English

CONCEPT MAP Makin’ Myths: with reference to existing myths, legends and
explanations of the Sun, Earth and Moon, create your own
Maths story that explains how they came to be and their relationship
My daily routine: Complete a visual storyboard of your Religious Education / Spiritual Education to each other.
daily routine that is matched to timescales for the Plan, draft and publish imaginative, informative and persuasive
Sun and light: God made light on the first day but didn’t make the Sun and Stars until
rotation of Earth texts demonstrating increasing control over text structures and
the third day. Explore existing possible explanations for this and devise some of your
Tell time to the minute and investigate the relationship language features and selecting print,and multimodal elements
own.
between units of time (ACMMG062) appropriate to the audience and purpose (ACELY1682)
Traditional understandings of Sun, Earth and Moon: Study and compare contemporary
Measuring shadows: Measure the length of a stationary Poem/jingle: Create a poem or a jingle in a small group with
understandings of the Sun, Earth and Moon with those of various religions and cultures
schoolyard object at different points of the day using rhyme and rhythm that teaches the listener about Earth’s
such as Indigenous dream time stories, Christianity and mythology. Create a roleplay
metric units of length. rotation, the Sun and/or the moon. Perform for the class.
that demonstrates traditional understandings such as Ra (sun God) sailing across the sky.
Measure, order and compare objects using familiar Create texts that adapt language features and patterns
metric units of length, mass and capacity (ACMMG061) encountered in literary texts, for example characterisation,
Wanted: Spheres and Circles! Create a ‘wanted’ poster rhyme, rhythm, mood, music, sound effects and dialogue
for imperfect spheres (Moon and Earth) and circles Concept: Night and day Year: 3 (ACELT1791)
(Sun) that highlights key features/description of the Other activities: word walls, t-charts, KWL charts, exit tickets,
shape e.g. No corners, curved edge. Etc. Make models
Term: 3 Weeks: 1 – 3 of 10 week unit presentations, verbal recordings.
of three-dimensional objects and describe key features
(ACMMG063)
Earth’s shadow: Using black and coloured card, model Health & Physical Education
©The University of Notre Dame 2010 developed by C McGunnigle
Science / Technology & Enterprise
and represent half of Earth in shadow and half in light Shadow tag: played as either whole class or pairs, students try catch other students’ Chemistry: Make predictions about which of several
Model and represent unit fractions including 1/2, 1/4, shadows. Locomotor skills: run (ACPMP043) objects will melt/change in state first when left out in the
1/3, 1/5 and their multiples to a complete whole Sun Safety: Make links between the Sun’s position in the sky and the UV index. Teach the sun (e.g. icecream, iceblock, plastic etc). Observe and
(ACMNA058) importance of sun safety, protective clothing and sunscreen. compare results to predictions
Other links: Graphing, data collection and interpretation Sun damage experiment: create a controlled experiment with newspaper, paper and A change of state between solid and liquid can be caused
tissue paper. Have half of the materials exposed to the sun and the other half protected. by adding or removing heat (ACSSU046)
Come back in a few hours and observe the damage to the materials caused by the sun. Biology: Label and annotate a diagram of a flower and
Geography Actions in daily routines that promote health, safety and wellbeing (ACPPS036) highlight how it photosynthesizes and uses sunlight
Climate and weather: Colour in a word map, Living things can be grouped on the basis of observable
highlighting the main climatic zones of the History The Arts features and can be distinguished from non-living things
world. Link new understandings to Earth’s Historical understandings: Research various Visual arts (ACSSU044)
rotation on its axis and the effect it has on historical astronomers such as Plato, Galileo, Aboriginal shelters: Make a model of a traditional Southern 3D modelling: Create a 3D paper maiche model that
weather and the climatic zones. Aristotle and Nicolaus Copernicus and write a Australia Indigenous shelter out of twigs and leaves that takes demonstrates the movement and relative sizes of the
The difference between climate and weather, report on their understandings of the Earth, advantage of the Sun’s path and prevents the cold Southern wind Earth, Sun and Moon.
the main climatic zones of the world (e.g. Sun and Moon and how they came to their entering. Monitor and adjust. Develop and communicate ideas using labelled drawings
equatorial, tropical, arid, temperate) and the conclusions. Exploration of artwork from other cultures, such as styles and and appropriate technical terms (WATPPS17)
similarities and differences between the Chinese New Year and Moon Festivals: Create symbols of Indigenous Australian and Asian cultures Australian Sun: The light and heat given off by the Sun is
climates of different places (ACHASSK068) a calendar year for Earth’s cycle around the (ACAVAM110) very hot in Australia, too hot for some of our crops!
Indigenous seasons: Study and compare the Sun and another for Lunar months, highlight Media Arts Design a system that can be used by our farmers to
six Aboriginal Australian seasons and match and discuss they are different as they are News reporting: combine images and text with voice over to reduce the sun that is cost effective.
them and their defining characteristics to the based off different cycles. create a news story reporting on breaking news: That scientists Create a sequence of steps to solve a given task
four-season system typically used. The historical origins and significance of have discovered that the Earth rotates the Sun. (WATPPS16)
Seasons: Annotate an image of the world to celebrations and commemorations in other Exploration of how sequenced images, audio and text can be Types of food and fibre produced in different
show what season it is for the rest of the places around the world (e.g. Bastille Day in used to tell a story or convey a message (ACAMAM058) environments, cultures or time periods, including the
globe when it is summer in Australia. France, Independence Day in the USA; and Dance/drama equipment used to produce or prepare them
The location of Australia's neighbouring those observed in Australia, such as Chinese Create a performance piece/representation of our solar system (ACTDEK012)
countries and their diverse natural New Year, Christmas Day, Diwali, Easter, which demonstrates the relative size and movement of the Earth, OR
characteristics and human characteristics Hanukkah, the Moon Festival, Ramadan) Sun and Moon. Create an anti-UV greenhouse using the provided
(ACHASSK067) (ACHASSK065) Exploration, improvisation and selection of movement ideas to materials
create a dance that has a narrative structure (ACADAM005) Select, and safely use, appropriate components with
given equipment to make a solution (WATPPS18)