Year 5 CONCEPT MAP Maths

English
Students to create a research poster on one of the
planets explaining the features of that planet and
why humans cannot live there, or what humans Religious Education / Spiritual
would need to live there. Education
(Comprehension from a range of sources
ACELY1703) (Plan, draft, publish informative
print ACELY1704)

Concept: Space Term: 3 Weeks: 1-5

©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Students to create a research poster on one of the planets explaining the
features of that planet and why humans cannot live there, or what humans
would need to live there. (Features and adaptions ACSSU043)

Geography The Arts

Students to create a research poster on one
Humanities and Social Sciences Students to create a 3D model of a planet
of the planets explaining the features of Students to create a research poster on one of using paper Mache and paint. (ACAVAM115)
that planet and why humans cannot live the planets explaining the features of that
there, or what humans would need to live planet and why humans cannot live there, or
there. (Features of environments what humans would need to live there.
ACHASSK113) (Research from a range of sources WAHASS52)
 SCIENCE FORWARD PLANNING DOCUMENT ENGAGE

TERM / WEEKS: TOPIC

5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about our

Term 3, week 1 Solar system basics and prior knowledge

solar system
• To elicit students’ questions/ prior knowledge about our solar system
Diagnostic assessment used- in this lesson you will find out what the students already
know about our solar system. This will allow you to take account of students’ existing
ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science Inquiry
Understanding Human Skills
Endeavour
ACSSU078 ACSIS231 Introduction- Teacher to play Snowman (hangman) with students on the
board using the phrase ‘solar system’. Discuss as a class what students think
our solar system is and what it is made up of.
Body- 3 group rotations in groups of 3 or 4 (there can be more than one set of
each activity)
LESSON OBJECTIVES
1. Brainstorm- students create a brainstorm based on anything they already A3 paper, coloured
As a result of this lesson, students will be able to: know about the solar system. textas
• Demonstrate their knowledge of the planets by 2. Students to complete the planet sort activity, justifying their reasoning as
completing a sorting activity. they move through the activity. Students to take a photo once they have Planet sort activity-
• Use agree and disagree statements to justify their completed their sort. second table to be cut
ideas about space. 3. Students to complete the debate statements worksheet. and laminated
Discuss the answers to the planet sort activity and debate statements. Printed worksheet for
Teacher to introduce Mars colony STEM activity explaining the parameters of debate statements
ASSESSMENT (DIAGNOSTIC) the task. Sort students into groups for the activity.
Conclusion- Teacher to get students into a circle. Throw a ball to each
Teacher to look at student work from brainstorm and student and ask them to say one correct word or phrase relating to our solar Soft ball
planet sort and use it to inform teaching of the next system. Words and phrases cannot be repeated.
lesson. LEARNER DIVERSITY
Assistance: Teacher to give prompt sheet for the brainstorm activity. Be placed
Teacher to also determine the misconceptions of
in a group with other students to work together for activities
students shown in the debate statements task and Extending: Voice record their reasoning for planet sort and debate statements.
determine how they will correct these in future lessons. HEALTH AND SAFETY
Students to be aware and careful of their surroundings when throwing and
catching ball.
 Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune
How far is this planet from the sun?

The closest The 2nd planet The 3rd planet The 4th planet The 5th planet from the The 6th planet from The 7th planet The 8th planet from
planet to the sun from the sun from the sun from the sun sun the sun from the sun the sun
An interesting fact about this planet
A picture of this planet
The closest planet The 2nd planet The 3rd planet The 4th planet The 5th planet The 6th planet The 7th planet The 8th planet from
to the sun from the sun from the sun from the sun from the sun from the sun from the sun the sun
This planet has The hottest Our home This planet has The largest This planet has The larger of The smallest gas
the shortest year planet in our planet water in its polar planet in our rings the two blue ice planet in our solar
in our solar solar system ice caps solar system giants system
system

Adapted from Solar System Sort, by Donoian, C. (2017), Teachers pay teachers (https://www.teacherspayteachers.com/Product/Solar-System-Activity-
Planets-Sorts-3-Freebie-2534317?st=c8f318ce75233896663c250dee31f04b). Copyright 2020 by Cassandra Donoian.
 Debate statements:
In your group, read one statement at a time and write dot points explaining why you
agree or disagree. REMEMBER: You might have a different opinion to others in your
group.

Statements: Agree Disagree

This Photo by Unknown Author is licensed under
CC BY
Planets appear in
the sky in the same
place every night.

The Earth is the

centre of the Solar
System and objects
revolve around it.

The Moon goes

around the earth in a
single day.

Earth is flat.

The Sun is a star.

The Moon makes

light the same way
the Sun does.
 All planets have
rocky surfaces.

Planets cannot be
seen without a
telescope.

There’s a ‘dark side’

of the moon.

The Sun is yellow.

Astronauts are
weightless in orbit.

At 12 noon, the sun

is directly overhead.
 Congratulations! You have been chosen as one
of the pioneers of the first Mars colony! You and
your group of 4 are in charge of taking a group
of 100 people to Mars to set up the first
settlement. Note. From New life on Mars [Image], by R. Murray, 2001,
HumanMars
(https://www.humanmars.net/search/label/Robert%20Murray).

You are to plan, design and create a model of the first colony on Mars.
Consider how Mars is different to the Earth and the types of things a
settlement on a new planet might need.
Your mission is to create a plan and a model of a long-term habitat to keep your
colonists alive and happy on Mars.

Explore how you will solve problems

involving:
o Water
o Food
o Air
o Energy
o Waste
o Living areas
o Transportation
o Government
o Entertainment
Note. From Earth and Mars to scale [Image], by P. Gordon, 2006,
Flickr (https://www.flickr.com/photos/bluedharma/89187775/).
CC BY-ND 2.0.
You will be given a range of resources in class to create your colony including;
o A foam board
o Card
o Paper
o Scissors
o Glue
o Other recycled materials.
You may also choose to bring extra resources from home.

You must include at least five 3D shapes created from the nets provided to you. There
are cubes, cones, rectangular prisms, square pyramids and cylinders. You can choose
any combination of these shapes and you do not have to have one of each shape. You
can use these shapes in any way you like but they must appear in your final product.

You will be required to present the model of your colony, with a 3-minute speech
explaining your choices to the rest of your class. The models will also be on display at
the parent open night. A winning group will be decided by a guest judge.
You will be given 10 lessons to design and create your colony.

Investigating and researching

(2 lessons)
How is Mars different from
Earth? What do humans need to
survive? How might you solve
the problems listed above?

Plan the layout of your colony

(3 lessons)
What will your colonists require
to live in your colony? What Note. From Mouse models blast off [Image], by M. Parker, 2019,
materials will you need to for your Eureka (https://eureka.criver.com/mouse-models-blast-off/).
model? How much space will everything
need? Will you need multiple levels?

Create your model (4 lessons)

Do you need to change your plan, why? What is working well and what is not working
as you thought it would?

Presentation and evaluation (1 lesson)

How might you receive feedback from others on your final model? What would you
change if you were to complete this challenge again? What do you think worked well?
Do you think your colony would work on Mars, why/why not?

Good luck on your mission!

Curriculum links:
Science: HASS:
o The Earth is part of a system of planets o The difference between needs and wants,
orbiting around a star (the sun) (ACSSU078) and how they may differ between
o Communicate ideas, explanations and individuals (ACHASSK119)
processes using scientific representations in o Due to scarcity, choices need to be made
a variety of ways, including multi-modal about how limited resources are used (e.g.
texts (ACSIS093) using the land to grow crops or to graze
cattle) (ACHASSK119)
Technology: o How regulations and laws affect the lives of
o Work independently, or collaboratively citizens (e.g. the different types of laws, how
when required, to plan, develop and laws protect human rights) (ACHASSK117)
communicate ideas and information for
solutions (WATPPS32) Health:
o Define a problem, and set of sequenced o Ways that individuals and groups adapt to
steps, with users making a decision to different contexts and situations (ACPPS051)
create a solution for a given task Cross-curriculum priorities:
(WATPPS27) o Sustainability
Engineering: General capabilities:
o Plan for and create a model of their Mars o Creative and critical thinking
colony out of shapes and other materials o Personal and social capability
they choose o Ethical understanding
Maths:
o Connect three-dimensional objects with
their nets and other two-dimensional
representations (ACMMG111)
 SCIENCE FORWARD PLANNING DOCUMENT EXPLORE
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: • To provide hands on, shared experiences of the Earth’s rotations TOPIC
Term 3, week 2 The Earth’s rotations
• To support students to investigate and explore ideas about the Earth’s
rotations
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement Sustainability
with Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
ACSSU078 ACSIS086 Intro: Use the concept cartoon below to ask students which person they
agree with. Allow students time to think pair share then discuss as a class.
Body: Use a sky viewer to explore whether the sun moves around the
earth, or the earth spins on its axis or both. Students to colour and cut out Sky viewer template
the sky viewer. Students to get into pairs, one person uses the sky viewer
LESSON OBJECTIVES
and the other is the sun. Could both of these models
As a result of this lesson, students will be able to: Teacher to explain that it was thought that the sun moved around the Earth explain what we see in the
• Make and explain a model of the Earth’s rotation on its and the Earth was the centre of our solar system. sky? Why? Why not?
axis and the sun spinning around the Earth Students to model and explore what would happen if the sun was to spin How could scientists test
• Explain how it can be proven that the Earth spins on its around the earth. Students then to model the Earth spinning on its axis. which of these models is
axis Students to swap roles. Students to discuss which model they think is correct?
• Use a model to compare which theory about the Earth’s correct.
rotation is correct. Conclusion: Teacher to explain that NASA sent a spacecraft into space in
ASSESSMENT (FORMATIVE) 1990 to film what the Earth is doing. Teacher show video.
https://www.youtube.com/wat
Teacher to give students an image of Earth and the sun. Ask students to
Exit slip: Teacher to check student’s exit slips for ch?v=UVuqcEuIRgs
draw the arrows onto the image to show whether the sun or the Earth is
student misconceptions. Teacher to make note of spinning.
whose diagram was incorrect and ensure to assist LEARNER DIVERSITY
Assistance: Have a pre-prepared sky viewer so they do not waste time
them in the next lesson.
focusing on fine motor skills.
Extend: Give them another piece of paper to be the moon. What might the
moon be doing in each of these scenarios?
HEALTH AND SAFETY
Students to be careful when spinning modelling the Earth.
Teacher to clear the desks so students don’t hurt themselves.
Concept cartoon.

Note. From The Sun, Earth, and Moon relationship, by Boyden,

C. (n.d.) Better Lesson
(https://betterlesson.com/lesson/645408/the-sun-earth-and-
moon-relationship). CC BY-NC 4.0

Note. From Mystery science, (2020). Sky viewer template.

https://mysteryscience.com/docs/197
 SCIENCE FORWARD PLANNING DOCUMENT EXPLAIN
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: • To support students to develop explanations for experiences and TOPIC
Term 3, week 3 The sun is the centre of our solar system
make representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU078 ACSHE081 Introduction: Teacher to play video. https://www.youtube.com/watch?v=t-
Body: Teacher to discuss Aristotle and Galileo’s theories of kzdR93bqw
heliocentrism and geocentrism drawing diagrams on the
whiteboard. Students to have a class debate as to whether
Aristotle or Galileo is correct- is the Earth or the sun the centre of
LESSON OBJECTIVES
our universe? Students to use the website provided to create a https://kidskonnect.com/people/early-
As a result of this lesson, students will be able to: timeline showing how astronomer’s views have changed over astronomers/
• Explain the theories of early astronomers (Galileo and time. Write down the theories of each person.
Aristotle) Teacher to discuss as a class what happened and why the
• Discuss how and why the theories of early astronomers theories changed over time.
have changed over time Conclusion: Students to write on a sticky note what Aristotle and
Galileo thought, who they agree with and why.

ASSESSMENT (FORMATIVE) LEARNER DIVERSITY

Assistance: Student to record themselves speaking giving What could they have created to
Exit slip: Teacher to read sticky notes and write reasoning rather than writing it down in the timeline prove their theories? How could you
anecdotal notes based on the students who have not Extending: Explain how the theorists might have proved their prove them now?
understood that the sun is the centre of our solar theories.
system.
Teacher to use the student’s timelines to determine
whether they have grasped the basics of the concept of
geocentrism.
 SCIENCE FORWARD PLANNING DOCUMENT ELABORATE

TERM / WEEKS: TOPIC

5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context

The distance between planets and the sun

or make connections to additional concepts through a student
Term 3, week 4 •
planned investigation
To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement Sustainability
with Asia
SCSA LINKS EYLF
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year QUESTIONS
1 & 2 only)
Science Science as a Science Inquiry OUTCOME
Understanding Human Skills
S
Endeavour
ACSSU078 ACSIS086 Introduction: Teacher to read the first half of the story. Students to write down how far The magic school
away earth is from the sun on a sticky note and leave it on their desk. bus lost in the solar
Body: Teacher to explain what a scaled model means. Teacher to break students into system.
8 groups. One person from each group needs to record the steps the group have taken
in their investigation. Each group is given a planet. Students need to find a spherical
LESSON OBJECTIVES
object in the classroom that can represent the size of their planet using the scaled Give students the
As a result of this lesson, students will be able to: diameter. Move to the oval. Teacher is to place a hula hoop in the centre of the oval to table of scaled
• Participate in a scientific investigation and make represent the sun. Each group is to tie the end of a piece of rope onto the hula hoop. measurements
observations Students measure the scaled distance from the sun using a trundle wheel and their
• Complete the writeup of a scientific investigation rope. Discuss the distance between the planets. Whole class to model an orbit. Different sized
• Make observations based on a scaled model of our Teacher allow students to investigate this as a class, stepping in only when needed. spherical objects
solar system. Students then return to the classroom and write out the process they followed. Include Oval
the materials they used, the method they followed and what they observed. Teacher to Trundle wheel
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) collect science workbooks once students have completed their writeup. Rope
Conclusion: Students to write how far they think the Earth is from the sun after
Teacher to use a rubric to assess student’s inquiry completing the activity. Teacher to give the exact number. Student science
skills. Rubric would include their ability to include a LEARNER DIVERSITY workbooks
list of materials, their write up the method and give Assistance: Give students a blank scaffolded document for the investigation writeup.
Allow students to discuss the method in groups. Could record themselves speaking the
observations.
investigation write up rather than written.
Extending: Ask students what the moon would be doing. Get one person in the ‘Earth’
group to model the moon’s actions.
HEALTH AND SAFETY Students to be careful not to tangle others in the rope as they
move around the oval. Each group should move at the same pace to avoid this.

The writeup will require a separate second lesson

Note. From Primary Connections. (2020). Primary connections: Earth’s place in space.
 SCIENCE FORWARD PLANNING DOCUMENT EVALUATE

TERM / WEEKS: TOPIC

5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about

Term 3, week 5 Describing our solar system

XXXXX and represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas
when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Intercultural
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU078 Introduction: Teacher to read the second half of the story from last The magic school bus lost in
lesson. the solar system.
Body: Teacher to give the students the image below and an iPad each.
Students are to use the image in the app ‘Explain Everything’ to discuss One iPad per student.
the following topics; how day and night occur, whether the sun or the
LESSON OBJECTIVES
Earth are the centre of the solar system and how we can prove it, which
As a result of this lesson, students will be able to: planet has the longest orbit and how you can tell, the other planets in our
• Discuss that the Earth is part of a Solar System orbiting the solar system.
Sun while it rotates on its axis Conclusion: Students to conduct a self-assessment discussing what
• Reflect on their progress by completing a self-assessment they learnt, what they found interesting, what they could improve and
what they still want to learn.
LEARNER DIVERSITY
Assistance: Have some more specific questions prepared on a separate
ASSESSMENT (SUMMATIVE – Science Understanding) piece of paper to give to students who need it.
Extending: Allow students to write down any other information they can What is an orbit? How long is
Teacher to use a rubric to assess the students’ ability to recall about our solar system. Allow students to also draw diagrams to the Earth’s orbit around the
explain how day and night occur, whether the sun or the support their ideas. sun? Is the sun or the Earth
Earth are the centre of the solar system and how we HEALTH AND SAFETY the centre of our universe?
Students can spread out in a common area to record their videos, but
can prove it, which planet has the longest orbit and how
teacher needs to be able to see them. Teacher will need to move
you can tell, the other planets in our solar system between inside and outside the classroom watching all students.
Note. From 01 The Solar System PIA10231, mod02 [Photograph], by Image Editor, 2008, Flickr
(https://www.flickr.com/photos/11304375@N07/2818891443). CC BY 2.0.
References:

Boyden, C. (n.d.) Post three claims [Photograph]. https://betterlesson.com/lesson/645408/the-sun-earth-and-moon-relationship

Donoian, C. (2017). Solar System Sort. https://www.teacherspayteachers.com/Product/Solar-System-Activity-Planets-Sorts-3-Freebie-

2534317?st=c8f318ce75233896663c250dee31f04b

Films for the Earth. (2010, February 3). Rotating Earth from space (Galileo spacecraft 1990) HD [Video]. Youtube.

https://www.youtube.com/watch?v=UVuqcEuIRgs

Image Editor. (2008). 01 The solar system PIA10231, mod02 [Photograph]. Flickr. https://www.flickr.com/photos/11304375@N07/2818891443

KidsKonnect. (2019). Early astronomers facts & worksheet. https://kidskonnect.com/people/early-astronomers/

Mystery Science. (n.d.a). Sky viewer template. https://mysteryscience.com/docs/197

Mystery Science. (n.d.b). Why does the sun rise and set? https://mysteryscience.com/astronomy/mystery-1/day-night-earth-s-rotation/73#slide-id-1126

Netflix Jr. (2013, July 25). Outer space: “I’m so hot,” the sun song by StoryBots [Video]. Youtube. https://www.youtube.com/watch?v=t-kzdR93bqw

Primary connections (2014). Earth’s place in space: Year 5, Earth and space sciences. [Ebook] (1st ed.). Australian Academy of Science.

http://www.primaryconnections.org.au

Solar system scope. (2019). Solar system: Free online model of solar system and night sky. https://www.solarsystemscope.com/