SCIENCE AND TECHNOLOGY
STAGE: TWO / CLASS: / TERM:DURATION OF PROGRAM: 10 SESSIONS / UNIT TITLE: THE EARTH AND ITS PLACE IN THE SOLAR SYSTEM
CONTENT STRANDS / UNIT DESCRIPTION
THE EARTH AND ITS SURROUNDINGS / This unit has been designed to help deepen the students’ understanding of the earth and its place in the solar system. The students will be involved in doing research to discover more about the causes of the seasons, an eclipse and the phases of the moon. The students will then design and make a model, which shows the causes of day and night. The third part of the unit involves the students designing and making a game based on facts about the Earth.
NB: This unit is 10 pages and includes a worksheet.
Built Environments Outcomes / Information And Communication Outcomes / Living Things Outcomes / Physical Phenomena Outcomes / Products And Services Outcomes / Earth And Its Surroundings Outcomes / Investigation Outcomes / Design And Make Outcomes / Using Technology Outcomes / Values And Attitudes Outcomes
ES S2.6 / INV S2.7 / DM S2.8 / UT S2.9 / VA1
VA2
VA3
VA4
VA5
SCIENCE AND TECHNOLOGY
SESSION: ONEOUTCOMES / INDICATORS / MODELLING / LEARNING EXPERIENCE
ES S2.6
INV S2.7 / The students may for example:
· Name and discuss the features of the Earth
· Describe the position of the Earth in the solar system / Introduce the unit title and discuss.
Have the students record everything that they know about the Earth and its place in the solar system.
With the students brainstorm a list of facts about the Earth and how its position in the solar system affects the way that we live. Information may include:
· Our neighbours in the solar system
· The moon and how it affects us
· The sun
· Day and night
· Our orbit around the sun
· The seasons
Have the students categorise this information and record.
Read the student the story, “My Place in Space” by Nadia Wheatly. Have the students draw a picture, which shows their place in space.
Describe the first part of the unit where the students will be required to research one of the following:
· The seasons
· The phases of the moon
· An eclipse / Record known information about the Earth and its place in the solar system
Create a list of the things about the solar system
Read story and illustrate their place in space.
SCIENCE AND TECHNOLOGY
SESSION: TWO - FOUROUTCOMES / INDICATORS / MODELLING / LEARNING EXPERIENCE
ES S2.6
INV S2.7 / The students may for example
· Describe the phases of the moon
· Observe and record the phases of the moon
· Describe why the moon appears as different shapes
· Identify and discuss the seasons
· Explain how the seasons occur
· Identify the different eclipses
· Describe the different eclipses and why they occur
· Explain how an eclipse occurs
· Identify a topic for investigation
· Formulate questions to direct their research
· Discuss the relevance and credibility of information / Review the processes involved in researching to explore and discover.
Model the first stage in the Investigation process using day and night as a topic for investigation.
· Identify what the subject of the investigation is. Eg Day and night and how it occurs
· Model constructing questions to direct research and suggest an appropriate order. Questions may include:
§ What is it?
§ What happens during this time?
§ How does it occur?
§ When does it occur?
§ Why does it occur?
· Identify places where the information may be obtained
Discuss the process of locating information with the students. Choose an information book that relates to the Earth. Discuss the:
· Title
· Author
· Publishing date
Discuss with the students how these need to be examined, when assessing the credibility of the information. / Identify a topic for investigation
Formulate questions to direct research.
Discuss the relevance and credibility of the information
SCIENCE AND TECHNOLOGY
SESSION: TWO - FOUROUTCOMES / INDICATORS / MODELLING / LEARNING EXPERIENCE
ES S2.6
INV S2.7
UT S2.9 / The students may for example:
· Describe the phases of the moon
· Observe and record the phases of the moon
· Describe why the moon appears as different shapes
· Identify and discuss the seasons
· Explain how the seasons occur
· Identify the different eclipses
· Describe the different eclipses and why they occur
· Explain how an eclipse occurs
· Locate relevant information using the content and index pages appropriately
· Locate specific information to answer research questions
· Identify key words in research questions
· Locate key words in text
· Locate relevant information in text
· Summarise information
· Use a range of sources to research their chosen topic
· Access and record relevant information from CD ROMS and the Internet / Revise the use of both content and index pages in locating relevant information.
Put some research questions that relate to the Earth on the whiteboard. With the students, identify the key words in each question.
Put a passage from the text on the whiteboard to be viewed by all students. Select students to read text aloud. Discuss the text with the students. Model locating the key words in the text and therefore the relevant information
As a whole group, model summarising the information in own words so that it answers their question.
Have the students continue work on their research. / Identify key words in questions
Locate relevant information
Summarise information
SCIENCE AND TECHNOLOGY
SESSION: TWO - FOUROUTCOMES / INDICATORS / MODELLING / LEARNING EXPERIENCE
ES S2.6
INV S2.7 / The students may for example:
· Describe the phases of the moon
· Observe and record the phases of the moon
· Describe why the moon appears as different shapes
· Identify and discuss the seasons
· Explain how and why the seasons occur
· Identify the different eclipses
· Describe the different eclipses and why they occur
· Explain how an eclipse occurs
· Summarise information
· Arrange information under appropriate headings
· Choose a means of publishing their research on their chosen topic / Review the next step in Researching to Explore and Discover by using a student’s work as an example.
· Display all the information which has been selected for the investigation
· Arrange the information under appropriate headings and order the information
· Brainstorm all the ways in which the information could be presented
· Review the expectations of the presentation (quality, legibility, borders, illustrations etc.)
Students choose a means of presenting their information and arrange it accordingly.
Have students present their completed work to the rest of the class / Organise information
Present research
Share research with others
SCIENCE AND TECHNOLOGY
SESSION: FIVE - SEVENOUTCOMES / INDICATORS / MODELLING / LEARNING EXPERIENCE
ES S2.6
INV S2.7
DM S2.8
UT S2.9 / The students may for example:
· Identify and discuss the Earth and its distance from the sun
· Identify and discuss the relative size of the sun and Earth
· Describe the Earth’s rotation
· Describe the Earth’s orbit
· Identify what they need to know before designing a model which explains the causes of day and night
· Research information about the sun and the Earth rotation and the Earths’ orbit
· Discuss how research may affect their design proposal
· Develop and evaluate designs for a model of the sun and Earth which meets the design criteria
· Select the most appropriate design proposal
· Create a model which explains the causes of day and night
· Select appropriate materials to create a model of the solar system
· Select and use equipment appropriately when creating a model which explains the causes of day and night / Ask the students to consider the following scenario - "You are stranded on an island. You don't have a watch. How could you tell what time it is?" Lead the students to an understanding that we can use the sun as a guide.
Have students go outside and observe the sky, specifically, the position of the Sun. Whilst outside, ask the students to discuss "What happens to the Sun throughout the day?” Have them identify where in the sky they think the Sun is at different parts of the day. Return to the classroom.
Ask the students "What happens to the Sun at night time?" Discuss.
Discuss the Design and Make task (refer appendix).
Explain the design task, defining any unfamiliar words. Suggest that the model needs to include:
· The Sun
· The Earth
With the students, discuss the information that they would need to investigate and show in the model. / Group discussion about the design and make task
Discuss the process of Design and make
SCIENCE AND TECHNOLOGY
SESSION: FIVE - SEVENOUTCOMES / INDICATORS / MODELLING / LEARNING EXPERIENCE
ES S2.6
INV S2.7
DM S2.8
UT S2.9 / The students may for example:
· Identify and discuss the Earth and its distance from the sun
· Identify and discus the relative size of the sun and Earth
· Describe the Earth’s rotation
· Describe the Earth’s orbit
· Develop and evaluate designs for a model of the Sun and Earth, which meets the design criteria
· Select the most appropriate design proposal
· Create a which explains the causes of day and night
· Select appropriate materials to create their model
· Evaluate the effectiveness of their model against the design criteria
· Select and use equipment appropriately when creating a model which explains the causes of day and night / This would include:
· The relative distance of the Earth from the sun
· The relative size of the sun and Earth
· The Earth’s rotation
· The Earth’s orbit
Discuss the process of designing and making
· Students discuss potential designs and make preliminary drawings and recordings.
· Students discuss their ideas and preliminary drawings with a partner
· Students select a design idea and sketch and label the parts of the solar system
· Students choose equipment that is required and assemble/record the model or plan.
Have the students decide if they want to work independently, with a partner or in a small group.
Suggest that the students’ final design proposal should show:
· The materials and equipment needed
· The method of construction
· Steps involved in creating the model
Students work through the design and make process.
Have the students present their work to the rest of the class on completion. / Design and make a model which shows the causes of night and day
Present their model to the rest of the class
SCIENCE AND TECHNOLOGY
SESSION: EIGHT - TENOUTCOMES / INDICATORS / MODELLING / LEARNING EXPERIENCE
ES S2.6
INV S2.7
DM S2.8
UT S2.9 / The students may for example:
· Identify and discuss the Earth and its distance from the sun
· Identify and discus the relative size of the sun and Earth
· Describe the Earth’s rotation
· Describe the Earth’s orbit
· Describe the phases of the moon
· Observe and record the phases of the moon
· Describe why the moon appears as different shapes
· Identify and discuss the seasons
· Identify what they need to know before designing a game based on the Earth
· Research information about the Earth
· Discuss how research may affect their design proposal
· Develop and evaluate designs for a game which meets the design criteria
· Select the most appropriate design proposal
· Create a game based on the Earth
· Select appropriate materials to create the game
· Select and use equipment appropriately when creating the game / DESIGN AND MAKE TASK
Design and make a game that is based on the Earth, and its place in space.
The design proposal must include:
· The materials and equipment needed to play the game
· The target audience
· The aim of the game
· Instructions telling how to play the game
Explain the design task, defining any unfamiliar words.
With the students, brainstorm a list of the content, which should be included in the game. This may include facts about:
· The Sun
· The Earths’ rotation
· The Earths’ orbit around the sun
· The moon
· The phases of the moon
· An eclipse of the sun
· An eclipse of the moon
· Day and night
· The seasons / Group discussion about the design and make task
Discuss the content of the game
Discuss the aim and features of other games
SCIENCE AND TECHNOLOGY
SESSION: EIGHT - TENOUTCOMES / INDICATORS / MODELLING / LEARNING EXPERIENCE
ES S2.6
DM S2.8
UT S2.9 / The students may for example:
· Explain how and why the seasons occur
· Identify the different eclipses
· Describe the different eclipses and why they occur
· Explain how an eclipse occurs
· Develop and evaluate designs for a game, which meets the design criteria
· Select the most appropriate design proposal
· Create a game based on the Earth
· Select appropriate materials to create a game
· Evaluate the effectiveness of their game against the design criteria
· Select and use equipment appropriately when creating a game / Discuss different games such as Monopoly and Sale of the Century with the students. Discuss the aims and features of the game. Have a number of games for the students to look at to get ideas.
Suggest that the students need to consider:
· The target audience (who will play the game?)
· The aim of the game
· How to play the game
Discuss the process of designing and making
· Students discuss potential designs and make preliminary drawings and recordings.
· Students discuss their ideas and preliminary drawings with a partner
· Students select a design idea and sketch and label the parts of the solar system
· Students choose equipment that is required and assemble/record the model or plan.
Have the students decide if they want to work independently, with a partner or in a small group.
Students work through the design and make process. Have the students present their work to the rest of the class on completion. / Discuss the process of Design and make
Design and make a game based on facts about the Earth
Have students present their model to the rest of the class
SCIENCE AND TECHNOLOGY