SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 CONCEPT MAP
(option 1)

Religious Education / Spiritual Education

English
Students construct a short narrative about
finding another planet. They are to write
about what they encounter on the new
planet. They can draw pictures to help them
create a story.
Look, read and discuss the origins of the earth as is
written in the bible. Have a whole class discussion Maths
on what they discovered.
Students to plot each planets distance from
the sun on a large piece of graph paper.
Concept: Night and Day Term: 4 Plots should be to scale.
Weeks: 1-6

Health & Physical Education

Science / Technology & Enterprise
Research how rockets, space shuttles or satellites work.
Contemplate the materials they are made from and why?
Build a rocket and test it out. Make a balloon rocket.
https://sciencebob.com/make-a-balloon-rocket/
Students to work in groups to discuss and investigate the
nutritional value of the foods that astronauts eat when in space.
Astronauts must be physically fit. Students to research why.
What kind of physical activity do they do to become ready for
space. Group discussion to share their discoveries.

History The Arts

Language Australia has been involved in many Have students make and decorate a model of
space explorations over the years. Have the Earth and Moon’s orbit of the Sun. Print
Explore how Indigenous students work in small groups to out a template and have students decorate
Australians have explained the research notable Australians who have and construct the model. It allows students to
phenomena of night and day contributed to space exploration events. manipulate the Sun, the Earth and the Moon
through folktales and Dreaming Have them draw it on a time line. to gain a better understanding.
stories. Watch a video
https://youtu.be/-4jwU-OUuCY
 FORWARD PLANNING DOCUMENT

TERM/WEEKS:4/1-6 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Earth and space:

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about day and night
 To elicit students’ questions/ prior knowledge about day and night
 Diagnostic assessment used- in this lesson you will find out what the students already know about day and night. This will allow you to take account of students’ existing ideas when planning
learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSI To capture DIAGNOSTIC  Show different images depicting day What are Video
1 U048 E051 S053 students’ interest and night on PowerPoint. Discuss with the
S and find out prior Collection of students what they think the images are differences KWL chart
knowledge on the students between worksheet
of and how they are linked.
how the earth KWL chart to night and
rotates to cause  Investigate what students know about day? Book ‘What
see what they
night and day day and night rotation with a KWL chart makes Day
know.
(see Figure 1) and Night’ by
Discuss how Focus  Explain to students they will be Chris Arvetis
night and day question- What completing the first two columns of the
occur. do students Laminated
KWL worksheet. Individually. Students
already know vocabulary
Define and are to write their ideas on what they night, day,
about night
identify new know and what they want to know. earth, moon,
and day
vocabulary, day, rotation?  Conduct a whole class discussion on rotation, spin,
night, spin, their findings. orbit.
rotation and orbit.  Read the book ‘What makes day and
night’ by Chris Arvetis to the class.
 Students discuss the book in pairs.
 Invite students to re-evaluate their
original thoughts on day and night.
 Students are to add them to their KWL
chart.
 Start a Night and Day Word Wall and
ask students what new vocabulary
should be added to it.

Assist students that need it by modelling how to

ask questions. Write prompt words on the
whiteboard who, what, where, when, why.
 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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSIS To provide FORMATIVE  Review vocabulary night, day, earth, Does the Laminated
U048 E050 053 students with moon, rotation, spin, orbit. sun rotate? vocabulary
2 hands-on, shared cards.
Labelled  Have students find laminated
ACSIS experiences of drawings - Does the
vocabulary cards randomly placed
055 how the earth were students moon 3 claim cards
around the room and describe what rotate?
orbits the Sun able to
ACSIS and the Moon they mean. Students can act out the A deck of
accurately
058 meanings if needed. Does the cards
orbits the Earth to record and
identify  Introduce a role play activity and explain earth
cause night and rotate? For each
observations what you are expecting of them.
ACSIS day. Group:
made during  Form groups of three and explore the
060 the activity? Does the
objects on the table. Brainstorm in their earth orbit A torch
Draw and label a
groups. the sun?
diagram showing
how night and  Students are to take turns modelling the 6 coloured
earth, moon and sun rotation. Does the textures
day works
 Students to spend 5 minutes drawing moon orbit
through the the earth? 1 sheet of
rotation of the their observation on the cardboard
white
Earth around the provided. How long cardboard
Sun and the  Groups present their drawing to the does it take
Moon around the whole class. the earth to 1 model earth
Earth.  Display and discuss three different orbit the on a stick
scenarios on the whiteboard. Two false Sun?
1 model
and one true.
How long moon on a
 Students to brainstorm in their groups does it take stick
and decide which scenario is correct. the moon to
 Whole class discussion on each group’s orbit the
assessment. earth?
Group students together with a mix of ability
levels. High-achievers will be able to help the
low-achievers understand the concept.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSI FORMATIVE  How long Cardboard
11111
To support Explain that students will be using the
3 U048 E050 S215 students to information they gained from the role does it take 3D model
111 represent and play and drawing activity to make a 3D for the Earth templates
Monitor to orbit the
explain their students’ model (see Figure 2).
sun? Scissors
understanding of developing  Students to work individually at their
how Earth rotates understanding desks. How long 2 paper
on its axis of how the  Watch the video ‘Day on Earth’ does it take fasteners
causing night and Earth’s rotation the moon to
https://www.youtube.com/watch?v=r-
day. on its axis orbit the Laminated
causes regular dtBfkzyl0 to give students a visual to
Earth? vocabulary
changes, clearly explain how day and night occur.
axis,
including night  Have students work in pairs to ponder Why doesn’t clockwise,
and day. key questions related to the video. the whole anti-
 Whole class discussion on group Earth clockwise,
answers to the questions. receive the movement,
same sunrise, year,
 Add new vocabulary to the word wall.
amount of month
Axis, clockwise, anti-clockwise, sunlight at
movement, sunrise, year, month. the same Video ‘Day
 Update KWL charts. time? on Earth’

What part of KWL charts

Assist students one on one who may have the earth
difficulty completing the activity or experiences
understanding directions. night and
why?
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSI To support SUMMATIVE-  Review unit activities and ask key What is Laminated
4 U048 E051 S053 students to plan questions. happening vocabulary
Science Inquiry
and investigate  Classroom discussion about what is to the Earth for word wall
Earth’s rotation Skills when we 24-hour
and how it relates happening to the Earth when we have have day cycle, sunset
to night and time day and night. and night? and sunrise.
of day. Write how day  Introduce new vocabulary to the word
and night may wall. Axis, 24-hour cycle, sunset and How is the Day and
affect daily Earth’s Night
sunrise.
lives. rotation worksheet
 Give the students a Day and Night
related to
worksheet to complete individually (see night and T-chart
Figure 3). time of day?
 Collect the worksheets for further
evaluation. How does
day and
 Think-pair-share activity. Have
night affect
students think about how day and night our daily
may affect their daily activities. activities?
 Group discussion on their findings.
 Draw a T-chart on the whiteboard and
have students write their answers in
each column.

Teacher to assist individual students that

need help in completing the worksheet.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about day and night and represent what they know about day and night.
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSI To provide SUMMATIVE-  Review with students the activities Day and
U048 E051 S058 opportunities for Science completed throughout the unit. Night
5 students to Understanding worksheet.
 Students are to review the word wall
individually
represent what vocabulary and discuss any words they KWL chart
Checklist- were
they know about students able are still unsure about.
Night and Day. to correctly  The whole class to discuss their Day
answer the and Night worksheet and review any
Students to question on the misinterpretations they may have.
complete and worksheet and
share their KWL annotate the
 Have students update their KWL chart.
chart. picture? Help students that are having difficulties
completing their KWL chart to finish the last
column.
 Figure 1
NAME: …………………………………………………………………………………………………….. DATE: ………………………………

KWL Chart: Engage lesson

Before you begin your research, list details in the first two columns.
Fill in the last column after completing your research.

TOPIC ……………………………………………………………………….

What I know? What I want to know? What I learned

 Figure 2
Night and Day Model (Earths rotation around the sun and the moons rotation around the Earth.

Directions:
 Colour the Earth, Moon and Sun
 Cut out the patterns.
 Connect the Earth to the Sun using a paper fastener. The
small square shape to the back of the small circle shape in
the middle of the sun.
 Connect the Moon to the Earth using a paper fastener. The
small square shape to the back of the small circle shape in
the middle of the Earth.
 Show the movements of the Earth and Moon by moving the
Earth around the Sun and the Moon around the Earth.

SUN
EARTH

MOON
 Figure 3
NAME: …………………………………………………………………………………………………….. DATE: ………………………………

DAY AND NIGHT WORKSHEET:

I can explain why we have day and night.
Write your explanation below. Try to use these words: earth, revolve, sun, day, night, moon, orbit.

Label and colour the picture. Use learnt vocabulary.

References

Arvetis, C., & Palmer, c. (1989) What Makes Day and Night? Chicago, IL: Rand McNally & Company.

Eye on the sky. (2009). 5. What Makes Day and Night? The Earth’s Rotation. Retrieved from

http://www.eyeonthesky.org/lessonplans/05sun_daynight.html

Primary Connections Linking Science with Literacy. (2012). Night and Day: Year 3 Earth and space sciences. Retrieved from

http://www.scootle.edu.au/ec/viewing/S7169/Night-and-day-2012/resources/night_and_day_comp.pdf

Australian Curriculum. (2018). Science. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/science/