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SCIENCE TERM 2 2015 YEAR 5 SCIENCE ACHIEVEMENT

STANDARD
EARTHS PLACE IN
SPACE
By the end of Year 5,
students classify substances according to
their observable properties and
behaviours. They explain everyday
phenomena associated with the transfer
of light. They describe the key features of
our solar system. They analyse how the
form of living things enables them to
function in their environments. Students
discuss how scientific developments have
affected peoples lives and how science
knowledge develops from many peoples
contributions.
Students follow instructions to pose
questions for investigation, predict what
might happen when variables are
changed, and plan investigation methods.
They use equipment in ways that are safe
and improve the accuracy of their
observations. Students construct tables
and graphs to organise data and identify
patterns. They use patterns in
their data to suggest explanations and
refer to data when they report findings.
They describe ways to improve the

YEAR 6 SCIENCE ACHIEVEMENT STANDARD

By the end of Year 6, students compare


and classify different types
of observable changes to materials.
They analyse requirements for the transfer of
electricity and describe how energy can be
transformed from one form to another to
generate electricity. They explain how natural
events cause rapid change to the Earths
surface. They describe and predict the effect
of environmental changes on individual living
things. Students explain how scientific
knowledge is used in decision making and
identify contributions to the development of
science by people from a range of cultures.
Students follow procedures to develop
investigable questions
and design investigations into simple causeand-effect relationships. They identify
variables to be changed and measured and
describe potential safety risks when planning
methods. They collect, organise and interpret
their data, identifying where improvements to
their methods or research could improve
the data. They describe
and analyse relationships in data using
graphic representations and construct multi-

fairness of their methods and


communicate their ideas, methods and
findings using a range of text types.

modal texts to communicate ideas, methods


and findings.

LESSO
N
1.
1

INQUIRY QUESTION: WHAT DO WE KNOW ABOUT THE EARTHS PLACE IN SPACE?


ACTIVITY
RESOURCES
In this lesson students identify what they know about the movement of the earth, moon and sun
and the various claims made throughout history.

2.

Think/pair/share what do you know about the sun, earth and moon.

3.

Communicate this knowledge and record in KWL chart.

4.

Watch Carl Sagans description of Eratosthenes and his wonderings about the shape of the earth.

5.

Physical representation (using students) of 3 claims about movement of earth, sun and moon.

6.

Create an orrerie of the movement of earth, moon, sun.

7.

Watch dramatic play of Eratosthenes and companion.


In this lesson, students will collect data on the phases of the moon, the objects in the night sky and the
position of the sun at various times in the day.
Log in and download stellarium. View position of sun at various times of day.
Provide data collection table on moonrise, sunrise and phases of the moon for students to record.
Read information on Galileo and answer questions.
Word wall of the following words orbit, axis, rotate, lunar, solar, ellipse, eclipse, constellation, spiral galaxy,

Sticky notes
KWL chart
Materials for
making orreries
(movement of
earth, moon
and sun)
Dramatic play
script

Computers
Stellarium
Worksheet on
Galileo

Revolving Role-Plays and Perplexing Planets


Role play the 3 claims made over the years about the way the sun, earth and moon move.
Discuss scientists Galileo and Eratosthenes
Discuss modern scientists ASTRONOMERS

Constellations

Role play
materials
large ball,
tennis ball
Worksheets on
constellations
Dreaming DVD

Read the star-crossed story and the Aboriginal stories on constellations.


Cut out the models and use scientific language to explain constellations as seen from the earth.

ASSES
SMENT

Using the models of the sun, earth and moon, students describe the movement of these objects, using scientific
language (orbit, rotate etc). The students explain the role of scientists in helping our understanding of the movement of
objects in the solar system.

ASSESSMENT EARTHS PLACE IN SPACE Year 5


BELOW EXPECTED

AT EXPECTED LEVEL

Describe the movement of the


moon and earth around the sun
without using scientific language.

Describe the movement of the


moon and earth around the sun
using the words ORBIT, AXIS,
ROTATE, ELLIPSE

ABOVE EXPECTED LEVEL

Describe the movement of the


moon and earth around the sun
using the words ORBIT, AXIS,
ROTATE, ELLIPSE, ECLIPSE, SOLAR
SYSTEM
Limited description of the role of
Adequate description of the role of
Detailed description of the role of
scientists in the past and present.
scientists in the past and present,
scientists in the past and present,
referring to Galileo, Eratosthenes
with reference to Galileo,
and Aboriginal dreaming.
Eratosthenes, Aboriginal dreaming
and information gained from
reading widely.
ASSESSMENT EARTHS PLACE IN SPACE Year 6

Describe the movement of the


moon and earth around the sun
without using scientific language.

Describe the movement of the


moon and earth around the sun
using the words ORBIT, AXIS,
ROTATE, ELLIPSE

Limited description of the role of


scientists in the past and present.

Adequate description of the role of


scientists in the past and present,
referring to Galileo, Eratosthenes
and Aboriginal dreaming.

Limited interpretation of data


gathered on planets in the solar
system

Adequate interpretation of data


gathered on planets in the solar
system

Describe the movement of the


moon and earth around the sun
using the words ORBIT, AXIS,
ROTATE, ELLIPSE, ECLIPSE, SOLAR
SYSTEM
Detailed description of the role of
scientists in the past and present,
with reference to Galileo,
Eratosthenes, Aboriginal dreaming,
Greek mythology and information
gained from reading widely.
Detailed interpretation of data
gathered on planets in the solar
system

TASK:
YEARS 5 & 6

Describe the movement of the earth and moon around the sun, using as many of these words as you can:
ORBIT, ROTATE, AXIS, ELLIPSE, ECLIPSE, SOLAR SYSTEM

____________________________________________________________________________________________________________________
________________________________________

Describe the role of scientists in understanding the solar system and universe, using the names of scientists
past and present, as well as explanations from other cultures

____________________________________________________________________________________________________________________
________________________________________
____________________________________________________________________________________________________________________
________________________________________
YEAR 6

Answer various questions about planets in the solar system, using the information you have collected, which
is presented in table form. (Questions will vary from student to student, and will be asked orally).

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