Year 5: EARTHS PLACE IN SPACE

 
SUBJECT​: Science  YEAR LEVEL​: 5   LEARNING AREA/TOPIC: E
​ arth and space sciences 
TERMS/WEEKS​: Weeks 2-10 
General Capabilities:  
Literacy  Numeracy  ICT  Critical and  Ethical behaviour  Personal and  Intercultural 
creative thinking  social  understanding 
competence 
Cross-curriculum Priorities: 
Aboriginal and Torres Strait Islander histories  Asia and Australia’s engagement with Asia  Sustainability 
and Cultures 
 
Lesson  Curriculum  Specific  Assessmen Teaching & Learning Experiences (learner diversity)  Key  Resources 
Links  Lesson  t (what and  questions  
Objective  how)  
1.  Science  Discuss +  TWLH  Introduction  What do you  Space book 
Engage  understanding:  provide  Chart  1. Read space book.   think we will   
ACSSU078​:  reasons  (formative)  2. Complete the T section of the TWLH Chart   be  Padlet  
The Earth is  for claims    3. Discuss how hundreds of years ago there was a  investigating  
part of a system  about the    debate about whether the Sun orbited the Earth, or  ?  Whiteboar
of planets  rotation  Reminders  whether the Earth orbited the Sun.     d 
orbiting a star  of the  ● Dojo’s  Lesson Content  What do you  Marker 
(the Sun)  sun,  ● Tokens  1. Introduce copy of ‘Debating our Place’ – displayed  already know   
● 5L’s 
  moon  on TV.  about our  iPad  
● Bell  
Science inquiry  and  ● Timer  
2. Students think about each claim.   solar system?  TV 
skills:   earth.  ● 1,2,3  3. Signs Claim 1, Claim 2, Claim 3 are placed around    Debating 
ACSIS231:    (move  the room. Ask students to stand in front of the    our Place 
With guidance,  Identify  names)   claim they think is accurate.     comic  
pose questions  what  ● PBS  4. Students discuss with other students in their     
to clarify  students    corner why they chose that claim.      Claim 1, 2, 
practical  ‘think  5. Each group shares their reasons for agreeing with    3 signs 
problems or  they  that claim. The number of students is also recorded     
inform a  know’  in the TWLH Chart.    

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Year 5: EARTHS PLACE IN SPACE

scientific  and  6. Continue to complete the ‘What we think we know’    TWLH 

investigations,  ‘want to  column.    Chart 
and predict  know’  7. Complete the ‘What we want to learn’ column, -  What do we  (padlet) 
what the  about the  what are we wondering?   know about   
findings of an  topic.   Conclusion  the  Word wall 
investigation    8. Introduce words that students will need to know.  sun/earth/  slips 
might be  Create a  9. Any more words?  space/ our   
  definition  10. Hand out a word to each student. Students are to  place…?  iPads  
Science as a  for a  find the dictionary definition of the word.  Are there…?  Dictionarie
human  scientific  a. Discuss how we need to look for the  How do we  s 
endeavour:  term  scientific definition is necessary.   know…? 
ACSHE081:  related to  b. Students are to write the definition down ​in 
Science  the unit  their​ o
​ wn words 
involves testing  of work,  c. *​Finish early – what other words?  
predictions by  to be  d. Decorate definition + name on back 
gathering data  displayed  11. Select a few students to read out their definition.  
and using  on the  12. Collect all words and definitions – display these on 
evidence to  word  the word wall.  
develop  wall.   
explanations of   
events and   
phenomena.  
 
 
 
 
 
 
 
 
 

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Year 5: EARTHS PLACE IN SPACE

Lesson  Curriculum  Specific  Assessmen Teaching & Learning Experiences (learner diversity)  Key questions   Resources 
Links  Lesson  t (what and 
Objective  how)  
2.  Science      Introduction  Why make  Word wall 
Explore  understanding:  1. Remind students of the three claims.  the earth a  words  
ACSSU078​:  Lesson Content  soccer ball,   
The Earth is  1. Focus on terms - axis, revolution, rotation and orbit.   and the moon  Debating 
part of a system  2. Fill in and discuss anchor chart  a tennis ball,  Our Place 
of planets  a. Axis - an imaginary line through the earth  touch the sun   comic 
orbiting a star  that allows it to rotate     
(the Sun)  b. Rotate - a spinning motion   Could you tell  Anchor 
  c. Revolve - when something moves around  me more  chart 
Science as a  something else  about…?   
human  d. Orbit - a path an object travels    Animation 
endeavour:  3. h ​ ttps://www.youtube.com/watch?v=_QcgDiF1a14  What about if  on TV  
ACSHE081​:  4. Think Pair Share - observations  we change…?  and YT 
Science  5. Make reference to the correct claim - 3     
involved testing  6. https://www.youtube.com/watch?v=l64YwNl1wr0& Can you  Orrery 
predictions by  t=70s  describe  model for 
gathering data  7. Introduce activity - students will create an orrery -  what is  students: 
and using  to show the orbit of the earth and moon around the  happening…?  pencils, 
evidence to  sun.     paper, split 
develop  8. Revise how the moon and earth orbit around the  Can you think  pins, 
explanations of  sun in an anti-clockwise direction.   of any other  scissors, 
events and  9. Instructions:  claims to  glue 
phenomena  a. Name  test?    
  b. Colour    Explanatio
Science inquiry  c. Cut   n sheet 
skills:  d. Glue moon to the end of the rectangle    
ACSIS213:  e. Split pin the earth to the sun    
With guidance,  f. Split pin the moon to the earth   
pose questions  10. Model last two steps.    
to clarify   

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Year 5: EARTHS PLACE IN SPACE

practical  11. Send students to go and get a coloured   

problems or  pencils/textas, glue and scissors - find learning   
inform a  space.    
scientific  12. Select 3 students to hand out the activity.    
investigation,  13. Once they finish they are to collect an explanation   
and predict  sheet and explain how the earth and moon orbit the   
what the  sun.    
findings of an  Conclusion   
investigation  1. Finished work into the tray - will be displayed.    
might be.   2. Make sure they have written their names.    
3. Review TWLH Chart by completing the ‘what we   
now know’.    
4. Check to see if there are any newly introduced   
words students want to add to the word wall.    
PART B - Finishing off + Flipbook   
1. Revise axis, rotate, revolve and orbit anchor chart.   Anchor 
2. Watch YT video to revise -   Chart, iPad, 
3. Ask students how the earth, moon and sun move  pen 
around each other.    
4. Introduce activity: Finishing off our sun, moon,  YT Video 
earth models   
a. Colour in moon, earth, sun  Sun, moon, 
b. Cut out + glue moon   earth dial 
c. Split pin the parts together.   Black card 
d. Glue onto black card.   Glue, 
e. Explain how the sun, moon, earth move  scissors, 
around each other - write in their own  split pins 
words.   
f. Glue onto black card - make sure name  Flipbook  
is on the back.    
5. Early finishers: Flipbook  Answer 
6. Revise axis, rotate, revolve and orbit anchor chart +  sheets 
how the earth - moon - sun move.  

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Year 5: EARTHS PLACE IN SPACE

 
Lesson  Curriculum  Specific  Assessment  Teaching & Learning Experiences (learner diversity)  Key  Resources 
Links  Lesson  (what and  question
Objective  how)   s  
4.  Science  Read and  Observation  Introduction     YT 
Explain  understanding:  discuss as a  of Think –  1. Watch video:   
ACSSU078​:  class,  Pair – Share  https://www.youtube.com/watch?v=l64YwNl1wr0  Anchor 
The Earth is  Galileo’s    2. Revise term anchor chart.   chart 
part of a system  story and  TWLH  Lesson Content   
of planets  evidence to  Chart  3. Using ‘popcorn’ read ‘Perplexing Planets’.   Perplexing 
orbiting a star  support the    4. Discuss why Galileo’s model was ultimately accepted  planet text 
(the Sun)  theory that  Work  as the preferred explanation.   on TV 
  the Earth  sample of  a. The new technology we have now backs up   
Science as a  orbits  3,2,1   his theory w/better telescopes  Padlet 
human  around the  b. Show images and videos of other observations   
endeavour:  Sun.   5. Ask students what they think the term ‘Solar System’  NASA 
ACSHE082:    means.   website 
Important  Brainstorm  a. Scientists define the Solar System as being  (iPads) 
contributions to  objects that  all space objects in orbit around the Sun, or   
the  can be  in orbit around space objects that are  TWLH 
advancement of  found in the  orbiting the Sun.    
science have  Solar  6. Activity: In partners, explore  Exit ticket 
been made by  System.  https://solarsystem.nasa.gov/​, and on a sticky note 
people from a  write down other objects that are apart of our solar 
range of  system.  
cultures.   a. Choose 1 objects + write at least 3 facts about 
  the object.  
b. EF: Get another sticky note  
7. Split students up into pairs. 
a. 1 students gets an iPad, the other finds 
learning space + sticky note.  

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Year 5: EARTHS PLACE IN SPACE

8. Each group places sticky note on A3 paper a 

brainstorm + reads out their object and 3 facts about 
it.  
9. *Time* Flipbook put together 
Conclusion 
1. Create a class definition for the solar system (being 
more than just the planets) and put up on science 
wall.  
 
Lesson  Curriculum  Specific  Assessmen Teaching & Learning Experiences (learner diversity)  Key  Resources 
Links  Lesson  t (what and  questions  
Objective  how)  
5.  Science  Work in  Observation  Introduction  That’s  YT: 
Explain/  understanding:  teams to  of group  1. Introduce YT: Spaced Out: Crash Course Kids  interesting Spaced 
Elaborate  ACSSU078​:  identify  work.   2. Students are to write down any words/ideas  , why have  out: Crash 
The Earth is  characteristics    they don’t understand as they watch the video +  you...?  Course 
part of a system  of (at least 3)  Work  information they find interesting  Can you  Kids 
of planets  objects in the  sample:  3. Create class definitions (add to word wall) of  tell me   
orbiting a star  Solar system,  Solar  new terms.   more  TWLH  
(the Sun)  in particular  System  4. Discuss interesting information.   about…?   
their size and  Information  Lesson Content  Have you  Word wall 
distance from  Organiser  1. Explain that students will be gathering  thought   
the Sun.      information to help them understand exactly  about…?  Solar 
TWLH  how BIG our solar system is.    system 
Chart  2. Discuss what scale means  organiser 
3. Activity: Using the flip books created last lesson  (one for 
- choose at least 3 different planets and make  each 
notes on their:  group) 
a. size, distance from the sun, length of a   
day, length of a year, description and any  Resources 
other information.   (?) 
4. Discuss what units to use when collecting 
information.  

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Year 5: EARTHS PLACE IN SPACE

5. Discuss how to measure the length of a ‘day’ 

(the time earth takes to rotate once on its axis) 
and one ‘year’ (the time it takes to orbit the sun 
once) for a different planet than Earth.  
6. Write checklist on board for each planet/object. 
7. Work on flipbook using sources _____________ 
8. *For early finishes, complete other pages of 
flipbooks  
Conclusion 
1. Review class TWLH chart and word wall– what 
have you learned, any more questions? 
 
Lesson  Curriculum  Specific  Assessmen Teaching & Learning Experiences (learner diversity)  Key  Resources 
Links  Lesson  t (what and  question
Objective  how)   s  
6. Elaborate  Science  Research  Summative:  Introduction    Model 
understanding:  and take  Checklist/  1. Introduce students to example short film.   short film 
ACSSU078​:  notes on  rubric (short  2. Explain project to students: You will have to create   
The Earth is  1 planet,  film, and  your own short film about 1 planet that is a part of  Checklist/ 
part of a system  and 1  notetaking)  our Solar System, and 1 other object using a  rubric 
of planets  object    movie maker app. At the end of this project, we   
orbiting a star  that is a  Observation  will have a film festival and show others your  Note 
(the Sun)  part of  short films.   taking 
  our Solar  Lesson content   
  System.  1. Construct a checklist for what should be included  Helpful 
  in the animation with students. May include:  resources 
Contribut a.     
e to a  2. Model note taking using note taking sheet with  Self-reflec
class  students.   tion 
checklist  a. How to record sources, look for credible 
for what  sources 
should be  b. Discuss how to properly research  
included  3. Provide helpful resources to students.  

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Year 5: EARTHS PLACE IN SPACE

in their  4. GOAL: Choose the planet and object you want to 
short film.   show in your short film. Research and take notes 
  using textbooks and iPads.  
Self-reflec 5. Students research and take notes.  
t on how  6. *For extension – do more than one planet. 
well they  Conclusion 
achieved  1. Students complete a self-reflection on how well 
the goal  they achieved the lesson goal. Identify what they 
of the  can do better next time.  
lesson.  
 
Lesson  Curriculum  Specific  Assessmen Teaching & Learning Experiences (learner diversity)  Key  Resources 
Links  Lesson  t (what and  questions  
Objective  how)  
8.  Science  Create a 1  Summative:  Introduction  How well  YT video  
Elaborate  understanding:  minute  Checklist/  1. Show motivational/exciting space related video.   did you   
ACSSU078​:  short film  rubric (short  Lesson content  achieve  Movie 
The Earth is  providing  film, and  1. Model how to create a short film using a movie  the task?  making 
part of a system  informatio notetaking)  making app.     app.  
of planets  n and facts    a. Text   What   
orbiting a star  about 1  Observation  b. Images/videos  could you  Goal slips 
(the Sun)  planet and  c. Add length  do better 
1 object  2. GOAL: Students are to create a short film using their  next 
(that are a  notes from last session on 1 planet and 1 object that  time?  
part of our  is a part of our Solar System.    
Solar  3. Provide breaks, and show selected students work to  What will 
System)  the class.   your goal 
using a  Conclusion  be for 
movie  1. Provide students with goal slips. Students write  next 
making  down a SMART goal for the final lesson  lesson? 
app.  
 

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Year 5: EARTHS PLACE IN SPACE

Create 
personal 
SMART 
Goal for 
next 
lesson.  
 
 
Lesson  Curriculum  Specific  Assessmen Teaching & Learning Experiences (learner diversity)  Key  Resources 
Links  Lesson  t (what and  questions  
Objective  how)  
9.  Science  Create a  TWLH  Introduction    Movie 
Evaluate  understanding:  1-minute  chart  1. Introduce first GOAL: Students must complete their  making 
ACSSU078​:  short film  Word Wall  short film.  app. 
The Earth is  providing  Summative:  Lesson content   
part of a system  informatio Checklist/  2. Split students up into groups of 4. Each person is  TWLH 
of planets  n and facts  rubric (short  given 2 minutes to talk about their short film, why  Chart 
orbiting a star  about 1  film, and  they chose these planets/objects, what they found   
(the Sun)  planet and  notetaking)  difficult etc.   Word 
  1 object    3. Review TWLH chart and fill in any additional  Wall  
Science as a  (that are a  Observation  information.    
human  part of our    4. Reflect upon class word wall.   Unit 
endeavour:  Solar  Summative:  C
​ onclusion  reflection 
ACSHE081:  System)  Checklist/  1. Students complete a reflection on what they enjoyed 
Science  using a  rubric (short  about the unit, what they didn’t enjoy, what could be 
involves testing  movie  film, and  done differently next time etc. 
predictions by  making  notetaking) 
gathering data  app.    
and using   
evidence to  Discuss 
develop  and reflect 
explanations of  upon the 
class 

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Year 5: EARTHS PLACE IN SPACE

events and  TWLH 

phenomena.   Chart.  
 
 
https://solarsystem.nasa.gov/ 
https://solarsystem.nasa.gov/moons/earths-moon/overview/ 
 
*If not enough iPads/computer for students, they can work in pairs to create their short films.  

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