Eyes on Earth
View Sequence overviewStudents will:
- use evidence from observations to explain astronomical patterns as they appear from Earth.
- communicate scientific understanding clearly through oral presentations, models and diagrams.
Students will represent their understanding as they:
- plan and compose representations about what they have learned about their home planet.
- describe features of their representations to others, explaining key features of planet Earth.
In the Act phase, assessment is summative.
Students working at the achievement standard should be able to:
- identify celestial object in the sky, specifically the Sun, Moon, stars and planets.
- identify how these appear to move across the sky, and describe these movements in terms of the patterns they follow.
Refer to the Australian Curriculum content links on the Our design decisions tab for further information.
Whole class
Class science journal (digital or hard-copy)
Demonstration copy of the Australians in space Resource sheet
Demonstration copy of the Voyager space mission Resource sheet
Each student
Individual science journal (digital or hard-copy)
Access to a variety of resources to create representations. This may include:
- Art and craft supplies
- Various types of paper
- Paint, brushes
- Pencils, textas/markers
- Pipe-cleaners, pop-sticks, streamers, spherical objects
- Glue, scissors, rulers etc.
- Digital tools
- Document creation and publishing tools
- Video and sound recording equipment
Lesson
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkScience education consists of a series of key ideas and core concepts that can explain objects, events and phenomena and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify and link students’ learning to these ideas and concepts in a way that builds and deepens their understanding.
When designing the Act phase of a teaching sequence, consider the core concepts and key ideas that are relevant. The Anchor routine provides an opportunity to collate and revise the key knowledge and skills students have learned, in a way that emphasises the importance of science as a human endeavour.
Each student comes to the classroom with experiences made up from science-related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences, and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Act phase, this routine reconnects with the science capital of students so students can appreciate the relevance of their learning and the agency to make decisions and take action.
When designing a teaching sequence, consider the everyday occurrences, phenomena and experiences that might relate to the science that they have learned. How could students show agency in these areas?
Read more about using the LIA FrameworkWhat have we learned?
Review the things about Earth that students have explored so far, including:
- the landforms of Earth.
- the Sun and how its apparent movement can be tracked by shadows.
- the Moon and its changing appearance.
- the stars and their apparent movement across the sky.
- the planets and other objects that surround Earth in space.
Review the work of the three astronauts introduced using the Australians in space Resource sheet.
Introduce students to the Voyager space program and the golden records that were included on board, using the Voyager space mission Resource sheet.
Brainstorm with students what information they could include from the missions they have recently undertaken to create their own ‘golden records’, that could go into space on a mission.
The Voyager Golden Record
The Voyager Golden Record is a special message from Earth that was sent into space in 1977.
The Voyager Golden Record is a special message from Earth that was sent into space in 1977. Scientists created it so that if intelligent life from another planet ever found the spacecraft, they could learn about Earth and the people who live here. The record was designed to share information about our planet, our cultures, and what life is like here. It was also a way for humans to show curiosity and hope about connecting with life beyond Earth.
The Golden Record was placed on two spacecraft, Voyager 1 and Voyager 2, which were launched by NASA. These spacecraft were originally sent to explore the outer planets of our solar system, but after completing their missions, they continued travelling out into deep space. The Golden Record is attached to the outside of the spacecraft, along with a cartridge, playing needle, and symbolic instructions that explain how to play it if it is ever discovered.
The record contains many different sounds and images that represent life on Earth. It includes greetings spoken in many languages, music from different cultures, and natural sounds such as waves, wind, thunder, birds, and animal calls. Some images show people, animals, plants, landscapes, and scientific information about Earth and our solar system. Together, these recordings and pictures were chosen to give a small but meaningful snapshot of life on our planet.
Although it is very unlikely that the record will ever be found, the Golden Record represents humanity’s desire to share our story with the universe. It reminds us that Earth is part of a much bigger cosmos and shows how people can work together to represent the diversity and beauty of life on our planet.
The Voyager Golden Record is a special message from Earth that was sent into space in 1977. Scientists created it so that if intelligent life from another planet ever found the spacecraft, they could learn about Earth and the people who live here. The record was designed to share information about our planet, our cultures, and what life is like here. It was also a way for humans to show curiosity and hope about connecting with life beyond Earth.
The Golden Record was placed on two spacecraft, Voyager 1 and Voyager 2, which were launched by NASA. These spacecraft were originally sent to explore the outer planets of our solar system, but after completing their missions, they continued travelling out into deep space. The Golden Record is attached to the outside of the spacecraft, along with a cartridge, playing needle, and symbolic instructions that explain how to play it if it is ever discovered.
The record contains many different sounds and images that represent life on Earth. It includes greetings spoken in many languages, music from different cultures, and natural sounds such as waves, wind, thunder, birds, and animal calls. Some images show people, animals, plants, landscapes, and scientific information about Earth and our solar system. Together, these recordings and pictures were chosen to give a small but meaningful snapshot of life on our planet.
Although it is very unlikely that the record will ever be found, the Golden Record represents humanity’s desire to share our story with the universe. It reminds us that Earth is part of a much bigger cosmos and shows how people can work together to represent the diversity and beauty of life on our planet.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkWhen students use their knowledge and skills in new ways, they also have an opportunity to develop and use their creative and critical thinking skills. With scaffolded support, they can become more confident to work in a team and develop a stronger sense of autonomy. This results in stronger student outcomes, attitudes and sense of empowerment.
When designing a teaching sequence, consider what activity would allow students to showcase their knowledge and skills. Consider the current abilities of your students. What are they capable of explaining? What props could they design or build that would support their explanations? How much information would they need in their design brief to support their thinking? How does this connect with their lives and interests?
Our own record
Using the steps in the design thinking process, students use their understanding of how observations are made about Earth, and what they have learned from those observations, to design and create something that will become part of a new golden record that could be included on a space mission.
Define
Encourage students to consider the purpose of passing on information about Earth.
- Who might find our golden record in space?
- What might they not know about Earth?
- If you came from another planet, what would you want to know about Earth?
- What things on Earth might be surprising or interesting to them?
Outline the design challenge for students in a simple manner, such as:
What have we learned about Earth that we would want to pass on to any other lifeforms that exist in space?
Ideate
Students brainstorm ideas for what they might create. Prompt students with ideas and questions if required, such as:
- What’s the most important information you would want to pass on from what you’ve learned?
- What questions might you ask?
- Could we use a model to show what we've learned?
- Would labelled diagrams be helpful?
- How could we present the information?
- How could we communicate in ways that any life form might understand?
Prototype
Allow students time to create their golden records, including drawing and refining any diagrams or models.
- How will you show your idea?
- Drawing, symbols, sounds, story.
- How can you make your idea clear for someone who has never seen Earth?
- What colours, shapes, or pictures will help explain your idea?
- What is the most important part of your design?
- How can you make your design easy to understand?
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkA key part of Science Inquiry, the Communicate routine provides students with an opportunity to communicate their ideas effectively to others. It allows students a chance to show their learning to members of their community and provides a sense of belonging. It also encourages students to have a sense of responsibility to share their understanding of science and to use this to provide a positive influence in the community.
When designing a teaching sequence, consider who might be connected to the students that have an interest in science. Who in their lives could share their learning? What forum could be used to build an enthusiasm for science. Are there members of the community (parents, teachers, peers or wider community) who would provide a link to future science careers?
Read more about using the LIA FrameworkSharing our records
Test and share
Organise for students to share their golden records with a suitable audience, such as their buddies or parents. Consider how the audience might provide feedback on students’ work.
You might like to create a class list of the types of representations created by students that were successful in achieving their purpose.
Reflect on the sequence
You might:
- review the words and images on the class word wall.
- consider the ways information was gathered and collected, and discuss the importance of being able to use other scientists’ data to support investigations.