‘How Science Works – Space topic’[Lesson 1]
Big Question: What are models and analogies?
Lesson Objectives
HSW Strand / Objective / Key process / Transferable skills
Scientific thinking: developing explanations using ideas and models / Using models and analogies
Evaluate models and analogies / 2.3 - Communication / PLT
Key Skills
Resources:Web access, strengths and weaknesses sheet
Lesson Plan
STARTER: Models and Analogies are offered to provide insights. Show some scientific examples: an electrical circuit is like a system of water pipes; a DNA molecule is like a ladder; a cell is like a factory; a heart is like a force pump; a kidney is like a waste filter; an eye is like a camera; a pulsar is like a lighthouse; and photosynthesis is like baking bread. Ask pupils to explain the similarities and differences between these models.
MAIN:
  1. Place pupils into differentiated groups. Give each group an example of a phenomenon which they are familiar with. Each group must come up with a model that explains the phenomenon. Groups record ideas on an OHP so they can present to the class. Examples of phenomena to use: crowded corridors, shopping madness during sales, a fight at a football match, delusional X-factor contestants, sneezing fits etc.
  2. Groups present models to each other.Give each pupil a sheet with:
Phenomenon / Model used / Strengths of model / Weaknesses of model
Pupils complete sheet during presentations.
  1. Get feedback from strengths/weaknesses columns – discuss what makes a model useful, and why models may change over time as more evidence is discovered. Can give the example of the solar system model here – humans used to think Earth was at centre of the solar system but as we learnt more about space we realised the Sun was, so the model had to be changed.
PLENARY: Give pupils 5 minutes to come up with a terrible analogy. See for some examples, e.g. ‘The little boat gently drifted across the pond exactly the way a bowling ball wouldn't.’
Assessment Opportunities
Pupils peer-assess each other’s analogies and offer feedback
Notes:
‘How Science Works – Space topic’ [Lesson 2]
Big Question: Using data and evidence
Lesson Objectives
HSW Strand / Objective / Key process / Transferable skills
Developing explanations, challenge and limitations / Different explanations can come from individual bias, not everything can be explained by the scientific process / 2.1 Practical and enquiry skills, 2.3 communication / PLT
Key Skills
Resources: Web access – poster materials
Lesson Plan
STARTER: Pupils write 5 places where you might find scientific evidence. Can think-pair-share. Show evidence in paper/magazine/journal/internet etc. Discuss whether scientific evidence is always reliable….
MAIN:Ask students to google: ‘Dark Sucker’ -
This website is all about a mock (yet totally plausible) explanation of light and dark. Students work in groups to make a presentation about the theory (can split it up into different areas if large group).
PLENARY: Use a ‘value continuum’ line – students stand along the imaginary line to show their response to different questions: was the theory believable? Reliable? Can then discuss how evidence can be made more reliable, and how scientific bias is important to recognise.
Assessment Opportunities
Notes:
‘How Science Works – Space topic’ [Lesson 3]
Big Question: Scientific research – is it worth it?
Lesson Objectives
HSW Strand / Objective / Key process / Key concept / Transferable skills
Applications, implications and cultural understanding / Recognise the impact of science and technology on individuals, recognise that science can be fallible / 2.3 communication, 2.2 critical understanding of evidence / 1.3 cultural understanding / PLT
Key Skills
Resources:
Lesson Plan
STARTER: Can show students the following news story:
Nasa scientists have lost contact with the latest unmanned spacecraft sent to Mars, the $165m Mars Polar Lander.
In September, the $125m Mars Climate Orbiter mission also failed, after an embarrassing mix-up over metric and imperial measurements.
The history of failed missions to Mars stretches back 40 years, so are they a waste of taxpayers' money, which would be better spent on more earthly needs?
MAIN:What are the benefits and drawbacks of research into space? Ask students to prepare an argument either in favour or against research into space. Select spokespeople and chair people, and conduct a debate into the issue.
PLENARY: Students write a letter to the President/Prime Minister about their thoughts on the issue.
Assessment Opportunities:
Notes:
‘How Science Works – Space topic’ [Lesson 4,5]
Big Question: What impact would an asteroid make on Earth?
Lesson Objectives
HSW Strand / Objective / Key process / Key concept / Transferable skills
Planning an approach,
Selecting and managing variables / Describe an approach to answer a scientific question making relevant observations or measurements,
Recognise the range of variables involved in an investigation and decide which to control / 2.1 - Practical and enquiry skills / 1.1 - Scientific Thinking / PLT
Key Skills
Resources:
Lesson Plan
STARTER: Show some pictures/animations of asteroids striking the Earth. Ask students to choose 5 things that they would save from the Earth if it was to be destroyed.
MAIN:Ask students the question ‘how would the height an asteroid falls from affect the width of its crater?’ Discuss with students how this could be investigated.
Asteroid investigation – use ice cream tubs full of sand to simulate earth, golf balls for asteroids, and rulers. Students should first identify the variables, and how to control them. There are also issues as to how the width of the crater can be accurately measured – ask students to come up with a method for this.
Students should record their evidence accurately and systematically, and afterwards draw graphs of their results – use these to discuss trends – did they match the prediction made?
PLENARY:
What’s wrong with the graph? Use AKSIS materials for students to identify good and bad features of various graphs.
Assessment Opportunities
Notes:
‘How Science Works – Space topic’ [Lesson 6]
Big Question: How can secondary evidence be used to explain things?
Lesson Objectives
HSW Strand / Objective / Key process / Key concept / Transferable skills
Critical interpretation and evaluation of secondary evidence / Link secondary evidence presented to the prediction or conclusion drawn,
Describe patterns and trends in secondary data / 2.2 - Critical understanding of evidence / 1.3 - Cultural Understanding / PLT
Key Skills
Resources:
Lesson Plan
STARTER: How were the dinosaurs wiped out? Students show prior learning by drawing a picture on mini-whiteboards, of how they think the dinosaurs died.
MAIN:Present groups of students with different scenarios of how the dinosaurs died out, each with some kind of evidence to support it. Some of these scenarios could be realistic, and some outrageous. Students must convince the class that their argument is the real one by describing it persuasively.
Show students some evidence about two main theories about the dinosaur extinction – the crater at Chicxulub, and the Basalt layers in India. Ask students to consider the strengths and weaknesses of each theory.
PLENARY: Show students a range of photos/pictures of animals and ask them to identify them as being extinct or not.
Assessment Opportunities
Notes: