This unit has been designed to support Year 3 teachers. It integrates some of the Primary Connections Ideas and acknowledges these, yet also add additional resources. We have tried to incorporate higher order thinking skills within the unit.
If you like this resource like and share http://www.australiancurriculumlessons.com.au/2014/08/09/earth-moon-sun-lessons-plans-year-34/ (I am trying to win my son an iPad. The resource on this site with the most likes wins an iPad Mini).
In depth description of the Moon/s phases and why they are as they are. Uses some great internet animations of various situations explaining why we see what we see from Earth. Also discusses the tides and why they are caused by the moon's gravity.
In depth description of the Moon/s phases and why they are as they are. Uses some great internet animations of various situations explaining why we see what we see from Earth. Also discusses the tides and why they are caused by the moon's gravity.
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
Rocketry is a unit that has benefitted from multiple iterations over time. It's Project Based Learning at it's finest, integrating all content areas while keeping students engaged at the highest levels.
ODS Summer School - Project Scenario by José Gonçalveseufisica
This scenario was implemented in Escola Báscia 2º e 3º ciclos de Amarante (Portugal).
The students conducted an investigation in order to build a map of Light Pollution.
EdTech SA 2017 Presentation Joanne VillisJoanne Villis
Abstract: With a current emphasis on coding in the media, other components of the Australian
Digital Technologies Curriculum often get pushed aside. This session will explore practical ideas for
teaching the following concepts: Data (representing, managing & analysing), Digital systems
(understanding & using), Algorithms (coding), Information systems (how and why people use them)
and Safe and ethical use of the online environment. Practical ideas will be provided for each concept
across Reception to Year 6. I believe that viewing resources across a range of year levels provides
teachers with a more holistic understanding of the Digital Technologies Curriculum.
How to teach digital technologies in the Primary yearsJoanne Villis
This presentation was based on a scope and sequence I created for Reception to Year 6 teachers in order to teach the Australian Digital Technologies curriculum.
Teaching Coding? Resources for teachers by Joanne VillisJoanne Villis
This slide share provides resource ideas for teaching coding. I have included online resources, apps (Android, iPad and Windows), software and hardware ideas in order to support your teaching. I have also recommended suitable year levels for both Primary and Secondary.
Social Media: Teaching ideas for Primary EducationJoanne Villis
The legal age for students to use many social media sites is 13 however many media sites are targeted at and being accessed by our primary students. So what should we do about it? Ban social media or educate? I believe that we need to educate students how to use social media safely and appropriately before they are even old enough to use it. These are my teaching ideas. Many of the ideas are videos. Why? Our students are living in a media rich environment, why not embrace their media culture?
Ideas for teaching Primary Drama at Christmas timeJoanne Villis
This slide share provides teachers with ideas for teaching drama using the Infancy Narratives (birth of Jesus). Lessons can be applied to non Catholic schools who can replace the scripture references with two different picture books. Drama activities are linked to the Australian Curriculum and involve script writing, reader theatre and acting.
Our online life: Ideas for teaching primary studentsJoanne Villis
This slide share provides ideas for teaching students about responsible use of the online world. It provides practical ideas and strategies for teachers.
This slide share has higher order thinking ways of teaching students to understand the relationship between the four number operations. This process have been a trial and error process for me, I have loved working with students along the way. Online and iPad resources have been provided.
Coding is part of the curriculum which is relatively new and often a part which teachers struggle with. I have created a presentation to show resources which you might use to teach Year 5-6 students. Tasks can be adapted or modified for other year levels.
Using Apps to animate superhero storiesJoanne Villis
This slideshare provides a series of lessons on how I used 2 iPad apps (Art Maker and Explain Everything) in order for students to create their own animated story. The theme which I used was superheroes and villains but you can apply the same techniques to any topic. Students were able to create their own characters and use them within the Explain Everything app in order to create a movie. For more resources visit:
http://intertecheducation.edublogs.org/
Coding for Teachers and Kids Workshop PresentationJoanne Villis
Coding for kids and teachers. How to make this a shared process. This is a presentation which I delivered at a conference. Notes are very brief. The main focus of the session was for teachers to have hands on time tinkering (playing).
This is a presentation which I delivered at the Oz Tech 2014 Conference in Melbourne. It includes teaching ideas for the Australian Technologies Curriculum. My teaching ideas are based on the Maker Movement ( getting kids to tinker, engage in hands- on learning experiences). This presentation was followed with a second hands on workshop called coding for teachers and kids.
Inter-techeducation.weebly.com
Fostering Creative and Critical Thinking using iPads in Primary MathematicsJoanne Villis
Apps to support creative and critical thinking in mathematics. This slide share offers ideas for fostering inquiry, generating ideas, reflecting and analysing. Explicit teaching of higher order thinking skills is required for our students and there are iPad apps to help support this process. This is my presentation for the SchoolstechOZ 2014 Conference http://www.iwb.net.au/schoolstechoz.htm
Fostering Critical and Creative Thinking Literacy Skills using iPads in Prima...Joanne Villis
This slide share is a copy of a presentation which I am presenting at the Oz Tech 2014 Conference at Firbank Grammar School during September. I have provided iPad apps to use with Primary school students in order to foster critical and creative literacy skills.
Solar Ovens: Y3/4 Design and Technologies Teaching UnitJoanne Villis
This unit looks at the role of people in the design of solar ovens for countries such as Africa. It provides lesson ideas for students to investigate the properties of materials before designing and making their own solar oven. For more lesson ideas visit: http://technologiesjvillis.weebly.com/
Y5-6 Forces and Electricity Teaching Ideas J VillisJoanne Villis
This slide share provides lesson ideas for teachers in Year 5 and 6. Teaching ideas are linked to the Australian Technologies Curriculum. Ideas include brain boxes (simple circuits), Makey Makey, lemon circuits and squishy circuits. For additional resources visit:
http://technologiesjvillis.weebly.com/
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
The Earth, moon and sun teaching unit
1. The Earth, Moon and Sun
Lesson plans for Year 3
By Joanne Villis and
Madeleine Hunter
We acknowledge that some of the teaching ideas in these lessons are the original
work of Primary Connections. We have acknowledged Primary Connections’ ideas
on the appropriate slides. Primary Connection resources can be purchased from
https://primaryconnections.org.au/shop/2PC301-BK . They can also be accessed
by Australian teachers for free via Scootle.
2. Australian Curriculum
Earth and Space Science
Earth’s rotation on its axis causes regular changes, including
night and day (ACSSU048)
Science Inquiry Skills
With guidance, identify questions in familiar contexts that can
be investigated scientifically and predict what might happen
based on prior knowledge (ACSIS053)
Suggest ways to plan and conduct investigations to find
answers to questions (ACSIS054)
Safely use appropriate materials, tools or equipment to make
and record observations, using formal measurements and
digital technologies as appropriate (ACSIS055)
Compare results with predictions, suggesting possible reasons
for findings (ACSIS215)
Reflect on the investigation, including whether a test was fair
or not (ACSIS058)
3. Lesson 1
What do we think we know?
Ask student to think about what they know about
the Earth, the moon and the sun. Invite students to
answer the questions below in their Science books.
What do I know about the Earth?
What do I know about the Sun?
What do I know about the Moon?
What do I want to know about the Earth, Sun or
Moon?
4. Lesson 1 continued…
Download the Blue Beauty.ppt. Show the Power Point in slide show view
from the beginning. There is audio associated with the presentation. The
original creator of the Power Point is unknown as I have had it for 7 years.
After viewing the Power Point invite students to add additional information to
what they know about the Earth, moon and sun in their Science books. Then
ask students to draw a diagram of how big they think the Earth, moon and
sun are in comparison with each other. Encourage students to label their
diagrams. Ask leading questions such as:
What shape are they?
What size are they?
Students then write a comment next to each about how they think they
move. Ask leading questions such as:
Does the Earth move?
Does the moon move?
Does the sun move?
5. Lesson 2 & 3
Relative sizes of the Earth, Moon and Sun (Primary
Connections Idea)
Show students an exercise ball which has a diameter of 1m.
This will represent the sun. Show students a pea which has a
diameter of 9mm (approximately) which will represent the
Earth and a dot on the whiteboard (2 ½ mm) which will
represent the moon. For teacher reference, the sun is
approximately 109 times bigger than the Earth.
Ask students to consider which object could be used to
represent the Earth, the moon and the sun. Students record
their thoughts in their science journal and write an
explanation for their reasoning.
6. Lesson 2 & 3 continued…
Pose the following point to students: The Sun,
Earth and Moon are all spheres, but, did you
know that for a long time, the Earth was thought
to be flat? Ask students to consider why they
think people thought this? Invite students to
record their thoughts in their Science books.
7. Lesson 2 & 3 continued…
Why do the moon and sun look like the same size from Earth?
(Primary Connections idea)
Conduct the Primary Connections experiment on page 15 about
the relative sizes of the Earth, moon and sun. This experiment
involves an exercise ball (sun), tennis ball (earth) and a marble
(moon). One student is the sun, they stand with their back
against a wall. One student is the Earth, they hold a tennis ball
and then walk backwards with one eye closed until the ‘Earth’
appears the same size. One student is the moon, they hold a
marble and walk backwards from the Earth until the moon
appears the same size.
8. Lesson 2 & 3 continued…
The fourth student is the
measurer. They record the
distance between the Sun and the
Earth and the Earth and the moon.
Students take it in turn to swap
roles. We found that many
students struggled viewing relative
sizes so we used an iPad to take
photos. This helped students
visualize the relative sizes of each
object.
9. Lesson 2 & 3 continued…
Then ask students to
compare the distance
between the sun and earth
then earth and moon (ie
earth is a long way away from
sun and moon is closer to
earth).
10. Lesson 4
Shadow tag game (Primary Connections Idea)
Before you begin, discuss the following in small groups or
learning teams:
1) What is a shadow?
2) What is needed to make a shadow?
3) How do shadows change?
4) Play a game of 'shadow tag'. You will need a partner.
One partner is 'it' and tries to tag their partner's shadow.
Then the other partner becomes 'it' after being tagged.
5) Does your shadow move in the same direction as you?
6) How can you make your shadow smaller?
7) What is the biggest shadow you can make?
8) Reflect in your Science books.
12. Lesson 4 continued…
Invite students to explore how their
shadow changes using chalk and the
pavement. Ask students to trace
around their feet and then a partner
traces around their shadow. Allow
time to lapse, ask students to stand
in their original position and then
trace their shadow again. What do
they notice? This activity is a great
lead into students making their own
sundial.
Source:
http://www.pleasantestthing.com/2014/04/shadow-
science.html
13. Lesson 4 continued…
Shadow Sticks:
Use plasticine and a tooth pick to create a line shadow. Then use
an iPad or digital camera to capture photos of the shadows at
various times. Ask students to record the changes in the shadow.
Two good apps to support this task is I Motion
https://itunes.apple.com/au/app/imotion-
hd/id421365625?mt=8 or Stop Motion
https://itunes.apple.com/us/app/stop-motion-
studio/id441651297?mt=8 .
15. Lesson 5
Make your own sundials. A PDF
can be downloaded from:
http://d366w3m5tf0813.cloudf
ront.net/wp-
content/uploads/sundial_s.pdf
. Before asking students to
make a sundial you need to
check your location’s latitude
line. Information can be found
online. Adelaide’s latitude is
34 °.
16. Lesson 5
Additional shadow
lesson ideas:
1. Taggalaxy (approximately 30
minutes)
Conduct a 'shadow' search on tag
galaxy http://taggalaxy.de/ and
discuss the images. What do you
notice about the shadows? Where do
you think the sun is located in relation
to the shadow? This is a great activity
to incorporate visual literacy.
17. Lesson 4 continued…
Read the Australian Legendary Tale called ‘How the sun was
made’.
For a long time there was no sun, only a moon and stars. That
was before there were men on the earth, only birds and beasts,
all of which were many sizes larger than they are now. One day
Dinewan the Emu and Brolga the Native Companion were on a
large plain near the Murrumbidgee. There they were, quarrelling
and fighting….
Continue reading the tale at
http://www.artistwd.com/joyzine/australia/dreaming/sun.php#.
U-A_iFuKCcx
18. Lesson 5 continued…
Additional shadow lesson ideas:
2. Make shadow puppets during art and create shadow plays during drama.
3. Make a character using alfoil, create and record their shadow. Original idea
source: http://doodles-and-noodles.blogspot.com.au/2012/10/figurative-
sculpture.html
19. Lesson 6
Day and Night experiment (modified version of Primary
Connections Idea)
Put students in small groups. Each group will need a torch
and a globe. In a darkened room, one member of the
group will be the sun (holding the torch), one member
the earth and the other members observe. Ask students
to point the torch at the equator (this needs to be
modelled). Ask students to think about which countries
would be in day light and which countries would be in the
dark. An extension of this activity is to use coloured dots
to represent certain countries and as a group discuss
which countries would be in daylight and which countries
would not be.
20. Lesson 6 continued…
Ask students to focus on
the following questions:
1. What do you think
causes day and night?
2. Draw and label a
diagram to explain your
thoughts?
Extension: Use a video
camera or iPad to record
each group’s
demonstration.
22. Lesson 7 & 8
Earth, moon and sun experiment (Primary
Connections Idea)
Place students in small groups. One person will be
the sun, one person will be the Earth, one person will
be the moon and the other person will be the
observer. Using their bodies, invite students to can
organise their group to show how the Earth rotates
(spins) and orbits around the sun at the same? What
is the difference between rotating (spinning) and
orbiting?
How can students show how the moon rotates (spins)
and orbits the Earth at the same time? Which one
rotates faster, the moon or the Earth?
Use a video camera to record students.
23. Lesson 7 & 8 continued…
Make a model of the Earth, moon & sun rotation system (source:
http://www.teacherspayteachers.com/Product/Space-Model-of-Earth-
Moons-orbit-565681, free download or use the one which Madeleine made)
Students make a flat paper model of the earth, moon and sun where parts
can be moved. Using a blank template, students colour the sun in yellow,
Earth blue & green and the moon in grey (do not colour rectangles). Then
punch a hole in the middle of all 3 circles and at either end of the rectangles.
One rectangle is shorter than the other to show that one is closer to the earth
than the other – which one goes where? To attach them together use split
pins so they can be manipulated later in the unit.
Then in small groups, invite students to see if they can use their model to
describe the relationship between the Earth, moon and sun.
25. Lesson 7 & 8 continuted…
Watch the video ‘What makes day and night’
https://www.youtube.com/watch?v=ZoG1pF_r5
zU and then invite students to reevaluate their
original thoughts. Can they now draw a diagram
showing the relationship between the Earth,
moon and sun?
26. Lesson 7 & 8 continuted…
Use a alfoil plate and
a marble to
demonstrate a
revolution. Original
idea:
http://jouneytojosie.
blogspot.com.au/201
2/01/spaced-out-
wrap-up.html
28. Lesson 9 & 10
Individually, students will answer the following questions in their books:
• What shape are the earth, moon and sun?
• Which is biggest, Sun, Earth or Moon?
• Is the Earth closest to the Sun or the Moon?
• What causes shadows?
• What time of the day are shadows the longest? During the morning and
the afternoon or in the middle of the day?
• What causes day and night?
• How long does the earth take to complete one rotation?
• How long does the Moon take to do complete revolution around the
Earth?
• How long does the Earth take to complete one revolution around the Sun?
• Does the Sun rotate?
29. Lesson 9 & 10
In pairs, using an iPad, students record themselves answering
the questions. We recommend a free app called Garage Band
https://itunes.apple.com/au/app/garageband/id408709785?mt=
8 .
One student asks a question and their partner responds.
Students take it in turns to ask and respond to the questions. We
then uploaded the podcasts to our class Weebly (blog)
for students to listen to and share with their parents.
30. Lesson 11
Research basic facts about the Earth’s moon. We found that
students were interested in the following:
- The size of the moon
- The moon’s surface (craters)
- What would it be like living on the moon?
- Facts about the moon
We used a range of online resources, YouTube videos, books
from the library and apps.
31. Lesson 11 continued…
We liked these videos:
The Moon (Bill Nye The Science Guy)
http://www.youtube.com/watch?v=d2rDjMBsAFY
Science Channel (Moon)
http://www.sciencechannel.com/video-topics/space-videos/space-school-
moon.htm
NASA YouTube (evolution of the moon)
https://www.youtube.com/watch/?v=UIKmSQqp8wY
Repeat similar tasks for meteorites.
What is the difference between asteroids and meteorites?
There needs to be a wealth of discussion about the surface of the moon,
meteorites and creators in order for students complete the next task. We
brainstormed key words/facts during this lesson on the whiteboard.
32. Lesson 11 & 12 continued…
Science Investigation
Aim: With guidance students identify possible questions to
investigate. Then they plan, conduct and evaluate their
investigation.
We showed students how we can make a pretend moon surface
using flour and cocoa. Then we showed students a range of
materials including tape, alfoil, oven baking paper, gladwrap,
patty pans, pop sticks, flour, cocoa, rubber bands, straws, freeze
tape, scales, rulers, magnifying glasses and stop watches. We
allowed students to handle unfamiliar objects such as scales,
weights, magnifying glasses and stop watches.
33. Lesson 11 & 12 continued…
Students were asked to come up with a question to investigate. We gave
them a clue, something to do with the surface of the moon? They were
given examples of how to start a question. Examples included; (1) How
might… (2) What could you do to ….. (3) What would happen if…(4) How
does….
Students wrote their questions on a sticky note and we attached them to
the board. They were then asked to write their aim, a list of materials, their
method, a diagram, a table (if needed) and a prediction.
37. Lesson 13
After viewing students’ work Madeleine and I thought that
several students needed extra guidance in terms of their
investigative question and how they were going to
determine if their test was fair or not. To assist students,
present two different experiment scenarios to student (one
which is obviously a fair test and one which is not).
Encourage students to focus on the number of variables.
Ultimately we are aiming to test one variable in each
investigation. Allow students time to revaluate and edit their
original investigation.
38. Lesson 14
Allow students to conduct their investigations. It is
essential that all materials are set up prior to this lesson
and students have their books to record their results in.
We had access to a few iPad and some students chose
to record their results using the camera function or an
app called Explain Everything. Explain Everything costs
AU$2.99.
https://itunes.apple.com/au/app/explain-
everything/id431493086?mt=8
42. Lesson 14 ASSESSMENT
We created a rubric for teachers to use to assess
students’ investigations.
43.
44.
45. Lesson 15 & 16
We created a set of questions for students in order to support their
evaluation of their investigation. We used Bloom’s Taxonomy to guide
our questions.
46. Credits
This is unit is the combined work of Joanne Villis and student
teacher, Madeleine Hunter. We have acknowledged that
some of the teaching ideas in this unit are the original work of
Primary Connections. We have acknowledged Primary
Connections’ ideas on the appropriate slides. If schools would
like to contact Madeleine Hunter for various opportunities
they can do so via jvillis@inter-tech.com.au .
COPYRIGHT:
We give permission for the following:
Adaptations and sharing of this resources for educational
purpose only. We do not give permission for commercial use
of this work. When sharing or adapting this work I ask that
you give credit to the original creator, Joanne Villis at
http://intertecheducation.edublogs.org/ and Madeleine
Hunter. Thank you to
http://www.australiancurriculumlessons.com.au/ for sharing
this resource.
ENJOY!