'Space innovators' IS ONE OF OUR NEW TEACHING SEQUENCES FOR V9
- On the 'Sequence overview' tab you'll find all the lessons in this sequence and curriculum alignment.
- The 'Our design decisions' tab shows how key scientific ideas develop over the sequence, and shows how the sequence addresses curriculum achievement standards.
- The 'Preparing for this sequence' tab guides you through important information and considerations for this sequence.
- Have you taught this sequence? Use the Feedback button to let us know how it went!
Launch
Lesson 1 • How do scientists investigate?
This lesson introduces the content and context of this sequence: observing the relative positions of the Sun, Earth, Moon, and planets, and the scientific and technological advancements that have made closer observation of these phenomena possible.
Inquire
Lesson 2 • What’s where?
Students use models to investigate claims about the relative position of the Sun, Earth and Moon, and consider how currently accepted scientific understanding came about. They explore how lenses work and how they are utilised in a telescope.
Lesson 3 • What causes day and night?
Students use a 3D physical model, in the form of a role-play, to explore how the position and movement of the Sun and Earth cause day and night.
Lesson 4 • How long is the day?
Students use physical models to explore how the tilt of the Earth affects the length of the day and night.
Lesson 5 • Phases of the moon
Students use secondary data to explore the phases of the Moon and track the phases over the time period of a lunar month. They explore a timeline of events that led to the Moon landing.
Lesson 6 • Our Solar System
Students use secondary data to investigate and model the distances between the different planets and dwarf planets in our Solar System.
Lesson 7 • Landing a command module
Students design a parachute system for a command module, then conduct a fair test to determine how the parachute’s design might affect its descent time.
Act
Lesson 8 • Designing for space observation
Students apply their understanding of how scientists have built upon each other’s work over time by designing something that can be used to record data, information and observations about space, or space related phenomena.
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Curriculum and syllabus alignment
Achievement standards
By the end of Year 6 students model the relationship between the sun and planets of the solar system and explain how the relative positions of Earth and the sun relate to observed phenomena on Earth. They explain why science is often collaborative and describe different individuals’ contributions to scientific knowledge. They describe how individuals and communities use scientific knowledge.
Students plan safe, repeatable investigations to identify patterns and test relationships and make reasoned predictions. They describe risks associated with investigations and key intercultural considerations when planning field work. They identify variables to be changed, measured and controlled. They use equipment to generate and record data with appropriate precision. They construct representations to organise and process data and information and describe patterns, trends and relationships. They identify possible sources of error in their own and others’ methods and findings, pose questions for further investigation and select evidence to support reasoned conclusions. They select and use language features effectively for their purpose and audience when communicating their ideas and findings.
Australian Curriculum V9 alignment
Science as a human endeavour
Science understanding
Describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night length
Science inquiry
Pose investigable questions to identify patterns and test relationships and make reasoned predictions
Plan and conduct repeatable investigations to answer questions including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place
Use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate
Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships
Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions
Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate
Australian Curriculum content links
| Science understanding core concept: Earth is part of an astronomical system; interactions between Earth and celestial bodies influence the Earth system. Science as a human endeavour core concept: Science knowledge is a result of individual and collaborative efforts, and advances reflect historical and global contributions. |
Sub-strand | Content descriptor | AC code | Achievement Standard | How the sequence addresses this content |
|---|---|---|---|---|
| SHE: Nature and development of science | Examine why advances in science are often the result of collaboration or build on the work of others. | AC9S6H01
| Explain why science is often collaborative and describe different individuals’ contributions to scientific knowledge. | Consider how Eratosthenes tested his claims about the shape of the Earth and shared this knowledge. (Lesson 1) Examine the history of claims about the position of the Sun, Earth and Moon (Lessons 1 and 2) and the scientific innovations that resulted in and from exploration of space. (Lessons 2, 6-8) Design an innovation to enable further space exploration. (Lesson 8) |
| SHE: Use and influence of science | Investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions. | AC9S6H02
| Describe how individuals and communities use scientific knowledge.
| Examine how innovations contributed to societies understanding of the solar system and the position of the Sun, Earth and Moon. (Lesson 2) Describe how they own innovation might contribute to society. (Lesson 8) |
| SU: Earth and space sciences | Describe the movement of Earth and other planets relative to the Sun and model how Earth’s tilt, rotation on its axis and revolution around the Sun relate to cyclic observable phenomena, including variable day and night length. | AC9S6U02
| Model the relationship between the Sun and planets of the solar system and explain how the relative positions of Earth and the Sun relate to observed phenomena on Earth. | Model claims about the position and movement of the Earth, Sun and Moon, other planets, and how this knowledge explains observable phenomena such as day and night. (Lessons 2-6) Explore the relative positions and sizes of the planets and their orbits around the Sun (Lessons 2-4, 6) |
| SI: Questioning and predicting | Pose investigable questions to identify patterns and test relationships and make reasoned predictions. | AC9S6I01
| Plan safe, repeatable investigations to identify patterns and test relationships and make reasoned predictions. | Pose investigable questions to test relationship between form and function, and draw reasonable conclusions about how one effects the other by investigating how parachute design affects the fall time of a command module. (Lesson 7) |
| SI: Planning and conducting | Plan and conduct repeatable investigations to answer questions including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place. | AC9S6I02
| Plan safe, repeatable investigations to identify patterns and test relationships and make reasoned predictions. Describe risks associated with investigations and key intercultural considerations when planning field work. Identify variables to be changed, measured and controlled. | Determine which is the variable being tested and which variable is being measured, and which other variables might affect their investigations and need to be kept the same. (Lesson 7) |
| SI: Planning and Conducting | Use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate. | AC9S6I03
| Use equipment to generate and record data with appropriate precision. | Select and use instruments with the correct scale for measuring data with appropriate accuracy, such as a stopwatch and a laser distance meter. (Lessons 6, 7) |
| SI: Processing, modelling and analysing | Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships. | AC9S6I04
| Construct representations to organise and process data and information and describe patterns, trends and relationships. | Construct or reconstruct models to evaluate evidence. (Lessons 2-6) Organise information in graphic organisers to describe patterns and trends. (Lessons 2-6) |
| SI: Evaluating | Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions. | AC9S6I05
| Identify possible sources of error in their own and others’ methods and findings, pose questions for further investigation and select evidence to support reasoned conclusions. | Work collaboratively to identify the strengths and weaknesses of their own and others’ investigations including where testing was not fair, and practices could be improved. (Lesson 7) |
| SI: Communicating | Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate. | AC9S6I06
| Select and use language features effectively for their purpose and audience when communicating their ideas and findings. | Share ideas about claims and the results of their modelling and investigations as a means of building consensus and shared understanding (Lessons 2-7) Share their designs for a new space innovation, how it builds on the work of others, and what they hope it will bring to the world. (Lesson 8) |
Science journals
Create a class science journal, either in hard-copy or digitally. You might:
- use/create a large scrap book or flip chart.
- use poster/butchers’ paper so learning can be displayed in sequence on the wall.
- create a digital journal using your platform/ technology of choice.
- any combination of the above.
Plan for students’ creation of an individual science journal, either in hard-copy or digitally. They might:
- use an exercise book, scrap book or flip chart to record their thinking and gather resource sheets together.
- use a folder to store and collate resource sheets, diagrams, photographs etc.
- use a digital folder to store work samples, images and videos.
- any combination of the above.
See Using a science journal throughout inquiry for more detailed information on the importance of science journals.
General preparation
- Read through the teaching sequence.
- Note any adaptations you would like to make to suit your school’s and students’ context.
- Prepare demonstration copies of Resource sheets as required.
- Collect the resources required for the sequence.
Safety considerations when teaching this sequence
Throughout this sequence students examine the movements of the sun by tracking it indirectly via shadows, images, models and simulations. They will use artificial light sources to replicate the light of the sun.
Begin the sequence by discussing the dangers of looking directly at the sun and other artificial sources of light. Looking directly at the sun or other artificial sources of light can cause permanent, irreversible eye damage.
Remind students of this safety measure as the sequence progresses as appropriate.
The materials required for each lesson are listed on the lesson's page.
'Space innovators' IS ONE OF OUR NEW TEACHING SEQUENCES FOR V9
- On the 'Sequence overview' tab you'll find all the lessons in this sequence and curriculum alignment.
- The 'Our design decisions' tab shows how key scientific ideas develop over the sequence, and shows how the sequence addresses curriculum achievement standards.
- The 'Preparing for this sequence' tab guides you through important information and considerations for this sequence.
- Have you taught this sequence? Use the Feedback button to let us know how it went!