Year 7 unit overview Australian Curriculum: Science Template from: Australian Curriculum, Assessment and Reporting Authority (ACARA),

, Australian Curriculum v3.0: Science for Foundation10 <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

School name Gilmore

Unit title Sensational seasons and heavenly bodies

Duration of unit 6 Weeks

Unit outline Unit is based on Australian Curriculum, as this is what the school my placement was at advised Students investigate relationships between the Earth, sun and moon systems and use models to predict and explain events. They make accurate observations and conduct research to analyse relationships between celestial objects and explore and explain these relationships through increasingly complex representations. They: Relate changes on Earth, such as day and night and the seasons to Earths rotation and its orbit around the sun Investigate what causes seasons and how they differ depending on the tilt of the axis and the orbit of the planet Explore and compare the seasons on Earth with the seasons of another planet Compare times for the rotation of Earth, the sun and moon, and the times for the orbits of Earth and the moon Model the relative movements of Earth, the sun and moon Investigate and explain the phases of the moon, and solar and lunar eclipses. Questions that shape the inquiry include: What causes seasons? How are seasons different on the other planets? How did the planets and moon form and how are they kept in orbit? What did people used to think caused the phases of the moon and how can we explain them scientifically? What are Eclipses? Why is Pluto no longer considered a planet?

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Identify curriculum Content descriptions to be taught Science Understanding Earth and space sciences Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115) Physical sciences Earths gravity pulls objects towards the centre of the Earth Earths gravity pulls objects towards the centre of the Earth (ACSSU118) Science as a Human Endeavour Nature and development of science Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed peoples understanding of the world (ACSHE119) Use and influence of science People use understanding and skills from across the disciplines of science in their occupations (ACSHE224) Science Inquiry Skills Processing and analysing data and information Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS129) Summarise data, from students own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130) Evaluating Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131) Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133) General capabilities and cross-curriculum priorities Literacy Use appropriate scientific language specific to the topic. Numeracy Create tables and charts to display information and find patterns. Calculate degrees of tilt and temperature variation. ICT capability Use a range of digital technologies to assist with investigating the concepts. Use simulations and animations to investigate models. Critical and creative thinking Use thinking skills to complete group activities and open-ended tasks. Personal and social capability Work together to participate in learning experiences. Aboriginal and Torres Strait Islander histories and cultures Research moon myths and culture, including Aboriginal and Torres Strait Islander Dreaming stories.

Year 7 unit overview Australian Curriculum: Science

Identify curriculum Achievement standard By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earths gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations. Relevant prior curriculum In the Australian Curriculum: Science at Year 5 Science Understanding Earth and space sciences The Earth is part of a system of planets orbiting around a star (the sun). In the Australian Curriculum: Science at Year 6 Science as a Human Endeavour Nature and development of science Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena. People have made important contributions to the advancement of science from a range of cultures. Use and influence of science Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives. Scientific knowledge is used to inform personal and community decisions. Science Inquiry Skills Questioning and predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be. Curriculum working towards In the Australian Curriculum: Science at Year 10 Science Understanding Earth and space sciences The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin the universe. (Students next engage with Science Understanding related to the solar system in Year 10). In the Australian Curriculum: Science at Year 8 Science as a Human Endeavour The content descriptions for Science as a Human Endeavour are the same for Year 7 and Year 8. Science Inquiry Skills The content descriptions for Science Inquiry Skills are the same for Year 7 and Year 8.

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Planning and conducting With guidance, plan appropriate investigation methods to answer questions or solve problems. Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate. Use equipment and materials safely, identifying potential risks. Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate. Compare data with predictions and use as evidence in developing explanations. Evaluating Suggest improvements to the methods used to investigate a question or solve a problem. Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts. Bridging content Both the Australian Curriculum: Science at Year 7 and the Year 7 Essential Learning: Earth and beyond address gravitational attraction. There is part of a Year 3 Essential Learning: Earth and beyond that maps to the Australian Curriculum: Science at Year 7. Programs need to ensure the following content is taught in Year 7: The causes of predictable phenomena on Earth, including seasons and eclipses. The depth of treatment of this concept will need to increase to ensure appropriate coverage and development of skills for Year 7 students. Links to other learning areas In the Australian Curriculum: Mathematics at Year 7 Express one quantity as a fraction of another, with and without the use of digital technologies. In the Australian Curriculum: English at Year 7 Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts.

Year 7 unit overview Australian Curriculum: Science

Assessment Describe the assessment Students are given opportunities to demonstrate their knowledge, skills and understanding through both formative and summative assessment. The assessment is collated in student folios and allows for ongoing feedback to students on their learning. Year 7 teachers make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted. The teaching and learning experiences throughout the term provide opportunities for students to develop the understanding and skills required to complete these assessments. As students engage with these learning experiences the teacher can provide feedback on specific skills. Research: Poster in pairs Students complete an investigation to compare the seasons on Earth with the seasons of another planet (excluding Uranus). The investigation report should address and explain: Orbit around the sun The tilt of the planet How the tilt of the planet causes seasons on your planet and others How many days winter is on your planet and what it is like How much day summer is on your planet and what is like. Why seasons on the chosen planet and Earth change in predictable patterns. Links to VELs Collection of work (Written Experiments) Angle of sunlight experiment write up Students look at how the angle of light can effect the temperature Based on feedback from mentor one lesson is for the practical, the questions are done at home and covered at the beginning of the lesson, and the write up in done the next lesson while conferencing with the students. Write up handed in at the end of the lesson Students make predictions on the effect on the angle of the light has on Week 2 Assessment date Weeks 5-6 Parts of the assessment should be done before

Make judgments Teachers gather evidence to make judgments about the following characteristics of student work: Understanding Description and identification of scientific facts, ideas, concepts, and phenomena Use of science knowledge to generate solutions and explanations. Skills Identification of questions and problems that can be investigated scientifically Construction of models to identify and describe patterns and relationships and draw conclusions Evaluation of claims with links to science knowledge Communication using appropriate scientific language and representations. For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors

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Assessment temperature. This is informed by a previous experiment and an interactive activity based on the tilt of the Earth. The rubric marks them for participation, spelling, hypothesis, appearance, analysis of errors and the conclusion. Error analysis has been included as the year 7s worry about making mistakes and I have observed them altering results to fit what they think should happen, need to explain science doesnt always have the outcome we expect. Eclipse practical (didnt do but should do!) Interactive activity based on the lunar and solar eclipses. The interactive allows them to answer questions about both types of eclipse. They then expand this out to explain how we can predict when the next eclipse will be. Make judgments

Year 7 unit overview Australian Curriculum: Science

Teaching and learning Teaching strategies and learning experiences This unit overview has been developed using the 5E inquiry model for teaching and learning science. The 5E model follows a sequence of: Engage begin with a lesson that captures students interest through an activity or question. Explore organise hands-on activities where students explore a concept or skill. Explain guide students to develop explanations for the experience after they have explored a concept or skill. Elaborate encourage students to apply what they have learnt to a new situation. Evaluate provide an opportunity for students to review and reflect on their learning. Assessment

Supportive learning environment Adjustments for needs of learners Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning. Resources

Lesson 1 What do we know? Giving overview of the unit Earth in space and what others believe Look at the voyager picture, brief intro to voyager Some details about what people used to believe about the earth and its place in the earth. Aboriginal and Asian perspectives. Do the students have any? Think pair share, Students make a mind map of what they know about the seasons on Earth, the moon and the universe

Formative assessment Can students fulfil the success criteria? Did you learn anything from the other groups? Reflections in books written as a question. What did they learn? What do they want to know? What did they find interesting?

Lesson 1 Prezi http://prezi.com/wpriodcd9wkv/reasons-forthe-seasons-what-do-we-know/

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Use words and pictures. Then get together in small groups and discuss and present to the class. Homework Give moon charts to fill every few days Lesson 2 Reasons for the seasons Why do we have seasons? Interactive about day/night and seasons Student investigate day/night and seasons using balloons, sting and lights Answer quiz online Formative assessment Online quiz Reflections at the end of the lesson Lesson 2 Do all students understand why day/night. Start here and have globe and light so you can explain Many people believe that the orbit is an ellipse; check that all materials make it clear its a circle more or less Lesson 2 Reasons for the seasons http://prezi.com/lhvakor8i_zs/7b-lesson-2reasons-for-seasons/ Handouts to do with interactive Worksheet for the balloon experiment,

Further thinking, why is the earth tilted? The arrow goes the wrong way Lesson 3 Reasons for the seasons Why do we have seasons? Interactive about day/night and seasons Revision of the reason for the seasons Handout to fill in Lesson 4 Angle of the Sun light Why do we have seasons? Intensity of light between summer and winter Formative While doing the experiment ask questions, whys Answering the questions on the worksheet Lesson 3 Prezi http://prezi.com/2qhg5d3y_tgp/7reasons-for-the-seasons-2/

Lesson 4 Angles make a difference handout http://prezi.com/olau6b-k5lf7/angle-ofsunlight-lesson-4/

Year 7 unit overview Australian Curriculum: Science

 What do the expect difference to be? Watch video, what do you thin will be the difference in winter? Experiment to do Looking at the footprint of the torch. Lesson 5 Angle of sunlight 2 Experiment 2, angle of sunlight Angle of sunlight exp from Pearson. Looking at temperature changes between thermometers on 2 different angles Lesson 6 Experiment write up What does a report look like? What does a good write up look like? Are you answering the questions? Lesson 7 What about Pluto? What about the other planets? Is Pluto a planet? Video of the planets Basic info on all planets discussed how old you would be (moved to maths)

Prezi

Summative assessment See lesson plan

Lesson 5 Angle makes a difference 2 worksheet.

Summative assessment Write up based on previous work. Rubric given last lesson

Lesson 6

Formative Can they work together to find and analyse information from the internet? What conclusions can they come to? Lesson 7 Prezi http://prezi.com/vr5jxzjqg-sb/poor-pluto/

Give ESL students earth

Lesson 8 Researching my planet What about the other planets?

Some students may need a detailed list of where to look. All need the sheet with what to

Lesson 8 Sheet with info they need to find on? Day length

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Library based project In pairs given a planet to research By the end I want to know at least 1 cool thing about your planet Lesson 9 Modelling your planet Models we have made to model our planet Showing the planets in orbit Using modelling clay or balloons to model the seasons and your planet Formative Can they use the information they gained in the library and from knowing about seasons to make a model? find out Seasons Tilt to the sun Links on the wiki/gilnet Lesson 10 Online resource to show students http://nineplanets.org/tour/ Using the research they found in the library/online. Handout- my planet Cameras needed

Didnt need any assistance

Lesson 10 Is the moon made of cheese? Where did the moon come from and what does it mean to us? How moon was made sometime takes long time for things to be accepted Moon stories from other cultures Do the student know any?

When I gave the moon charts most of the students had some reservations. The believed that they would not be able to do it, as they would be in bed.

Lesson 11

http://www.youtube.com/watch?v=fUOzWf C5wPg http://www.bbc.co.uk/science/space/solarsy stem/moons/moon#p0063x4x

Other cultures moon stories Lesson 11 Why do we get phases of the moon? Phases of the moon? Interactive to model the moon Modelling clay to model the moon and earth, Lesson 11 http://astro.unl.edu/naap/lps/animations/lps. swf http://www.jpl.nasa.gov/education/index.cf m?page=123

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Year 7 unit overview Australian Curriculum: Science

to scale Lamp to model phases of the moon

Lesson 12 Eclipses Eclipses Asian explanation of eclipses- Dragon swallowing the moon Interactive Balloon around the head Using a book to a light?

Lesson 12

Lesson 13 Groovy Gravity What on earth is Gravity? Does anyone know what it is? Keeps moon etc in orbit How high could you jump on different planets? Lesson 14 Posters Lesson 15 Poster work What are we struggling with? How are they going with the posters? Formative assessment Assessment of group participation. Chance to get them to reflect on where they are and what they need to do

Tough concept see reflection.

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Lesson 16 Poster day (short lesson) Presentation of the posters for the IB task Last minute finishing the posters Checking the MYIB rubric, do they fit the criteria? Students fill in the in the rubric. Lesson 17 Wiggle day last day of term If stuff needs moving about/ Science is questioning. Students have had the opportunity to give questions to the teacher these can be anything. Class works together to answer them Other information Sizes http://www.universetoday.com/94815/magni fy-the-universe/ http://www.universetoday.com/101807/flyalong-with-voyager/ Tides http://sunshine.chpc.utah.edu/labs/tides/menu_ tide.swf Formative assessment What kind of questions are they asking? What do they want to know vs. what we think they want to know Poster assessment (summative) Group task with the Lesson 16 My poster based on Uranus Copies of the rubric Reflection form

Lesson 17 Student questions

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Year 7 unit overview Australian Curriculum: Science

Reflection on the unit plan

At the conclusion of the unit, all teachers who have been involved in planning, teaching, learning and assessment come together to reflect on the successes and challenges of the unit. They come with their personal reflections through answers to the following questions: What worked well in this unit? The poster assessment worked well for most They developed a good understanding that it was the tilt of the planet that caused the seasons and they could apply this to other planets. What was a stumbling block? The students had problems linking the seasons with the planets, they mostly tried to look up the information rather than think through the problem. The gravity practical was not successful. The link between the rotation and gravity was loose at best and was hard to properly explain. The whole gravity part of the unit is not clear. To explain how gravity keeps satellites in orbit without going too deep into gravity is a tough concept How would you refine it? The sequence should be changed, move the assessment up a few weeks and then you can include the moon information and the tides. The tides might be more useful to explain the gravity. The Aboriginal and Torres Strait Islander histories and cultures part of the unit was done in introductory lessons but felt tacked on. I would possibly have included a task where the students investigate how another culture explained the moon. They then write a brief presentation about it. What trends and gaps in learning have you identified? The students could be very independent in their learning when engaged. The Pluto lesson was a great one as they had lots of ideas and got engaged in the argument. Students gave feedback that they wanted more experiments and notes. This is an area that I need to work on, but I dont know if in all instances having notes would help. Parents were worried that students did not have enough homework. Again Im not sure this was entirely a bad thing. If I were to repeat the unit I would have homework, which included watching some videos and doing some of the interactive. Again parents seem to think the students needed to do writing for the homework to be real but if I could use schoology the parents would also be able to keep up with what has been done How will you build on these learning experiences next term and beyond? In theory I would use some of the planet stuff, which the students were very interested in to lead into some of the forces stuff. This would then encompass Australian curriculum (ACSSU117). Then I could recover some of the gravity concepts that did not work so well previously They also are working on machines; this could include designing a mars rover or similar machine. This would need to have wheels, be able to lift things, have gears. This could be done with the Lego kits or an interactive.

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How VSSEC modelled my unit How my visit to VSEEC assisted in my unit planning VSEEC assisted my unit planning in several different ways I was able to see that to cover all the material in a meaningful way would be impossible. It is better to cover most of the content in a meaningful than to try and cover everything in a way that the concepts do not have time to take on a deeper meaning. I was able to see that misconceptions cloud a lot of science from the VSEEC talks. This meant that I cut all talk of elliptical orbits from the unit as much as I could. The students need to understand that the seasons are not caused by getting closer and further from the sun. Adding the information about elliptical orbits does not help this understanding; indeed it may confuse the issue. I think the assistance given at VSSEC was limited as I had little understanding of the process of writing a unit other than cutting information. I was able to get much more out of talking to my mentor about how she designs units, what my students would enjoy and what would work well for them, and then writing and delivering the units.

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Year 7 unit overview Australian Curriculum: Science

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