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SCIENCE OVERVIEW, TERM *YEAR 3

UNIT TITLE:

Are we standing still on Earth?

UNIT OUTLINE CONTENT DESCRIPTORS ASSESSMENT (A)Students investigate what causes day and night and explore the positions and movements of the Sun, Earth and Moon.

Students recognize that the Sun is the Earth’s main source of light and explore how it interacts with the Earth and Universe.

Science Understanding: Earth and Space Sciences

ACSSU048: Earth’s rotation on its axis causes regular changes, including night and day.

Elaborations:

Recognizing the sun as a source of light.

Constructing sundials and investigating how they work.

Describing timescales for the rotation of the Earth.

Modeling the relative sizes and movement of the sun, Earth and moon.

Science as Human Endeavour: Nature and Development of Science.

ACSHE050: Science involves making predictions and describing patterns and relationships.

Elaborations:

Making predictions about change and events in our environment.

Assessment ‘for’ Learning

‘Spinning in Space’ diagram

Students draw and label a diagram to record ideas about:

the sizes and shapes of the Sun, Earth and Moon

the positions of the Sun, Earth and Moon, and

how the Sun, Earth and Moon might move in space.

Light and Shadow Assessment - Scootle

Interactive online Quiz. Twelve questions.

http://www.scootle.edu.au/ec/viewing/L9838/index.html

(Registration and password required for Scootle)

Diocese of Cairns, Catholic Education Services


Science Inquiry Skills:

Questioning and predicting

ACISIS053: With guidance, identify questions in familiar contexts that can be investigated scientifically and predict and predict what might happen based on prior knowledge.

Planning and Conducting

ACSIS054: Suggest ways to plan and conduct investigations to find answers to questions.

ACSIS055: Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate.

Processing and analysing data and information

ACSIS057: Use a range of methods including tables and simple column graphs to represent data and identify patterns and trends.

ACSIS215: Compare results with predictions, suggesting possible reasons for findings.

Evaluating

ACSIS058: Reflect on the investigation, including weather a test was fair or not.

Communicating

ACSIS060: Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports.

Assessment ‘as’ Learning

Conducting a fair test – Investigating Shadows

What is a fair test?

Pose a question? What do we want to know?

What variables need to be considered?

What equipment is needed?

How can we record our information and results?

What have we discovered from our findings?

Assessment ‘of’ Learning

Posters on Parade

Students create a poster about the Sun, Earth and Moon to answer the question, “Are we standing still on Earth?” Students are required to apply the knowledge that they have learnt throughout the term to present to an audience (for example, another class or parent).

OR

Spin Podcast

Students create a podcast about the Sun, Earth and Moon to answer the question, “Are we standing still on Earth?” Students are required to apply knowledge that they have learnt throughout the term to present to an audience (for example, another class or parent). This can then be added to the My Classes for others to access.

LINKS TO OTHER LA’S

Literacy

Mathematics

The Arts

ICT

S.O.S.E


DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer


CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Education Asian Education

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs 2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.

As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions assess the feasibility, possible risks and

benefits in the implementation of their ideas

transfer their knowledge to new situations


Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong and can I be

sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


WEEKLY PLANNERWEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES SEL IE

Engage Explore Explain Elaborate Evaluate

ENGAGE RESOURCESPrior to activities discuss the use of a science journal and how we could use it.Light Ideas – (Refer to Primary Connections unit, Light Fantastic)To capture students’ interest and find out what they think they know about light – where it comes from, how we use light, how light travels and how light enables us to see objects.

Session 1: Illumination Discuss what they think they know about light Share ideas using a think box strategy Record ideas on the science chat-board.

Session 2: In the dark Discuss being in the dark Contribute ideas about what enables us to see.

Session 3: Light up my lifeExplore light sources in and around the home – ‘Looking for Light’ Worksheet. Primary Connections - Light Fantastic, Stage 2, Energy and Change.

Record ways that different light sources are used at home.

Students view interactive guide about ‘light’ on Study Ladder:http://www.studyladder.com.au/resources/teacher/science/activity/19685?retUrl=%2Fresources%2Fteacher%2Fscience (N.O.T.E: Study Ladder

Student Resources:

Teacher Resources:Primary Connections – Light Fantastic, Stage 2, Energy and ChangeRefer to materials required on pages 8, 13 & 16.Primary Connections – Spinning in Space, Stage 2, Earth and Beyond.Refer to materials required on page 7.Laptops/computers

DIFFERENTIATION

ASSESSMENT OPPORTUNITIES


http://www.studyladder.com.au/resources/teacher/science/activity/19685?retUrl=%2Fresources%2Fteacher%2Fscience

requires registration and password and is a free resource for teachers)

Our Place in Space – (Refer to Primary Connections Unit, Spinning in Space) – See Assessment for Learning

Word WallBegin creating a word wall of the scientific terms that are brainstormed with students or are discussed throughout the unit.

Assessment for LearningTo capture students’ interest and find out what they think they know about the movements of the Sun, Earth and Moon. Students brainstorm

ideas about day and night

Complete ‘Day and Night: What do you think? (Resource Sheet 1)

Discuss ideas and questions for a TWLH chart

Create and label a diagram of the Sun, Earth and Moon

Contribute to a list of words to develop a word wall.

Reflect on thoughts and new findings in science journal.

SCIENTIFIC LANGUAGELight, Illumination, shadow, dark, Earth, sun, moon, day, night, science journal


REFLECTION

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES


WEEK 1 2 3 4 5 6 7 8 9 10

SEL IE


EXPLORE RESOURCESTeacher background information – Primary connections unit, Spinning in Space, p. 13.1. Day and NightStudents brainstorm:

what causes day? How do you know when it is day? What are some things that you would see, hear and feel? what causes night? How do you know when it is night? What are some things that you would see, hear and feel? introduce the term ‘axis’ Add term axis to the word wall Add science journal entry.

Earth, Sun and Moonhttp://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows_whatnext.shtml

Create a Wordle for each section using the words that students have brainstormed and choose colours that reflect the concept of day and night.

2. Shapes and sizes – (Refer to Primary Connections unit, Spinning in Space) The purpose of this activity is to provide hands-on, shared experiences of the shapes, sizes and positions of the Sun, Earth and Moon.

Students: Use spherical objects to explore why the Sun and Moon appear to be the same size when viewed from Earth Investigate the sizes and positions of the Sun, Earth and Moon View images of the Sun, Earth and Moon.

Follow Primary Connections lesson 2, ‘Shapes and Sizes’. Refer to p. 12 for resources and materials needed to support activity.

Possible Resources:Solar Walk Apt – Apple

Add new terms to word wall Add science journal entry

Student Resources:

Teacher Resources:Primary Connections – Spinning in Space, Stage 2, Earth and Beyond.Refer to pages 19 & 20 for materials required. Laptops/computers

DIFFERENTIATION



http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows_whatnext.shtml

3. Shadows – (Refer to Primary Connections unit, Spinning in Space)Students will explore shared experiences of shadows and light. Session 1: Chasing Shadows

Students: Play shadow tag Observe and discuss changes in shadows around the school

Shadow Tag: (Refer to Primary Connections unit, Spinning in Space, Session 1 – Chasing Shadows).

Take students outside for a game of ‘shadow tag’. Student’s work in pairs, where one partner is ‘it’ and tries to tag their partner’s shadow, and the other partner becomes ‘it’ after being tagged. Choose which time of the day you will go out to determine the next part of the lesson, for example: morning shadows will have a different position to afternoon shadows.

After each pair of students has had a few turns, ask students what they noticed about their shadows this early in the morning, using questions such as:

Does your shadow move in the same direction as you do? Are you and your shadow joined together? How can you make a small shadow? What is the biggest shadow you can make? On which side of an object do you find the shadow?

Play this game more than once in the day to observe what happens to the shadows throughout the day. Add new terms to word wall Add science journal entry.

Session 2: The travelling light showStudents:

Compile a list of light sources Explore how light travels in straight lines Investigate the size and direction of shadows.


Add new terms to word wall Add science journal entry.

SCIENTIFIC LANGUAGESphere, Earth, Sun, Moon, perspective, position, rotation, light, shadow.

REFLECTION

WEEK 1 2 3 4 5 6 7 8 9 10



EXPLAIN RESOURCES


Refer to Teacher Background Information in Primary Connections ‘Casting Shadows’ p.18. 1. Rotating plantsIn groups students use pot plants or similar abstract objects to investigate the casting and movement of shadows throughout the day. At schedule times throughout the day one group member from each team will go outside the classroom to trace and track the movement of the shadow created by the pot plant or abstract object. At the end of the day each team will trace over their shadows with a black marker to clearly demonstrate the movement of the shadow throughout the day.As a class discuss:

Discuss what students have observed? What has changed? What has stayed the same? Measure the length of each shadow? Why has it changed?

Extension: Photocopy each group’s traced ‘Rotating Plant’ piece, enough for one per student. Students can then create a visual art piece using pastels or crayons or contemporary colours.

- Add new terms to word wall - Add science journal entry.

2 . How is a shadow created? What is a shadow? How is a shadow created? What is needed to make a shadow? How do shadows change?

Refer to the following websites: Light and Shadows – Matching Shadows – Scootle.http://www.scootle.edu.au/ec/viewing/L1127/index.html Light and Shadows – Casting Shadows – Scootle.http://www.scootle.edu.au/ec/viewing/L1126/index.html Assessment for Learning:Light and Shadows online Assessment – Scootle.http://www.scootle.edu.au/ec/viewing/L9838/index.html (N.O.T.E Registration and password required for accessing Scootle.)3. Day and NightTo introduce current scientific views and support students to represent and explain their understanding about what causes day and night.Students will be able to

explain how Australia experiences day and night as the Earth Spins on its axis once every 24 hours. demonstrate through role-play that the spinning of the Earth on its axis causes day and night demonstrate through role-play that the Earth orbits around the sun and the Moon orbits around the Earth.

Student Resources:

Teacher Resources:Scootle – Online resource.N.O.T.E: Registration and password is required to access site or URL.Refer to above for interactive resources.Laptops/computers

DIFFERENTIATION


Light and Shadows online Assessment

Scootlehttp://www.scootle.edu.au/ec/viewing /L9838/index.html

N.O.T.E Registration and password required for accessing Scootle


http://www.scootle.edu.au/ec/viewing%20%20/L9838/index.html

http://www.scootle.edu.au/ec/viewing%20%20/L9838/index.html




Show students interactive guide of ‘Day and Night’ website. http://www.studyladder.com.au/resources/teacher/science/activity/19254?retUrl=%2Fresources%2Fteacher%2Fscience - (N.O.T.E: Study Ladder requires registration and password and is a free resource for teachers) Complete activity ‘Day and Night’ from Study Ladder website.

SCIENTIFIC LANGUAGERotation, rotates, spins, shadow, casting, orbit, day, night

REFLECTION

WEEK 1 2 3 4 5 6 7 8 9 10



ELABORATE RESOURCES


http://www.studyladder.com.au/resources/teacher/science/activity/19254?retUrl=%2Fresources%2Fteacher%2Fscience

During this phase students are required to plan and conduct an investigation into the length and direction of shadows during one day. Refer to Primary Connections unit, Spinning in Space for guidance of the fair test. Discuss with students what a fair test is.

Investigating ShadowsAssessment as LearningSession 1 Planning it outStudents

plan an investigation select variables to be changed, measured or kept the same.

Session 2 One o’clock, two o’clockStudents

conduct an investigation observe and record results.

Session 3 Shadows rock!Students

create a table with measurements of shadows create a column graph to represent and compare measurements discuss and summarise results of investigation.

Continue adding scientific terms to the Word Wall.

Student Resources:

Teacher Resources:Primary Connections – Spinning in Space, Stage 2, Earth and Beyond.Refer to pages 31-40

DIFFERENTIATION


Assessment as LearningRefer to Investigating Shadows

SCIENTIFIC LANGUAGEFair test, investigation, shadows

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



EVALUATE RESOURCESAssessment of Learning:Overall question: Are we standing still on Earth?In this phase students are to reflect on their learning during the unit and present what they know about what causes day and night and the positions and movements of the Sun, Earth and Moon.

Students show evidence by: describing the shapes and sizes of the Sun, Earth and Moon describing the movement of the Sun across the sky from East to West describing changes in shadows, and differences between day and night, and relates these changes

to the spinning of the Earth.Students create a poster about the Sun, Earth and Moon to answer the question, “Are we standing still on Earth?” Students are required to apply the knowledge that they have learnt throughout the term to present to an audience (for example, another class or parent).

Refer to Primary Connections unit, Spinning in Space. Continue adding scientific terms to the Word Wall.

Student Resources:

Teacher Resources:

Primary Connections – Spinning in Space, Stage 2, Earth and Beyond.Refer to lesson and materials on pages 41-44.Library resourcesLaptops/computers

DIFFERENTIATION


Refer to Evaluate Session

SCIENTIFIC LANGUAGERefer to ‘word wall’ displayed in the classroom.


REFLECTION


science overview, term - general web viewcurrent environmental issues. ... processes and products to...

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