SCIENCE

Planning
Document
Primary Year 5
University of
Notre Dame
ROBERT DE BONI 82008268
https://robdb2.weebly.com/science-program-of-work.html
 Australian Curriculum: Science (Year 5 )

Sub-strands Content Descriptions Achievement Standard (SCASA)

 Living things have structural features and adaptations that help them to survive in their environment (ACSSU043 - Scootle ) Science Understanding
Biological sciences
understanding

At Standard, students classify solids, liquids and

Chemical sciences  Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077 - Scootle ) gases according to their observable properties
Science

and behaviours. They describe everyday

phenomena associated with the transfer of light.
 The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078 - Scootle ) Students describe the key features of our
Earth and space sciences solar system. They analyse how the features of
living things enables them to function in their
 Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080 - Scootle ) environments.
Physical sciences
Science as a Human Endeavour
 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and
Nature and development
endeavour
(Year 3-4)
Science as

Students discuss how scientific developments

a human

of science reflects historical and cultural contributions (ACSHE081 - Scootle )

have affected people’s lives, help us solve
problems and how science knowledge develops
 Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083 - Scootle ) from many people’s contributions.
Use and influence of
science
Science Inquiry Skills
 With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231 - Scootle )
Questioning and Students follow instructions to pose questions
predicting for investigation and predict the effect of
changing variables when planning
 Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and an investigation. They use equipment in ways that
Planning and conducting are safe and improve the accuracy of their
materials safely and identifying potential risks (ACSIS086 - Scootle )
Science inquiry skills

observations. Students construct tables and

 Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital graphs to organise data and identify patterns in
technologies as appropriate (ACSIS087 - Scootle ) the data. They compare patterns in
their data with predictions when suggesting
 Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or explanations. Students describe ways to improve
Processing and analysing
data and information relationships in data using digital technologies as appropriate (ACSIS090 - Scootle ) the fairness of their investigations, and
 Compare data with predictions and use as evidence in developing explanations (ACSIS218 - Scootle ) communicate their ideas and findings.

 Reflect on and suggest improvements to scientific investigations (ACSIS091 - Scootle )

Evaluating

Communicating  Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal
texts (ACSIS093)
 English
Research the history & literature
of the names of the planets,
moon and sun and relationship
to the days of the week.
Write a story following on from
the research to incorporate this
knowledge and also creativity
(through a poem or short play)
(Year 5 English, ACELY1704).
CONCEPT MAP Maths
Using the various attributes of
Religious Education / Spiritual Education the Earth, moon and sun, such
Review Luke ch 3-9: the passing of time as diameter or distance between
such as Jesus’s 40 days in the wilderness. objects in the constellation,
Discuss the animation for discussion: consider the appearance of
https://thebibleproject.com/videos/gospel-luke-2/
Overlay biblical characters with the numerical patterns and prepare
movements of the Earth, sun+moon using evidence.
PuppetPals on iPAD.
(Year 5 Maths, ACMNA107).
Concept: Our Place in Space Term:
2 Weeks: 1-5 Year 5
©The University of Notre Dame 2010 developed by C McGunnigle

LOTE Health & Physical Education

In French, write a poem involving the relationship Play a game with students representing planets
of the planets, sun & moon to days of the week versus the Sun for body/spatial awareness.
(Year 5 French, ACLFRC043). Using the Noongar Incorporating movement in concentric circles.
dictionary - write a short poem with shared ideas. (Year 5 Health & PE, ACPMP063)
Geography History The Arts
Consider the impact of the Consider patterns of colonial Create artwork with drawing skills (shape, colour,
Earth’s tilt and rotation around development in Australia, texture etc). Plan a whole class activity where
the sun in relation to climate including settlement and everyone can work on one component of a
and the impact on human agriculture and relation of shaded drawing of the solar system’s
activities during different Earth’s tilt and rotation components. At the end, form a whole to
seasons and in different throughout the various parts of complete understanding of the solar system.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC:

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE ACSIS2 Conceptually DIAGNOSTIC To capture students’ interest and find out what they ‘Hook’
111 Take notes of think they know about the Earth, as part of a system of
078 081 31 compare time for Outdoor
each planet to general class planets orbiting a star (the Sun). exercise:
ACSHE ACSIS0 orbit the sun, knowledge and To elicit students’ questions about how humans have Can you see a
weak points sought to explore and understand Earth’s place in
083 88 based on the pattern
Space
distance from the prior to forming as
sun. introducing more
Explain the 5E approach to the unit of work ‘Our
material. students join 5E stages
Place in Space’ and refer to the ‘5E’s stages’ poster
Consider TWLH the circle to poster
resource on the class wall for reference.
questions. Review science orbit the
Ask a student to place the arrow with blue tac to
journals and sun? 5E’s chart,
the ‘Engage’ stage on the ‘5E’s chart’ and discuss
early self- arrow & blu
the sequence and purpose. Be inclusive by
assessment and Was this a tac
choosing someone who participates little.
make notes. fair test
based on the Per group:
Initially ask the students what they already know
mnemonic Butcher paper
about the solar system. Provide large sheets of
‘Cows Moo Pens
butcher paper on grouped desks and allow
Softly’? A4 Grid paper
Brainstorming. Choose groups of 3-4 students to
Rulers
present thoughts.
Activity Hook: Take students outdoors and form TWLH charts
groups for orbits around a stationary point (sun),
from Earth through to Neptune and count the
number of steps each planet makes to orbit.

Record observations in science journals, with the Science

students to collaborate to acquire all the data. journals
Groups are then to present the information to the
class through tallies, graphs or other means.
Solar system
Introduce the solar system word wall and ask each word wall and
group to add a word based on what they have elliptical sticky
learnt. notes.

Groups to fill out ‘what we think we know’ and TWLH chart

‘what we want to learn’ in the TWLH charts. Refer prompts:
‘key questions’ for prompts. Smallest/larg
est planets?
Ask students to complete a simple self-assessment Number of Early self-
for their journals, to prepare them for a more moons per assessment
detailed version at the end of the unit. planet?
Distinctive
Students encouraged to take the PALMS ‘Finding features of
your Way’ (PPP – Palms Parent Power) worksheet planets? ‘Finding Your
home to collaboratively with family at night use Order of Way’ home
the stars to assist in orientation. This is in-line with planets? activity
research, that suggests students will have deeper Time for
understanding and better retention through planets to
discussing what they have learnt with others. orbit sun?

Safety/Health: Tell students to bring hats and

water for outside exercise. The person
representing the ‘Sun’ can be attached to a fixed
object like a goal post if particular student groups
are likely to be too excited.
 Students in need of enabling to be assisted with ‘Science
prompts for exercises and ‘Science question question
starters’ resource. starters’

Extension students are encouraged to research ‘Planets of the

facts on a planet of their choice (sample planet Solar System
poster provided in class). Information can be Factbook’ and
added to a ‘Planet factbook’ resource and added Planet posters.
to their science journal. Class solar
system books
for research.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSIS2 Consider the FORMATIVE To provide shared experiences of the observable 5E’s chart,
212 Ask questions movement of the Sun and Moon in our sky and hands-
078 31 apparent arrow & blu
movement of the about the on, shared experiences of testing theories to explain tac
ACSIS0 sun and make planets and observable movement of the Sun and Moon in our sky.
86 claims as to the keep a record of
student Ask a student to move the arrow with blue tac to
cause.
responses & the ‘Explore’ stage on the ‘5E’s chart’ and discuss
ACSIS0
science diary the sequence and purpose.
87 Consider the
changes of the entries in diary.
Students to review their take home science journal
ACSIS0 moon as it appears
activity, PALMS ‘Finding you Way’. In groups of 3-
88 in the sky and
4, students to discuss results of their findings and
make claims.
select a speaker to present this. Students to record
ACSIS0
their individual thoughts in their science diaries.
90 Explore different
claims about the
Introduce the ‘Sun Song’ video as a fun hook (1.43
Earth, Moon & PowerPoint,
– 3.22) focusing on sun facts:
Sun’s relationship. resource
 https://www.youtube.com/watch?v=t-kzdR93bqw
Provide evidence Tell students to pay attention as questions will be
for each claim. at end of lesson related to video.
Review previous lesson on the planets of the solar
State reasons why system, their names, relationship to the sun and
the evidence sizes.
supports the claim ‘Debating our
or otherwise. Students to first discuss the use of claims and how Place’ poster.
to determine the validity of these, with the
‘Debating our place’ poster referred to.
Per group:
Students to form into groups of 4-5 and follow Basketball
PowerPoint plus using observation sheet to record Tennis ball
observations on various claims re Sun/Earth/Moon Torch
orbits. Observation
sheet
Groups to nominate presenter and state findings, Clipboard with
with class discussion to follow-up. Individuals to pen
attached observation sheets to science journals.

Students to be given a home assignment; to make

drawings or take photos at 3 times over a day
showing the location of the sun from a window. To
be studied at the next class (example shown at end
of PowerPoint).

Safety/Health: Students to be advised to find

suitable space to avoid knocking into each other or
into objects (and monitor accordingly).
‘Planets of the
Students in need of enabling: Class told as a Solar System
minimum to complete 1st claim of Observation Factbook’ and
sheet. Teacher to explicitly model this, taking on Planet posters.
board group input. Library
research.
Extension students to continue with ‘Planet
factbook’ research from lesson 1.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE ACSHE Track the shadows FORMATIVE To support students to represent and explain their First 2 App. Xx 5E’s
13 understanding of how the Earth orbits the Sun while
078 081 231 caused by the sun columns of chart, arrow &
relative to time in Review the rotating on its axis. TWLH in blu tac
ACSHE ACSIS0 hours. TWLH chart. To introduce current scientific views about Earth’s individual
Record what place in Space.
082 88 science
Discuss Galileo students have journals:
Ask a student to move the arrow with blue tac to
ACSHE ACSIS2 article and the learned from • I think I
the ‘Explain’ stage on the ‘5E’s chart’ and discuss
083 18 evidence to science journals know …
the sequence and purpose.
support his theory and any • I want to
ACSHE that the Earth questions that know more Website (refer
Hook: video about the solar system makeup:
217 orbits the Sun. can be about … hook)
https://www.youtube.com/watch?v=libKVRa01L8
answered in
Identify that the class. For individual
Following om from the last lesson, class to read
Earth orbits the science
and discuss the Galileo article. Individuals to
Sun in a year, the Record first 2 journals:
record concluding thoughts in science journals and
Moon orbits the columns of • I learned
whether.
Earth in around a TWLH in that…
month and the individual • I enjoyed, How to Make a
Activity: Create a sundial on a paper plate in
Earth rotates on its science journals: did not enjoy Sundial’
groups of 3-4, with students given resource sheet
axis in a day. • I think I know Per group:
(lesson scheduled so at 12 noon to set a datum,
… Crayons
concluded at 1pm to set this mark, with
Students to • I want to Paper plates
predictions for other hours). This activity will be
brainstorm all know more Sharp pencils
concluded at next lesson.
currently known about … Thumb tacks
objects in the solar Rulers
system In science Review the previous lessons using the class science Plastic
journals for journal and TWLH chart. As a class, students to straws
discuss the take home science journal exercise
today’s class, plotting the sun’s locations and record current Class science
record: understanding of sun/earth movements. journal
• I learned Word wall
that… Create a dialogue and discuss evidence collected TWLH chart
• I enjoyed/did to date. Team Skills
not enjoy… • Does this still reflect what you think? Why or chart
why not?
• What would you like to change? Team roles
• What observations and evidence support your chart
model?
• What are you not sure about? Per team:
Record students’ thoughts in the class science Role
journal. wristbands or
badges for
Read ‘Perplexing planets’ in teams. Brainstorm the Director,
key points and record in science journals. Discuss Manager and
why Galileo’s model was ultimately accepted as Speaker.
the preferred explanation. Update the word wall Each student’s
with words and images. science journal
Copy of
Safety/Health: Ensure any sundials left in position ‘Perplexing
for follow-up lesson are not placed anywhere a trip planets’
hazard can occur.

Students in need of enabling: Use ‘Parking Lot’ ‘Parking Lot’

posters with stickies to encourage students to posters and
highlight their status of understanding. Monitor stickies.
and provide help accordingly.
‘Planets of the
Extension students to continue with ‘Planet Solar System
factbook’ from lesson 1. New planets can also be Factbook’ and
investigated. Encourage ICT research (guide use of Planet posters.
sites). Library and ICT
research.
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE ACSIS0 Research SUMMATIVE- To support students to investigate characteristics of Discuss why App. Xx 5E’s
14 Science Inquiry objects in the Solar System and create an accurate
078 081 86 information on the chart, arrow &
objects in the Solar
Skills model of the Solar System. conversion blu tac
ACSHE ACSIS0 System. Review science was chosen
Ask a student to move the arrow with blue tac to
217 90 journals and (to fit into a For class:
the ‘Elaborate’ stage on the ‘5E’s chart’ and discuss
Compare findings records answers standard class science
the sequence and purpose.
ACSIS2 and discuss / comments. oval). journal
18 discrepancies in Ask students • Word wall
Conclude the sundial activity by checking if
collected data. if they think • TWLH chart
predicted hour markers work (test at say 10am
ACSIS0 it is possible • ‘Scaled
with plate in original marked position) and write
91 Interpret data to to accurately planets’ sheet
conclusions in science journal.
create scaled represent the • 100m rope
models of the Solar size of the • measuring
Review the previous lesson and remind students
System. planets at tape
about how they have investigated
the same • Objects to
characteristics of space objects in the Solar
Discuss how time as the represent
System. Each group to choose one word to apply
different models distances Solar System
to the word wall from the last lesson and fill in
serve different between the objects
TWLH chart in reference to size issues in the solar
purposes in planets on an • 8 A4 pieces
system.
science. oval. of paper
Activity:
• Was For each
Class to work together to create a Solar System
everything student:
that accurately represents the distances between
we know Science journal
planets. Introduce ‘Scaled planets’ resource sheet
about the
for scale exercise and ICT calculator to scale
Solar System
planets:
accurately
www.exploratorium.edu/ronh/solar_system
represented
 in the ‘Aboriginal
Choose a student to represent the Sun in the model? Interpretations
centre of the space and hand them the rope. Ask a • What did of the Night
student representing outer planet Neptune to walk you find Sky’ worksheet
the rope out to 97 metres. Other students to take challenging & iPad.
position along the rope as to where their space about making
object should be as per their previous scaling a model to
work. scale?
• What have
Discuss how long or short the orbits were and you found
what this might mean in terms of ‘years’ and how out?
fast the planet is moving. Review the TWLH chart. • What are
Record what students have learned and any the strengths
questions that can be answered. of this TWLH chart
model?
Update the word wall with words and images. • What are
the
Safety/Health: Teacher to manage space to avoid weaknesses?
collisions as some space objects may not be able to
‘orbit’ the Sun. Students to bring hat and water
bottles for outdoor activities.

Students in need of enabling to be prompted with

questions to assist filling science journals.
‘Planets of the
Extension students to continue with ‘Planet Solar System
factbook’ in their science journals. Factbook’ and
Planet posters.
Final research activity: Library and ICT
On iPads, research Australian aboriginal practical research.
and cultural uses of the night sky and record in
science journals (monitor usage through teacher
app.).

Safety/Health: Ensure outdoor areas are safe and

clear to conduct activity.
 Students in need of enabling to be prompted with
entries into their journals such as ‘how can we test
the accurateness of our sundial throughout the
day?’

Extension students to continue with ‘Planet

factbook’ in their science journals and can also
continue the sun dial experiment and keep
accurate records.

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE ACSIS0 Identify the Earth SUMMATIVE- To provide opportunities for students to represent When the 5E’s chart,
15 Science what they know about the Earth as part of a system of
078 081 91 as a part of the unit began, arrow & blu
Solar System Understanding planets orbiting a star (the Sun) and to reflect on their what did we tac
ACSHE ACSIS0 orbiting the Sun, learning during the unit. know about:
083 93 while it rotates on Work samples 1. Earth’s Word wall
its axis. assess in science Ask a student to move the arrow with blue tac to place in
ACSHE journals against the ‘Engage’ stage on the ‘5E’s chart’ and discuss space? TWLH chart
217 Support claims to final rubric: the sequence and purpose. 2. how
explain everyday science journals, humans Class science
observations with class Using the class science journal and TWLH, review understood journal
evidence. discussions, the last lesson, reviewing key questions 1-5. space
TWLH. historically? For each
Discuss and Discuss the claim ‘The Earth is the centre of the 3. What were student:
express opinions Universe’. What have students learnt about why our original Student
about their people may have believed that? questions? science journal
learning journey. 4. What did
we learn?
Criteria to Discuss the claim ‘The Earth is part of a system of 5. What
assess dialogue: planets orbiting the Sun’. What have students evidence did
• well-organised learned about how that model was constructed we generate?
information and what we know about the Solar System today.
• clear, concise Final science
communication Reflect on the development of their different rubric
• evidence of models throughout the unit. Ask questions such as:
knowledge of • How did you behave like scientists in these
the topic lessons?
•quality & • What did you learn about different types of
creativity of the models and how they are used in science?
presentation. • What are the advantages and disadvantages of
different models?

A dialogue to be presented as a written play, as

spoken dialogue with a fellow student using ICT, or
as a cartoon (PuppetPals on iPad).

Describe the criteria to assess the quality of the

dialogue. Provide students with time to plan,
prepare and publish their dialogues.

Invite a scientist to view the dialogues and discuss

what students have learned throughout the unit.

Students to complete a self-assessment and add to

their science journal.

Safety/Health: Discuss the use of devices in ICT (ICT

and limiting screen time to safe levels. opportunity:
iMovie on
Students in need of enabling by allowing a variety iPad), or as a
of means to present the dialogue, such as using ICT cartoon
on own or in pairs as a written play. (PuppetPals on
iPad).
 Extension students to complete current ‘Planet
Factbook’ in their science journals and present
some outstanding facts.

References
Australian Academy of Science (2012). Primary connections: Earth’s place in space year 5. Retrieved from
https://primaryconnections.org.au/curriculum-resource/earths-place-space

Australian Curriculum Assessment and Reporting Authority (ACARA). (2012). Australian Curriculum: Science.
Retrieved from http://www.australiancurriculum.edu.au/

Australian Curriculum, Assessment and Reporting Authority. (2012). The Western Australian Curriculum- Science.
Retrieved from http://wacurriculum.scsa.wa.edu.au/Science/Rationale

Bindon, P., Bindon, P., Chadwick, R., & Western Australian Museum. Anthropology Department. (1992). A nyoongar
wordlist from the south west of western australia (New ed.). Perth, W.A.: Anthropology Dept., Western
Australian Museum.

Earth Science WA (ESWA) (2018), PALMS Primary Australian Literacy Mathematics and Science. Year 5 solar
system. Retrieved from http://www.palms.edu.au/mod/page/view.php?id=88

Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South Melbourne, Vic; South
Melbourne: Cengage Learning Australia.

Teacher Starter (2019), Earth and space sciences – Space & solar system. Retrieved from
https://www.teachstarter.com/

University of Colorado, Boulder (2019), Teach Engineering STEM curriculum for k-12: Hands-on activity: spacecraft
design: beat the heat. Retrieved from
https://www.teachengineering.org/activities/view/cub_solar_lesson03_activity1

Woodside Australian Science Project (WASP) (2019). Year 5 Solar System. Retrieved from
http://www.wasp.edu.au/mod/page/view.php?id=450