SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS: term 3,  To capture student interest and find out what they know about XXXXX TOPIC: Science: Earth and Space sciences - Night and Day

week 1 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

GENERAL CAPABILITIES
Literacy
Numeracy
ICT Capability
Critical and Creative Thinking
Ethical Understanding
Personal and Social Capability
Intercultural understanding.
CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia
Sustainability

SCSA LINKS

TEACHING AND LEARNING EXPERIENCES

Safety considerations: Remind student to not shine the torch into the other student’s face. Ensure students are wearing adequate sun protection, remind students never to look directly into the
Sun. When students are stepping backwards for the body activity, ensure they do so slowly and carefully and check there isn’t anything behind them.

RESOURCES
Science Understanding
Science as a Human Endeavour
Science Inquiry Skills

Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
Science involves making predictions and describing patterns and relationships (ACSHE050)
Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Introduction: KWL chart, Think-pair-share and demonstration

KWL Charts: Night and day. Students individually fill in the ‘know’ and ‘want to know’ sections of the chart. Teacher to collect. Students think-pair-share with the person
next to them and discuss ‘what happens to the sun at night’. Share some answers and note misconceptions.
Have students come to the front of the class for a demonstration. Give one student a torch to shine on the second student and ask the second student to turn very slowly
anticlockwise on the spot.
KQs: Ask the class what each student might represent (Sun and Earth), what does this show? What does it tell us about night and day? Why can’t we see the sun at night?
Explain to students that this only shows part of what is happening, Earth also orbits the Sun and the Moon orbits Earth.
Body: visual demonstration of relative sizes of Earth, Moon and the Sun.
Line up a basketball, tennis ball and a marble on a table in front of the students who are sitting on the mat. KQ: What might these balls represent in terms of size? What shape
is the Earth and Moon? (imperfect spheres) Why do the Sun and Moon appear to be the same size in the sky? (distance)
Students move into groups of three and assign one group member to collect equipment (one tennis ball and one basketball per group). Take the class to a large outdoor area
like the oval. Have one student stand facing (the Earth) the two other students that are holding a ball each (Sun and Moon). Have the students holding the basketball (Sun)
take steps back until the balls appear the same size to the Earth. Have group members swap roles so they each have a turn at observing. This demonstrates two different sized
objects can appear similar at different distances from the observer. Return to the classroom. KQ: What did this activity demonstrate? Is the Sun or Moon closer to Earth?
Which is bigger? Why do they appear the same size?
Conclusion: Begin night and day word wall. KQ: What are some key words from today’s night and day lesson we can include on our word wall? Have students write as
many words as they like on a sticky note and stick it to the word wall (if multiples stick put a ‘tick’ on the sticky note on the wall. Discuss student contributions and add any
that were missed.
LEARNER DIVERSITY: Enabling: hands on, concrete materials. Group work, multiple intelligences addressed (visual, physical, written, verbal). Extending: Have
students demonstrate when outside how the moon (tennis ball) orbits earth while Earth orbits the Sun.
Primary connections, Pg 19.

One per student:

KWL chart
Sticky notes

One per group of three:

Basketball
Tennis ball

For whole class activities:

Marble
Torch
LESSON OBJECTIVES

As a result of this lesson, students will be able to:

 Identify their prior night and day knowledge through completing a KWL chart
 Demonstrate in small groups using sport balls that the Sun and Moon are vastly different in size and distance from Earth.
 Identify and select key vocabulary and terms for the night and day unit through the classroom word wall.

ASSESSMENT (DIAGNOSTIC)

Use KWL charts to inform future teaching and address individual misconceptions and gaps in understanding.
Diagnostic questioning
SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: term 3, week 1

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

TOPIC: Science: Earth and Space sciences - Night and Day

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability understanding.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS
Science Science as a Science Inquiry
Understanding Human Skills
Endeavour
Earth’s Science Represent and INTRODUCTION: terms and definition word wall Students are each provided a card with Lesson presentation
rotation on involves communicate either a term or a definition from the engage lesson’s word wall. Their task is to find the person https://docs.google.c
its axis making observations, with the matching card, this will be their partner for the lesson. They then stick their term and om/presentation/d/1b
causes predictions ideas and definition together on the whiteboard then sit with their partner at their desks. Y4NlPJHbs3vM9O_
regular and findings using The teacher is to elaborate on the definitions that are on the cards with a focus on the Sun, Earth 1mg-
changes, describing formal and and earth’s axis. nEIIp9fMIT3StH2iC
including patterns and informal BODY: Balloon activity. With the teacher providing reference images, physical and verbal 3DMGtE/edit?
night and relationship representations demonstration, in partners students are to draw Australia on a sticky note then stick it on its fbclid=IwAR27jRxa
day s(ACSHE0 (ACSIS060) relative position to earth’s axis on a blown-up balloon (earth), tape earth’s axis to the balloon kdWyzEq-
(ACSSU048) 50) (straws) and while one student spins the earth anticlockwise, the other shines a light on it to yanLzA8v-
observe night and day. LnLnCYjRiKzXinyp
Sustainability: highlight the importance of using recyclable materials whenever possible. ZnuvNyqlz_hctUF8E
KQ: What do you notice? What do the materials represent? Can you explain what causes night- 4#slide=id.g98ae855
time/daytime? Does the earth always rotate anticlockwise? How do you know? d95_0_21
CONCLUSION: Day and night game & Thumbs up or thumbs down reflection One for each
The front of the students’ bodies represent Perth, Australia, Earth and the teacher is the Sun. student:
Students make a circle around the teacher, teacher calls out a time of day (noon, sunset, midnight Term and matching
or sunrise) and students have to turn to face the direction they would be in relation to the sun. definition cards
Teacher poses statements (both true and false) from the lesson and students have to discuss in Blu-tack
their partners if they agree (thumbs up) or disagree (thumbs down). Review correct answers.
KTPs: The Sun is Earth’s major source of light, the Earth orbits the sun, the Earth turns One between two:
 TEACHING AND LEARNING EXPERIENCES
Safety considerations: teacher is to blow up the balloons and remind students to carefully handle their RESOURCES
balloons in the body of the lesson. Before the concluding game, ensure students check they are at least an
arm width apart from each other to avoid collision. Balloon (green or
anticlockwise on its axis, the Earth’s axis is invisible and runs through earth from the North to blue)
the South Pole. Sticky notes
LEARNER DIVERSITY: Introduction: Delegate definitions in term of difficulty for both Tape
enabling and extending. Body: extend students by asking them to guess the time of day and/or Device light or torch
what time it is in different parts of the word. Conclusion: extend/challenge students with times Recyclable straws
such as recess and home time.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 With a partner, demonstrate Earth’s
anticlockwise rotation on its axis and
explain how it causes night and day using
the materials provided
 Model and understand that the Sun is
Earth’s major source of light
ASSESSMENT (FORMATIVE)
Observation
- Matching terms and definitions
- Students are spinning balloons
anticlockwise
- Answers to class discussions
- Participation in closing game
- Identify any misconceptions and gaps in
understanding during reflection

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: Term  To support students to develop explanations for experiences and make TOPIC: Science: Earth and Space sciences - Night and Day
3, week 2 Formative assessment
representations of developing conceptual understandings

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability understanding.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS TEACHING AND LEARNING EXPERIENCES

Science Science as a Science Inquiry Skills Safety considerations: Ensure students are wearing adequate sun protection while RESOURCES
 Understandin Human outside. Discuss importance of sun safety and never looking directly at the sun or
g Endeavour pointing a light into someone’s eyes.
Earth’s Science involves With guidance, identify Introduction: Shadow puppets One between
rotation on its making questions in familiar contexts In partners using a torch or a device light, students are to experiment with two:
axis causes predictions and that can be investigated making shadow puppets with their hands (opaque), a translucent object and a Plastic water
regular describing scientifically and make transparent object. First, they predict which will cast a shadow and which one bottles
changes, patterns and predictions based on prior wont, revisit and revise predictions when experiment has concluded. Add (transparent)
including night relationships knowledge (ACSIS053) transparent, translucent and opaque definitions to word wall. and sports
and day (ACSHE050) Compare results with KTP: opaque things cast shadows as light doesn’t travel through them, water bottles
(ACSSU048) predictions, suggesting transparent and translucent objects let light travel through them (translucent)
possible reasons for findings Body: Tracing shadows Device lights
(ACSIS215) Identify questions and make predictions KQs: does a taller person always cast a and/or torches
LESSON OBJECTIVES longer shadow? How does light travel? (in a straight line), is your shadow
As a result of this lesson, students will be able to: always the same length? What causes shadows? Predictions for
Session 1: before recess and in partners, students must find a sunny spot outside, translucent,
 Make predictions about whether opaque, translucent and
strike a pose, and have their partner outline their shadows on the concrete using opaque and
transparent make shadows and experiment through shadow
chalk. Swap roles and label your shadows with your names. transparent
puppets
Session 2: Before home time, take the students out again and have them stand in objects
 Identify questions about shadows then demonstrate that light
the same spot and repeat the process. worksheets
travels in straight lines and shadows are caused by blocking light’s
Conclusion: Come back inside to revisit predictions and write/explain in own
path through outlining their shadows at different times in the day.
words why the shadows looked different and have moved. Teacher is to Chalk
ASSESSMENT (FORMATIVE)
highlight that when it is night-time we are in the Earth’s shadow which blocks
Mark prediction worksheets against a checklist; the Sun’s light.
- Can students identify which objects cast shadows or allow light to LEARNER DIVERSITY: Enabling: partner work, hands on materials.
pass through Students can verbally describe what they observed directly to the teacher or
- Did student formulate appropriate questions for main activity? using a recording device. Extending: Students are to estimate/predict what time
- Were they able to identify and explain why the shadows moved of day their shadows will be longest and shortest and explain their thinking.
and looked different

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: Term  To challenge and extend students’ understandings in a new context or make TOPIC: Science: Earth and Space sciences - Night and Day
3, week 2 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy
Numeracy
ICT Capability
Critical and Creative Thinking
Ethical Understanding
Personal and Social Capability
Intercultural understanding.
CROSS CURRICULUM PRIORITIES
 Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability

SCSA LINKS

TEACHING AND LEARNING EXPERIENCES

Safety considerations: sun safety while outside, provide rest of the school notice that the sundials will be there and must not be moved but can be enjoyed by all through observation. Place
sundials in a spot where they will not interfere with recess, lunch, etc. plasticine or Blu-Tack has specifically been chosen for the sundials over paper fasteners for safety.

RESOURCES

Science Understanding
Science as a Human Endeavour
Science Inquiry Skills

Earth’s rotation on its axis causes regular changes, including night and day(ACSSU048)
Science involves making predictions and describing patterns and relationships (ACSHE050)
With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)

Introduction: Elicit prior knowledge and introduce sundials

Students brainstorm on paper everything they know about shadows from last lesson. Have students share with the class their ideas one at a time (that haven’t already been
mentioned), students are to add any ideas they didn’t have to their brainstorm with the teacher’s approval.
Watch the Youtube video on sundials with class for the first 1.54 minutes. Make connection between tracing shadows last lesson and sundials.
Body: Making sundials
In mixed ability partners, students will make predictions about the KTPs: direction the shadow will travel, the lengths of the shadows at various times of day and the
experiment’s limitations. Students will create sundials using the design brief. The teacher is first to demonstrate the process and display the sundial for reference. Over
multiple sessions, students are to visit their sundials (preferably on the hours during the day) and use a ruler to trace the gnomon’s shadow and record the time on the sundial,
taking turns with their partner. Take a photo of each sundial after at least 3 sessions have been done.
Conclusion: Discuss KQ: limitations of sundials – they don’t work at night or when cloudy, need to sit on a flat surface and southern and northern hemisphere. Students each
paste a photo of their sundial on double sided lined paper and write an explanation of how it works.
LEARNER DIVERSITY: Enabling: Mixed ability partners and shared workload, ICT to replace handwriting. Extending: Record the length of your gnomon’s shadow in
centimetres, attempt to fill in the rest of the hours of the day using existing measurements to guide them.
https://www.youtube.com/watch?v=ggvRga_JqXw&t=226s

Design brief: How to make a sundial

One between two:

Recycled A4 paper, paper straws, plasticine/Blu-tack, clock, 4 paperweights for paper, compass, ruler, camera.

LESSON OBJECTIVES

As a result of this lesson, students will be able to:

 Brainstorm and make connections between prior knowledge of shadows and sundials
 In partners, using a design brief, make a sundial and use it to record the Sun’s movement across the sky at multiple points during the day
 Individually, explain in their own words in a word document how a sundial works and what it is measuring

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

Sundials
- Students followed design brief
- Ruler was used for recording
- Lines are different lengths depending on time of day
- time of day is written close to each line
Conclusion document will be added to in lesson 5 and then handed in to the teacher to be displayed and marked.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 3, week 3.
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 e account of students’ existing ideas when planning learning experiences

TOPIC: Science: Earth and Space sciences - Night and Day

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability understanding.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS TEACHING AND LEARNING EXPERIENCES

Science Science as a Human Science Inquiry Skills Safety considerations: Students spread out on the mat, not touching one RESOURCES/KEY
Understanding Endeavour another. QUESTIONS
Earth’s rotation Science Use a range of Introduction: Have students sit on the mat with a clipboard and the Jennifer Isaac’s book
on its axis involves methods including similarities and differences template. Read Indigenous dreamtime Australian Dreaming:
causes regular making tables and simple stories about the Sun and the Earth, stopping at key ideas about night 40,000 years of Australian
changes, predictions and column graphs to and day for students to fill out their tables. Have students share their history
including night describing represent data and to ideas about how traditional Indigenous dreamtime stories and
and day patterns and identify patterns and different and/or similar from contemporary understandings about the One per student:
(ACSSU048) relationships trends (ACSIS057) Sun and Earth. Collect sheets. clipboards
(ACSHE050) Body: Explicitly teach the importance of presenting data accurately Similarities and differences
LESSON OBJECTIVES and revise how to create a column graph through a demonstration on blank tables
As a result of this lesson, students will be able to: the board. Students are to draft a column graph that shows the length Sundial sheets from last
 Identify and make notes of the key differences and of the gnomon’s shadow at the different times of day they recorded. lesson
similarities between contemporary understandings of the After drafting, copy the graph onto the backside of the paper from KWL Charts from lesson 1
Sun and Earth and Indigenous dreamtime stories. lesson 4 and explain why the shadows are at their longest and shortest.
 Represent data from their sundials through a column graph Conclusion: Revisit KWL charts from the engage lesson with a
and explain key features of the data such as why the different coloured pen and complete the ‘learnt’ section, as well as
shadow lengths are different writing new understandings under any misconceptions from the
 Reflect on learning through revisiting their KWL charts ‘know’ section that the teacher highlighted.
and correct any previous misconceptions with new LEARNER DIVERSITY: Enabling: Focus more on the differences
understandings rather than similarities, graphs should show different shadow lengths
ASSESSMENT (SUMMATIVE – Science Understanding) but not to scale. Extending: Students should label their graphs with
Teacher collects KWL charts and make note of where students have the metric measurements of the shadow lengths. Consider how the
corrected their misunderstandings, any they have left and of sundials could have been made more accurate and include theories on
patterns that emerge from ‘learnt’ section for future teaching. sheets
Collect similarities and differences sheet to mark against checklist
Collect sundial sheets for marking and display
 References

Australian Academy of Science. (2020, June). Night and Day: Year 3.

https://primaryconnections.org.au/resources-and-pedagogies/curriculum-units/night-and-day

Curriculum and Standards Authority. (2013). Science. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-3-syllabus

Isaacs, J. (2005). Australian Dreaming: 40,000 years of Australian history. New Holland publishers.

Skamp, K., & Preston, C. (2017). Teaching Primary Science Constructively (6th ed.). Cengage Learning
Australia.

The British Museum. (2010, December 22). Young explorers: a brief history of time telling [Video].
Youtube. https://www.youtube.com/watch?v=ggvRga_JqXw&t=226s