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PLANNING DOCUMENT

TERM/WEEKS: Term 2, Weeks 2-3 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science à Solar Systems

AUSTRALIAN CURRICULUM: “The Earth is part of a system of planets orbiting around a star (the sun). (ACSSU078)”.

Notes about device access in the classroom: Computers are located around the classroom; however, students will be using their own iPads for the purpose of these three lessons. For any
issues with iPads, students to use/borrow the class/library iPads. Refain from using the computers unless necessary and other alternative iPad options are unavailable.

General Capabilities:
Literacy Critical and creative Personal and social Intercultural
Numeracy ICT Ethical Behaviour
thinking Competence Understanding
Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
West Australian
TEACHING & LEARNING
WEEK/ Curriculum SPECIFIC LESSON ASSESSMENT
EXPERIENCES RESOURCES = ICT and other
LESSON LINKS OBJECTIVE (what & how)
(Introduction, Body and Conclusion)

Lesson 1, Science: Earth 1. Able to record current
Week 2 and Space and prior knowledge of
Sciences.
The Solar Systems using
Word Art to create Word
“The Earth is part
of a system of Clouds
planets orbiting
around a star
(the sun). 2. Able to locate and use
(ACSSU078)” QR codes to record
characteristics and facts
about planets in Popplet
or Bubbl.Us
3. Able to display
researched information in
a creative and detailed
brainstorm using ICT tool
of Bubbl.Us or Popplet
• Formative Assessment:
Check list of objectives,
ensuring each student
can use the ICT tools
efficiently and are able to
create the products in a
well presented manner
(brain storm and word
cloud.)
• Summative Assessment:
Marking their final
products using a rubric
based on presentation,
information researched
and included and quality
of work
INTRODUCTION: • Word Art used for students to
• Discuss the topic of the upcoming lessons based on looking record their current and prior
at and exploring The Solar System knowledge on planets. Link:
• Go through the lesson objectives for today’s lesson. https://wordart.com/create`
• Students are to create a word cloud, documenting and
recording their prior knowledge of Solar Systems. E.g. Student
may know names of the planets, facts about the sun, what • Popplet or Bubbl.Us to
our solar system is called etc. Can include any relevant brainstorm the found
information to do with Outer Space, including any key words researched information on
that might come to mind. (Show students an example on the QR code links, recording key
Projector). characteristics and facts of
their planet.
BODY: Link: https://popplet.com/
• Begin the lesson with outlining some overall and basic facts Link: https://bubbl.us/
about the Solar System. E.g. Name of all the planets, our
Solar System is called the ‘Milky Way’, the Sun is not a planet
but is a star etc. (Use the curriculum to pin-point what needs • QR codes used to link
to be learnt). students to websites In order
to collate and record
• Once explicit teaching is conducted, ask students to pair up
researched information on
• Students will be instructed to walk around the classroom to
each planet into their
scan QR codes.
brainstorms. Link:
• Using their iPads, students will open the camera app, walk up https://www.qrstuff.com/
to the QR code and hold the camera in front focusing on the
code by tapping the middle of the screen, a drop down
badge notification will appear at the top of the screen • Websites used to retrieve
allowing students to open a link. information on specific
• This will link them to websites including factual information on planets for research with all
specific planets. There should be 8 QR codes, each relevant and credible facts.
 individual one covers 1 of the 8 planets, therefore the entire Link: https://space-
Solar System should be covered after scanning each code. facts.com/
• Once students have scanned all 8 codes, instruct students to Link:
work in their pairs to create a mind map/brainstorm based https://solarsystem.nasa.gov/
on the Solar System. (Ask for at least 4-5 facts on each
planet). From their research students will be asked to record
things such as size, time taken to orbit the Sun, interesting
facts such as Mars is known as the ‘Red Planet’, Saturn has a
ring etc. all found on their websites.
• Students will be asked to brainstorm by using either app of
Bubbl.us or Popplet on their iPads as shown by the teacher.
They may choose what works best and appeals to them
most for the most effective outcome.
• Students to screenshot and email their creations of their
Word Clouds and Brainstorms to teacher for marking and
assessment.

CONCLUSION:
• To wrap up the lesson, students will be invited to share their
facts and information from their brainstorms with their groups
their sitting in.
• After students have had a couple of minutes to discuss, ask
students to raise their hands to provide a fact about each
planet that is called out by the teacher. E.g teacher asks for
facts about Venus à students raise hands and discuss their
findings. (Allow for about 2 or 3 answers on each dependent
on time otherwise can ask students to raise their hands to
share their most interesting facts)
• Conclude lesson by outlining the focus of tomorrow’s lesson
where they will be completing a review quiz on Kahoot of
the facts found today, then creating their own Kahoot
quizzes for the class to play at the end of the lesson, assessing
students understanding on the Solar System and use of ICT
tool Kahoot.
 West Australian
WEEK/ Curriculum SPECIFIC LESSON
LESSON LINK: OBJECTIVE
Lesson 2, Science: Earth and 1. Able to recall the
Week 2 Space Sciences. researched facts and
information on planets
“The Earth is part
from previous lesson to
of a system of
planets orbiting complete a review quiz
around a star (the using Kahoot
sun). (ACSSU078)”
2. Able to adapt and
understand the use of
Kahoot, being able to
formulate their own
questions and multiple
possible answers with 1
correct answer, using
reference to the Kahoot
played at beginning of
lesson.
3. Able to evaluate and
understand the
researched information
to create informative and
interesting questions (5-6)
to use in their own
Kahoots, to be played at
the end of the lesson.
ASSESSMENT
(what & how)
• Formative assessment at
the beginning using Kahoot
to check understanding
and recollection of
information on Solar
Systems from last lessons
research
• Summative assessment -
Rubric for each pairs
questions and possible
answers created for the
class Kahoot based on the
depth and relevance of
the question and use of
possible answers. Mark
creativity and ensuring they
have sound understanding
on the given planets facts.
TEACHING & LEARNING
EXPERIENCES
RESOURCES = ICT and other
(Introduction, Body and Conclusion)
INTRODUCTION: • Kahoot to complete a
• Discuss the purpose of today’s lesson, outlining the use of pre-made quiz by
Kahoots in the classroom as a way of reviewing learning teacher based on basic
through pop quizzes.
information regarding the
• Go through today’s lesson objectives solar system. Questions
• Students to complete the prepared Kahoot based on basic such as: How many
Solar System facts that should have been discovered by planets are there in our
students in previous lesson of research. Questions such as: How Solar System? Which
many planets are there in our Solar System? Which planet is planet is known as the
known as the ‘Red Planet’? Which planet is the hottest in Red Planet? What is the
temperature? Which planet is farthest from the sun? etc. 4th Planet in our Solar
• Ensure all students have kahoot.it loaded on their iPads to System etc. Link:
type in the code displayed on the projector where they will be https://kahoot.it/
prompted to the type in a nickname, once all students are on
the screen, click play and allow the quiz questions to run, • Create their own Kahoot
clicking next once all players have submitted their answers. under teacher’s
instruction and
• Award the winner a prize if desired.
demonstration with pre-
BODY: made login created by
• Beginning with the Kahoot activity is used as an example and teacher for all students to
motivation introductory activity to set the tone for the rest of use
the lesson as students will now create their own Kahoots in Link: https://kahoot.com
pairs.
• Following the Kahoot quiz whereby explicit teaching is
conducted as to what the purpose of Kahoot is and why they
are useful, students will be taken through the steps in creating
their own Kahoot.
• Teacher will demonstrate this by an example run and shown
on the projector with a tester quiz and then teacher will write
up the basic steps to follow in order to create their Kahoots
correctly and publish them as public etc. for the class to
access later on.
• Students to all use the same log-in created by the teacher
(details will be written on whiteboard) so that it is easy to
access and play quizzes at the end.
• Students will be directed to include 8-10 questions in their quiz
based on the Solar System, thereby they can use one question
per a planet and 2 other questions of their choice to do with
the Solar System. Make them creative and interesting. Create
tricky answers and interesting deep thinking questions
• Once students have completed their questions and answers,
have them raise their hands and the teacher will check and
make sure all information is correct and ready to be published.
(Teacher can assess the students work now before amending
work for publishing, making mental notes of using checklist)
• Once all students have published their groups quizzes, the
teacher will allow all student to log back into kahoot.it and will
go through the student created quizzes in the remaining time
and have a play of everyone ones (those whose are not
completed or attempted in this lesson can be done next
lesson at the beginning before creating movies).

CONCLUSION:
• To conclude lesson, review last lesson and today’s by
recapping what we have learnt in regard to the Solar System.
By now students should have a sound understanding on the
facts and characteristics of most planets.
• Close the lesson by discussing tomorrows activity where
students will create a movie/video based on the Solar System
as a whole with facts on each planet in pairs on their iPads.
• Students may share a fact each on their appointed planet as
a ticket out the door to recess or next lesson for the day.
 West Australian
Curriculum
WEEK/ SPECIFIC LESSON
LINKS
LESSON OBJECTIVE
Lesson 3, Science: Earth and 1. Able to create a movie • Summative Assessment:
Week 3 Space Sciences. using ExplainEverything to
produce a video based
“The Earth is part
on researched
of a system of
planets orbiting information regarding a
around a star (the specific planet.
sun). (ACSSU078)”
2. Able to navigate the app
“ExplainEverything” • Formative: Checklist based
efficiently producing a
creative and interesting
informative movie
including media, images
and text.
3. Able to refine researched
information and
summarise their
information into a factual
video including
interesting facts,
characteristics and
important information on
specified planet
ASSESSMENT
(what & how)
Rubric to mark each
movie/video based on the
amount of information, the
detail and relevance of
information and the
presentation of the movie
on how well each student
utilises the ICT tool e.g. Use
of images, recording,
transitions, writing,
recording etc.
TEACHING & LEARNING
EXPERIENCES RESOURCES = ICT and other
(Introduction, Body and Conclusion)
INTRODUCTION: • Create an informative
• Discuss the purpose of today’s lesson, outlining the use of video based on Planet
ExplainEverything in the classroom as a way of displaying a facts and information using
visual representation of your learning
Explain Everything.
• Go through today’s lesson objectives Link:
• Now is the time to complete any Kahoots that were missed last https://explaineverything.c
lesson om/
• Students watch an introductory video based on creating a
ExplainEverything video. Video also is subjected around • YouTube video on how to
planets to relate their learning and give students ideas on how create a ExplainEverything
to be creative with their layouts. video based on planets.
• Ask students if there are any queries or questions about how to Link:
use ExplainEverything before allowing them to get their iPads https://www.youtube.com/
and begin whilst teacher walks around and helps to guide watch?v=lupVle5m-
students. iY&list=PLopJygC06_h8IRy8L
43bpZEcRXEEkS7ce
BODY;
• Once students are seated in the pairs with their iPads, explain • Padlet is used at the end of
what is expected of each pair. the lesson for reflection and
• Explicitly state what you expect each pair to include in their feedback on the lessons
video such as images, text, transitions, recordings, facts etc. from each student. Link:
• Students may also have the option of creating a story based https://padlet.com/
on the solar system with voice-over etc.
• Ensure students have access to the YouTube video by
providing them the link as a point of reference in case the
teacher is busy helping other students
• Make sure the teacher is also assessing students capabilities
and the amount of assistance required etc. whilst helping
students.
• Once students have their videos complete, get attention to
the front to go through exporting the video and emailing it to
the teacher for marking.
CONCLUSION:
• Once all students have submitted their videos via email,
teacher is to check all the videos have been received and is
in the correct format therefore viewable for marking
• Ask if there are any students who would like their video to be
shown to the class, if no one volunteers teacher may use their
knowledge from walking around of any videos they found
 interesting and creative to show on the projector to conclude
the lesson.
• Conclude the lesson by recapping all the activities done over
the last 3 lessons and ask student what they enjoyed, what
they found difficult and what they would like to do again in
the future using their iPads. Teacher may use a padlet to
collate all student feedback, whereby they type in their own
answers in a shared forum app.