) (ACSSU07
8) the solar system
2. Students will be able to
provide a brief
explanation of what the
Solar System is, and
what it contains
3. Identify Earth is a planet
within a Solar System of
other planets
4. Recognise the
importance of the sun in
our solar system
assessment at the  Discuss with the students what they see when they
end of the lesson go outside and look up to the sky in the day and Projector
using Kahoot, to night
see the students Video about the Solar
prior knowledge  Ask the students if they know what planet we live on System:
 Ask the students if they know what the term solar
of the solar https://www.esa.int/kid
system system means s/en/Multimedia/Paxi_
 Show the students a video about the solar system animations/Italian/The
Summative _Solar_System
 The teacher will distribute iPads to the students, or
assessment- the
ask the students to retrieve their own iPads and
Explain
Everything the open Popplet
students create
Body:
with rubric, key
points- criteria  The students will create a Popplet brainstorming the Body:
being information, information they are going to put into their Explain
creativity and Everything iPads
layout  Instruct the students that they can use any prior
knowledge they have about our solar system and Popplet:
http://popplet.com/
Britannica, ABC Splash or Kiddle to do extra
research if they need Explain Everything:
 The students will focus on what the term solar https://explaineverythin
system means g.com/
 Instruct the students to also focus on:
o earths place within the solar system Photos for class:
https://www.photosforc
o the importance of the sun
lass.com/
o what the solar system is made up of, not the
individual planets Britannica: School
 Once they have completed their brainstorm, the Edition:
students will create an Explain Everything using https://school-eb-com-
information they have gathered au.ipacez.nd.edu.au/le
vels/primary
 The students can add photos to their Explain
Everything using the website Photos for Class
  The students are also able to link to websites they ABC Splash:
found useful or videos using the Explain Everything http://education.abc.ne
app t.au/home#!/home

Conclusion: Kiddle:
https://www.kiddle.co/
 Ask the students to give one interesting fact they did
not know about the solar system before the lesson Conclusion:
today
 The students will play a game of Kahoot to check Kahoot:
their understanding the term solar system and the https://kahoot.com/
components it is made up of
o What is the solar system?
o How many planets are within our solar
system?
o What is the sun?
o Why is it’s important to our solar system?
o What happens as you get further away from
the sun?
o Where is earths place in the solar system?
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The Earth is The students will: Introduction:

One: part of Summative  Ask the students if they can remember what the solar Intro:
Lesson a system of 1. Research one planet assessment- the system was from last lesson Projector
Two planets orbiting from the solar system posters the  Ask the students if they can remember one different
around a star using Britannica students create YouTube video on the
(the with rubric- planet other than earth in our solar system planets in our solar
2. Create an informative  Show the students the YouTube Video “We are the
sun) (ACSSU07 criteria being: system
8) poster about their given creativity, layout, Planets” https://www.youtube.c
planet that should sell what information  The teacher will distribute iPads to the students, or om/watch?v=ZHAqT4h
their planet as the best the students ask the students to retrieve their own iPads and open XnMw
in the solar system choose to include
Canva
3. Identify their given and their ability to
planets unique identify their given
Body:
planets unique Body:
characteristics  The teacher will give each student a planet from the
characteristics
4. Students will learn the solar system iPads
importance of Formative  The students will create a poster on Canva about
summarising and assessment: their given planet Canva:
paraphrasing Through  Instruct the students they can search for information https://www.canva.co
information conversations, either on Britannica or ABC Splash or Kiddle m/
questions and
answers with the  The students will find photographs for their posters Photos for class:
students from Photos for Class https://www.photosforc
throughout the  The students will create their poster as if it was an lass.com/
lesson advertisement for the planet, trying to sell its most
important features Britannica: School
o Instruct the students they are to focus on the Edition:
https://school-eb-com-
most unique features of that planet, what
au.ipacez.nd.edu.au/le
makes it special vels/primary
o Also instruct students to look at features
such as ABC Splash:
 size http://education.abc.ne
 weight t.au/home#!/home
 distance from sun
Kiddle:
 composition (e.g. rock, gas, ice) https://www.kiddle.co/
 visual appearance
  presence of moons
 orbit and rotation times
 date discovered
 Students are encouraged to be creative when
constructing the poster and to keep the information
on the poster to the most important features of the
planet

Conclusion:
 Ask the students to save their posters
 Ask the students what is one unique fact about their
planet
 Discuss with the students how each planet is
different and if where they are in the solar system
might impact certain features of that planet
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week The Earth is The students will: Summative Introduction:

Two: part of
Lesson a system of 1. Compare two different
Three planets orbiting planets from our solar
around a star system
(the
2. Create an informative
sun) (ACSSU07
8) movie comparing the
similarities and
differences between
their planets
3. Identify reasons why
their planets might be
different
4. Students will be able to
sort and classify planets
according to identified
properties
5. Students will effectively
communicate their
knowledge about a
planet
assessment- the  Ask the students if they can remember the planet
movies the they researched last lesson
students create  Explain to the students they will be paired up with
with rubric-
criteria being their someone who researched a different planet to them
and are to make a short movie comparing the
ability to
collaborate with similarities and differences between their planets
other students,  The teacher will distribute iPads to the students, or
the information ask the students to retrieve their own iPads and open
they have drawn iMovie
on from the poster
they created  Discuss with the students some different aspects
they could compare between their planets
previously, their
o size
ability to compare
the similarities o weight
and differences o distance from sun
between the two o composition (e.g. rock, gas, ice)
planets, creativity
o visual appearance
and format of their
movie, if the o presence of moons
o orbit and rotation times
information is
o date discovered
presented clearly
and appropriately
Body:
Formative  The teacher will pair up the students so they are with
assessment: someone who has a different planet to them Body:
“Think, Pair,  The students will create a movie on iMovie
Share” at the end iPads
comparing their two planets
of the lesson. The
students will  The students will use their posters and information iMovie
reflect on what they gathered last week to compare the different
they have learnt planets Photos for class:
and share their  Instruct the students they are again to use Photos for https://www.photosforc
thoughts with their Class if they need to find more photos of their lass.com/
partner and then
planets
the class
  The students can either use the trailer mode on
iMovie or they can create their own from scratch,
depending on their familiarity with the app

Conclusion:
Conclusion:
 The students will present their movies to the class
Projector
 The students will “Think, Pair, Share”, if there was
one planet other than Earth that they would like to
live on, which planet out it be? This will assess if the
students can identify some difference between the
planets and what makes them unique
 Ask the students if they found making a movie
useful, or if they preferred making an Explain
Everything or poster