science unit plan.docx - madeleineperkins.weebly.com€¦ · Web viewOut of this world! Stage 3,...

EDUP4018 – Unit Plan – By Annette English, Sarah Hickie, Gabriella Jones, Maddie Perkins & Caithness Wright

Science and Technology Sample Unit: Out of this world!Stage 3, Year 6 Duration: 5 weeks

Unit contextContext for learning:

Prior Learning - In Year 5 there was another unit on space. In that unit, students were addressing Working Scientifically and Working Technologically outcomes, as well as Earth and Space ST3-8ES. Students examined and compared planets in the solar system. They learnt how long each planet takes to orbit the sun and how Earth revolves around the sun and the moon revolves around the Earth. Furthermore, the unit covered content on important contributions made by people from a range of cultures and organisations.

Current Context - In this unit, students will build on their knowledge and understanding of space and by exploring their environment as part of the solar system. They will explore models of the solar system, Earth’s relationship with the sun and solar power, as well as researching features of other planets. Similar content, such as the role of famous scientists and forces in motion, has already been covered the previous year. We start the unit with a lesson that aims to get students excited about space, whilst finding out their existing knowledge of the subject. This not only gets the students interested in the topic, but sets up for future learning. For the rest of the unit we are building up content specific knowledge through a hands-on experiential type learning processes. The unit is appropriate for stage 3 as it builds towards design and make tasks that push students to not only understand the science that has been investigated but to apply their knowledge to create something. The unit provides a variety of opportunities for creative and critical thinking and each lesson fosters scientific thinking through investigations. In designing the unit we were conscious of making the unit relevant to the school context, through numeracy and literacy links, the Australian context through Indigenous perspectives, but most importantly the students own context. This was achieved by allowing students to frame their own questions for investigation, and focusing on topics such as sustainability which students can readily link to their everyday lives.

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Target outcomesEarth and Space

ST3-8ES- Describes how discoveries from different people from different cultures and times have contributed to advancing scientific understanding of the solar system

o Students research the important contributions made by people from a range of cultures and organisations, using technologies of the time, to advancing scientific understanding of the solar system such as Aryabhata, Copernicus, Galileo, CSIRO and NASA (ACSHE082, ACSHE099)

o Describe how Aboriginal and Torres Strait Islander peoples use observations of the night sky to inform decisions about some everyday activities, eg food gathering and ceremonies

o Research the key features of the planets of the solar system and compare how long each takes to orbit the suno Demonstrate using models that the Earth revolves around the sun and the moon revolves around the Earth

ST3-9ES- Explains rapid change at the Earth’s surface caused by natural events, using evidence provided by advances in technology and scientific understanding

o Students research how some discoveries or inventions have increased scientific knowledge and provided evidence about natural events that cause rapid changes at the Earth's surface

Built EnvironmentsST3- 14BE- Describes systems in built environments and how social and environmental factors influence their design

o Students generate and develop ideas about how built environments might be designed and constructed in the future to incorporate sustainable environmental practices, e.g. The use of recycled materials, natural lighting and solar energy.

o Students Identify elements that work together as a system to serve and support built environments and how they are designed to meet the needs of people, eg transport systems that provide access for people to get to work or systems that provide electricity to sites

o Students draw a plan of, or model, a built environment that includes a range of systems to meet the needs and wants of a specific group of users, eg shade for a playground

o Students generate and develop ideas about how built environments might be designed and constructed in the future to incorporate sustainable environmental practices, eg the use of recycled materials, natural lighting and solar energy

o Students develop designs and solutions to meet specific social or environmental needs of users, eg an energy-efficient building or high-traffic airport terminal/train station

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Working ScientificallyST3- 4WS- Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations

o Students process and analyse data and information by: constructing and using a range of representations, including tables, graphs (column, picture, line and divided bar

graphs) and labelled diagrams comparing gathered data with predictions, and using as evidence in developing explanations of events and

phenomena (ACSIS218, ACSIS221, ACSHE081, ACSHE098) reflecting on their gathered evidence in relation to:

the process used to gather, process and analyse their data and information their own prior knowledge as well as accepted scientific explanations their own and others'

conclusionso Students communicate by:

constructing and using a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data including using digital technologies as appropriate (ACSIS090, ACSIS107)

using a variety of ways to honestly and accurately communicate ideas, explanations and processes, including multi-modal texts, labelled diagrams, as well as written and oral factual texts as appropriate (ACSIS093, ACSIS110)

o Students conduct investigations by: working individually and collaboratively in conducting a range of appropriate investigation methods, including

fair tests, to answer questions or solve problems using suitable equipment and materials, checking observations and measurements by repeating them where

appropriate using equipment and materials safely, identifying potential risks (ACSIS088, ACSIS105) suggesting improvements to the methods used to investigate a question or solve a problem (ACSIS091, ACSIS108)

o Students plan investigations by: with guidance, planning appropriate investigation methods to test predictions, answer questions or solve

problems including surveys, fieldwork, research and fair tests (ACSIS086, ACSIS103, ACSHE081, ACSHE098) collaboratively and individually selecting suitable methods for gathering data and information first-hand and

from reliable secondary sources Students question and predict by: with guidance, posing questions to clarify practical problems or inform a scientific investigation (ACSIS231,

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ACSIS232) predicting what the findings of an investigation might be (ACSIS231, ACSIS232) applying experience from similar situations in the past to predict what might happen in a new situation

Working TechnologicallyST3- 5WT- Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints

o Students explore and define a task by: identifying the users' needs and wants exploring needs for, or opportunities to undertake, the task developing a design brief individually and in collaboration with other developing design criteria that considers, where relevant, function, aesthetics, social and environmental

considerations planning the process considering constraints where relevant, eg time, finance, resources and expertise

o Students generate and develop ideas by: selecting and using creative thinking techniques, including mind-mapping, brainstorming, sketching and

modelling selecting and using research techniques appropriate to the task selecting and using techniques for documenting and communicating design ideas to others, eg drawings, plans,

flow charts, storyboarding, modelling and presentations, using digital technologies identifying a range of appropriate materials for the task applying established criteria to evaluate and modify ideas

o Students produce solutions by: using their plans and production sequence for a design project, selecting and safely using a range of tools, equipment and related techniques to cut, edit,

join, manipulate and shape materials and/or informationo Students evaluate by:

identifying the strengths and limitations of the process used self or peer assessing the final product by using the established design criteria

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Expected outcomesLesson Working Scientifically

&Working Technologically

Knowledge & Understanding

Suggested teaching, learning and assessment experiences

Evidence of learning, Links literacy or numeracy/ indigenous perspective

1Time

45 minute lesson

Working Scientifically:ST3- 4WSContent:-Students are reflecting on their gathered evidence in relation to:-the process used to gather, process and analyse their data and information-their own prior knowledge as well as accepted scientific explanations- their own and others' conclusions

Earth and Space:ST3-8ESContent:-Students demonstrate, using models, that the Earth revolves around the sun and the moon revolves around the Earth

Introduction

Purpose: This introduction lesson aims to give students an opportunity to show what they know about Earth and space. The active section of the lesson aims to create a safe and fluid environment for students to play with their understandings. The KWL chart starts the unit off with a sense of scientific inquiry that will be carried on throughout the unit.

Who am I? Role play activity:Students given a variety of role cards and are asked to move around the room to represent their role card as a part of the whole solar system E.g. ‘You are the centre the of the universe’ or ‘you are the 5th planet from the sun’.

Evidence of learning:No measure will be taken of the students’ knowledge during this lesson, beyond observations the teacher makes for further learning. The evidence of learning will be taken from the KWL tables; particularly the questions the students pose that indicate they are engaging in scientific thinking.

Literacy Link:Student will be asked to justify their position in the class model and negotiate understandings with othersEN3-1A: communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

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Some students will not have pre prepared role cards and will be directed by class discussion to be whatever else the class feels is needed in their model.

KWL: Students fill out a KWL chart- what they already know about the solar system, what they want to know, and what they’ve learnt in this lesson so far

2Time

45 minute lesson

Working Scientifically:ST3 – 4WSContent:-Students are reflecting on their gathered evidence in relation to:-the process used to gather, process and analyse their data and information-their own prior knowledge as well as accepted scientific explanations

Earth and Space:ST3-8ESContent:-Students research the key features of the planets of the solar system and compare how long each takes to orbit the sun

Touring Space

Purpose: This lesson builds on the previous, giving students time to confirm their thoughts from the precious lesson or to answers questions they have posed.By the end of this lesson the class will have five driving questions which will be built upon throughout the unit.

Website exploration: Students use the interactive site

Evidence of learning:Students will continue to record information in their KLA charts, or record further understandings. They will be required to use their background scientific knowledge and research skills to locate relevant information. They will have to evaluate the conclusion made by others and chose if they would like to add presented knowledge to their own ‘L’ column.

Literacy Link:Students will be required to evaluate

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-their own and others' conclusions

http://nineplanets.org/tour/ as a class to explore the model of the universe (discussion the status of Pluto as no longer being a planet) noting similarities and difference between this representation of space and what they constructed last lesson. Teacher will discuss with class if there is any information on this website that could help answer any of their ‘W’ (want they want to know) column from last lesson

Investigation task: Students used the ‘W’ column from their KWL chart to investigate what they want to learn about the solar system on a class set of computers/tablets. Students present their most interesting findings to the class. Students add to their ‘L’ column as they listen to peers presentations

Preparation for future lessons:

the websites they find and navigate the information presented to find answers to their specific questions.EN3-3Auses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

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As a class, students write 5 questions that they will continue to investigate throughout the unit, making these the headings of a wall display, where answers can be added as the unit progresses

3Time

60minutelesson

Working Scientifically:ST3 – 4WSContent:Process and analyse information by:Drawing conclusions and providing explanations based on data and information gathered first-hand or from secondary sources

Earth and Space:ST3-8ESContent:-Research the key features of the planets of the solar system and compare how long each takes to orbit the sun-Demonstrate using models that the Earth revolves around the sun and the moon revolves around the Earth

The Big PicturePurpose: This lesson is used to build students knowledge of the field, so that they may engage and contribute more throughout the following lessons. The class create a knowledge bank where students add information via post-it notes. This is to help students process and gather information. Students will later be able to reflect on their predictions, prior knowledge and process

Teacher led discussion: Teacher uses questions posed previous lessons to devise information session about the solar system. Using Smart Board presentation, lecture

Evidence of learning:Students are able to contribute an answer of further question to the class’ “knowledge bank” in either a written or oral form. Students must be able to contribute in some way to the lesson to show understanding, either in summarising, questioning, clarifying or challenging the content.

Numeracy link:Students will be engaging with mathematical language and interpreting a variety of information, including distances which will be given in kilometres.

MA3-9MGSelects and uses appropriate unit and devise to measure lengths and distances, calculates perimeters and converts between units of length.

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style and information sheets, the order the planets, unique points about each planet and any major scientific and technological points on the planets are mentioned (For instance, when the planets were discovered, the use of the Mars rover, the reasons for the exclusion of Pluto.)

Representing knowledge: The class creates a knowledge wall under the heading of each of their focus question. Students write or draw information that contributes to the answers of their 5 existing questions onto post-its or paper, and this is added to the wall display. Students may even chose to use their bodies to recreate model or annotate photos from the previous lesson

Continuing discussion for next lesson: Teacher explains that the class will be visited by a guest speaker next lesson, an Aboriginal Elder of the Koori

Literacy Link:EN3-3AUses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

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Nation, to explore the way Aboriginal People have used knowledge of the solar system in day-to-day life.

445

min lesson

Working Scientifically:

ST3 – 4WSComparing gathered data with predictions, and using as evidence in developing explanations of events and phenomena

Earth and Space

ST3-8ESDescribe how Aboriginal and Torres Strait Islander peoples use observations of the night sky to inform decisions about some everyday activities, e.g. food gathering and ceremonies

Our Place in SpacePurpose: Students focus on information about how Aboriginal and Torres Strait Islander peoples use observations of the night’s sky. Students broaden their knowledge of the night sky in other cultures, and practise the application of this knowledge. Students also participate in active story telling.

Preparation Session:Beforehand, students will prepare to ask the questions devised the previous lesson, and contribute new ones as they arise.

Elder lead information session:Students are visited by an Aboriginal Elder from the Koori Nation. This guest will explain the role of the solar system in

Assessment for learningNo formal assessment, although students may want to add information to the “knowledge bank” wall after the speaker has left. Teacher should take note of students’ questions to the speaker, so that any further investigation by the students can be undertaken.

Literacy linksparticipate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

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indigenous life. Students will be encouraged to ask questions and participate in activities as suggested by the speaker.This will include a yarning style story telling session, in which sky based creation stories are told, and students participate in acting out the story.

Conclusion or homework:Students are encouraged to take the creation story home and share it with their family or friends: stories are to be shared. Additionally, students are asked to use the information given to them by visiting Elder to watch the night sky and record what they observe. This can lead to discussion about how city light pollution means that what can be seen by the naked eye in cities it noticeably less than can be seen outside cities.

5 Working Scientifically:ST3 – 4WS

Earth and Space:ST3 - 9ES

Solar Relationships Evidence of Learning:- Students will use critical thinking and

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Time60 min lesson

Content:- Students question and predict with guidance, posing questions to clarify practical problems or inform a scientific investigation (ACSIS231, ACSIS232).

Content:- students research how some discoveries or inventions have increased scientific knowledge and provided evidence about natural events that cause rapid changes at the Earth's surface.Built Environments:ST3 – 14BEContent:- students generate and develop ideas about how built environments might be designed and constructed in the future to incorporate sustainable environmental practices, eg the use of recycled materials, natural lighting and solar energy.

Purpose: To have students explore the relationship of our Earth to the Sun, in a context relatable to their world, through environmentally sustainable energy and solar power.

Alternative forms of energy: On the board the teacher will have some picture representations of common types of alternative energy (solar, wind, geothermal, biofuel, nuclear, and hydrogen). The teacher will also have cards printed with the name, definition and process for these alternative energy forms. Handed out randomly, students in table groups will discuss, and then take turns to label each of the pictures with correct information. To scaffold students, the students are allowed to ask the teacher

inquiry to correctly label alternative forms of energy.- Students will produce a letter in support of one form alternative of energy for Australia's future.

Links to Literacy:Students will be creating persuasive texts in the form of a letter.EN3 – 2AComposes, edits, and presents well-structured and coherent texts.EN3 – 7CThinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts.

Assessment Opportunities:Informal - teacher listening to students discussions during the alternative forms of evidence task.

Formal - students can use inquiry and questioning to correctly label the different forms of alternative energy.

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clarifying questions to help them make their decisions.

Benefits of sustainable practices: Students will think about the future, and consider what they want the world to be like in the future. For this task, students specifically need to think about sustainability challenges for Australia. As a class, students can pick three forms of alternative energy looked at in the last lesson, they want in the sustainable future they are planning. Students will then individually, write a letter as though it will published in the newspaper, outlining their personal vision for the future focusing on one of these alternative forms of energy specifically (students will need time with computers or reference books for this, so they can do some planning) thinking about organisation,

Students produce a written piece of persuasive text, outlining key points about one form of alternative energy.

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costs, and resources needed.

6 Time

90 min session-split in to two lessons

Working Scientifically:ST3 – 4WSContent:- students plan investigations with guidance, planning appropriate investigation methods to test predictions, answer questions or solve problems including surveys, fieldwork, research and fair tests (ACSIS086, ACSIS103, ACSHE081, ACSHE098).- Students conduct investigations by using suitable equipment and materials, checking observations and measurements by repeating them where appropriate.

Earth and Space:ST3 - 9ESContent:- students research how some discoveries or inventions have increased scientific knowledge and provided evidence about natural events that cause rapid changes at the Earth's surface.Built Environments:ST3 – 14BEContent:- students generate and develop ideas about how built environments might be designed and constructed in the future to incorporate sustainable environmental

Solar Oven

Purpose: To further students exploration of solar energy, through an investigation of how solar power works, by having students design and make a solar powered ‘oven’. Then explore this into the context of sustainable energy for our future.

How solar energy works:Solar heated oven investigation (from http://www.nrel.gov/docs/gen/fy08/42236.pdf)In small groups, students first will be given a variety of materials to explore with, considering which materials they could best use to create a solar heated oven. Then as a group, the students will make a judgement about which specific

Evidence of Learning:- Students design and create solar heated ovens.- Students will be involved in critical discussion of solar power as a potential source of renewable of energy in Australia.

Links to Literacy:Students are involved in speaking and listening, as they question, debate, explain, and justify issues around the topic of solar power.EN3 – 1ACommunicates effectively for a variety of audiences and purposes using increasingly challenging topics ideas, issues and language forms and features.

Assessment Opportunities:Informal - Observing and talking with students as they create their solar heated ovens, and observing students as they participate in a discussion of

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Working Technologically:ST3 – 5WTContent:- Students explore and define a task by developing design criteria that considers, where relevant, function, aesthetics, social and environmental considerations.

practices, eg the use of recycled materials, natural lighting and solar energy.- Students develop designs and solutions to meet specific social or environmental needs of users, eg an energy-efficient building or high-traffic airport terminal/train station.

materials from this exploration process, they will use to design and make their own solar oven, considering what they know of the solar energy process, to cook popcorn.

Video discussion:http://www.abc.net.au/btn/story/s3820130.htmUsing the news story about the growth of solar power as an energy source in Australia, students discuss the future of solar powered energy from the points brought up in the video. The class will mind map points brought up (sustainable resource, cost, availability, etc.), and then divided into groups of 3-4 students, each group takes on a point for deeper discussion and decides if their point is a positive or negative for the future of solar energy for Australia, and what could be done next to further

solar energy as a resource.

Formal - Students use inquiry to design and create a solar heated oven from what they know of the solar power process. Students reflect on the outcomes of this investigation process.

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or solve their point.

7Time-

Half Day

Working Scientifically:ST3 – 4WSContent:- Students investigate by posing questions, making predictions, gathering data to draw conclusions and explanations

Earth and Space:ST3-8ESContent:-Students learn about the key features of the planets and the solar system, and how long it takes each planet to orbit the sun

Excursion

Purpose: The purpose of this lesson is for students to have a hands-on, engaging experience with learning about key features of the planets and solar system. Through creating their own virtual night sky and using real telescopes, they are sure to engage deeply with the content.

Lesson: Students will partake in the Astronomy Education Program led by staff at the Sydney observatory.They will learn about the solar system and galaxy in the 3-D space theatre. In the Planetarium they will create a virtual night sky complete with stars and planets. Furthermore, they will use real telescopes to look for planets.

Evidence of learning:Students will add to their KWL chart about content that they learnt on the excursion.

Links to literacy:Students will work in their small groups to write a response to the class question that they investigated (EN3-1A, 2A)

They will write a response to the answer to their class question to be presented to the class later on.

Assessment opportunities:Informal- Teacher can examine the KWL chart of each student after the excursion to see what they’ve learnt.Formal- Teacher will mark the recount and the written response to the class question

Further excursion information:http://

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Students will take photos of interesting displays and segments of the excursion, to annotate when they get back to school. Furthermore, they will add to their KWL chart about new content they have learnt, and will work in small groups to type a response to a class question they investigated.

www.sydneyobservatory.com.au/wp-content/uploads/2014/02/Sydney_Observatory_Education_Astronomy.pdf

8Time

45min lesson

Working Scientifically:ST3 – 4WSContent:- Students conduct investigations by using equipment and materials safely, identifying potential risks (ACSIS088, ACSIS105)- Students question and predict with guidance, posing questions to clarify practical problems- Students communicate by using

Earth and Space:ST3-8ESContent:-Students research the key features of the planets of the solar system

Built Environments:ST3-14BEContent:-Students identify elements that work together as a system to serve and support built environments and how they are

Design and Make Activity

Purpose: The idea behind this activity was to create a learning experience where students had to physically apply their knowledge gained in the previous lessons. Students are discovering how to apply their knowledge of planets and solar energy to a design task so that they can fulfil the design brief.

Design and Make Activity: Students, over the next two lessons, will be working in small groups to design and create a

Evidence of learning: Students can justify, rationalize and explain the choices they have made during construction and completion of their house. They are able to link and compare this knowledge to their real world understanding of space.

Links to literacy & numeracy: Literacy- Task develops communicative skills in students with particular reference to outcome EN3-1A.Numeracy- Links to content strands Measurement and Geometry and Data (Scale)

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a variety of ways to honestly and accurately communicate ideas, explanations and processes

Working Technologically:ST3-5WTContent:- Students explore and define a task- Students generate and develop ideas- Students produce solutions- Students evaluate

designed to meet the needs of people-Students draw a plan of, or model, a built environment that includes a range of systems to meet the needs and wants of a specific group of users-Students generate and develop ideas about how built environments might be designed and constructed in the future to incorporate sustainable environmental practices-Students develop designs and solutions to meet specific social or environmental needs of users

house that could survive on another planet.Propose this situation to the class:The people of Earth have relied too heavily on non-sustainable energy sources and have depleted the Earths energy stores. There is no choice but to move to a new planet. Design a house on a new planet which people can move to. The house should rely on sustainable energy sources to avoid having to move again!As a class, come up with the design constraints, needs and wants of the house occupants, limitations of the task, materials for use and a time limit.Before students, separate into groups, choose a planet on which to build a house and start planning and construction, discuss some planet specific details, which

Assessment opportunities:Informal- From teacher observations and discussions with students as they work on their houses. Formal- Collection of science journals. See how students justify their choices during construction, how well they planned, how their knowledge of the planets affected their design choices and how well they are adhering to the design brief.fgdfgdf and how well they are adhering to the design brief.

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will affect design as a class.Students during and at the end should write in their science journal.

9Time

45min lesson

Working Scientifically:ST3 – 4WSContent:- Students conduct investigations by using equipment and materials safely, identifying potential risks (ACSIS088, ACSIS105)- Students question and predict with guidance, posing questions to clarify practical problems- Students communicate by using a variety of ways to honestly and accurately communicate ideas, explanations and processes


Built Environments:ST3-14BEContent:-Students identify elements that work together as a system to serve and support built environments and how they are designed to meet the needs of people-Students draw a plan of, or model, a built environment that includes a range of

Design and Make Activity Cont.

Purpose: The purpose of this lesson is to give time to students to finish off their design and make task, present it and then reflect on what has happened over the past two lessons. The key idea being taught is the purpose of reflection in regards to assessing learning and how it can direct future learning. This is evidenced by the selected activities.

Design and Make Activity: Students continue to work on their house. In this session students should be given time to complete their house, write an evaluation of their house in

Evidence of learning:Students can justify, rationalize and explain the choices they have made during construction and completion of their house. They are able to link and compare this knowledge to their real world understanding of space.

Links to literacy & numeracy:Literacy- Task develops communicative skills in students with particular reference to outcome EN3-1A.

Numeracy- Links to content strands Measurement and Geometry and Data (Scale).

Assessment opportunities:Informal- Teacher observations of students working and collection of the PMI charts and science journals.

Formal- Students have to present and

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systems to meet the needs and wants of a specific group of users-Students generate and develop ideas about how built environments might be designed and constructed in the future to incorporate sustainable environmental practices-Students develop designs and solutions to meet specific social or environmental needs of users

a Positive, Minus and Interesting (PMI), chart and present their house for peer assessment. Students should then write a final entry into their science journal, including tips for better success for the next design and make task.

demonstrate any features of their house. Peer assessment while each team presents their house. Peers used jointly constructed rubric to give feedback to presenting team. Collection of houses for assessment.

10Time

45min lesson

Working Scientifically:ST3 – 4WSContent:- Students communicate by using a variety of ways to honestly and accurately communicate ideas,


Built Environments:

Unit Wrap Up!

Purpose: The aim of this activity is to sum up the unit and for the students to create a summative assessment piece that will reflect the knowledge that they have gained from this unit. No new learning will be

Evidence of learning:Students should be able to link their scientific understandings to the own world by considering wants and needs of humans. They must be able to communicate and express their scientific thinking clearly.

Links to literacy:

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explanations and processes


ST3-14BEContent:-Students identify elements that work together as a system to serve and support built environments and how they are designed to meet the needs of people-Students draw a plan of, or model, a built environment that includes a range of systems to meet the needs and wants of a specific group of users-Students generate and develop ideas about how built environments might be designed and constructed in the future to incorporate sustainable environmental practices

introduced purposefully - it is more about providing a meaningful conclusion to the unit.

Design and Make Activity:Students, in their groups from the previous task, will create a ‘relocation relocation’ type poster which should try and convince people to move to their planet and to buy one of their houses. Students should write about the features of the house and also the features of their planet. This task is focusing more on content specific information of the solar system.

Link to English outcome EN3-2A: composes, edits and presents well-structured and coherent textsDevelop and apply contextual knowledge-Students explore and analyse the effectiveness of informative and persuasive devices in texts

Assessment opportunities:Informal- students will be required to work in groups and communicate their scientific understandings accurately. They will use the knowledge they have obtained throughout the unit and apply it creatively in discussion and design of their poster.

Formal- Through the design of their poster, students will have the opportunity to show their understanding of Earth’s environment as they draw comparisons to the planet they are trying to promote. They will also show their understanding of other key features of the solar system as they talk about the

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-Students develop designs and solutions to meet specific social or environmental needs of users

position of their planet and its interactions with the sun and other aspects of the solar system.Students will be required to explain the scientific thinking behind the sustainable environment they have created during their design and make.

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