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UNIT PLANUnit Title‘Milky Way Adventures!’ Stage3 (Year 5)Term 3StrandEarth and SpaceDuration15 hours (90 minutes per lesson)ConceptNatural changes that occur and impact our Universe. RATIONALERationale The unit ‘Milky Way Adventures’ will assist students in the discovery of natural changes that occur and impact our Universe. This unit has been designed to help students achieve the outcomes addressed in the K-10 Science and Technology Syllabus, for the Australian Curriculum under the unit of Earth and Space. This unit is structured in accordance with the 5 E Instructional Model (Bybee et. al, 2006) and has been carefully planned to integrate the 8 Ways Aboriginal Pedagogy Framework to assure that Indigenous students are experiencing a quality education (Sarra, 2011). It includes a broad range of inquiry-based activities (Murdoch), use of numerous ICT’s, hands on learning experiences and a balance of collaborative group work as well as independent discovery. The classroom environment will be one of student centred activities, constructivist teaching (Vgotsky as cited in Marsh, 2010) and all learning experiences will be differentiated to suit a broad range of interest, learning styles and learning abilities. Children will be given endless opportunities to endeavour on their very own learning path and direct their acquisition of scientific concepts whilst being supported by the William Glasser Choice Theory Model (1998), that provides children with options in their learning. Students will be utilising ICT’s to research information and to also present their findings. A web quest is one of the major resources within this unit to assist in the exploration of scientific concepts in relation to Earth and Space. The web quest is ‘highly motivational, caters for digital natives and provides students with authentic, inquiry based activities that are adaptable to students needs’ (Petty, 2014). Differentiation has been implemented into all ten lessons to assure that all students are reaching their potential and achieving the outcomes at their own pace. The Unit will commence with an interesting debate to capture student’s interest and identify their prior knowledge. This assures that children have developed knowledge about ‘how relationships between the sun and the earth cause regular changes’ from stage two (K-10, Science and Technology Syllabus). This information is crucial in developing a differentiated sequence of activities that cater for all students (Murdoch and Hornsby, 1997). Within the unit students demonstrate their learning in accordance with Howard Gardner’s multiple intelligences theory (Marsh, 2010).All ten science lessons have integrated the 5 E’s Instructional Model (Bybee et al, 2006) to assist students to participate in deeper learning experiences whilst empowering them to develop an authentic understanding of scientific concepts and skills relevant to Earth and Space. Within this unit this has been delivered through five phasesEngage – this phase aims to ‘stimulate curiosity’ about the scientific topic. Explore – students are given the opportunity to experience scientific phenomenon, explore their ideas and make inquiries with the teacher simply facilitating resources and providing guiding questions. Explain – students ‘construct multimodal explanations and justify in terms of the evidence gathered’. Elaborate – students apply their newly acquired knowledge into other contexts, deconstruct and reconstruct their ideas to again achieve an even deeper learning. Evaluate- ‘students to review and reflect on their own learning and others learning’ e.g. students will be recording their learning, ideas and reflective thoughts about their new knowledge. (Australian Government, p6-8) Embedding the Indigenous perspective into the Science Curriculum allows indigenous students to engage in authentic learning experiences and allows them to aim for educational excellence. This has been achieved in the unit of work by integrating the 8 Ways Aboriginal Pedagogy Framework by: Story Sharing: Reading books and inviting the Aboriginal Liaison Officer as speaker to share knowledge and stories of the dreamtime in relation to our solar system. Learning Maps: Engaging students in a learning Journey through completing a web quest.Non-Verbal: Building models of the solar system.Symbols and Images: Students choose to create a video, drawing or role-play to present information gathered. Land Links: Sharing the ways indigenous people use the solar system to tell the time, seasons and map out the land. Non-Linear: Integrating learning about Earth and Space in all Key Learning Areas so students can apply their new knowledge of scientific concepts to other contexts. Deconstruct and Reconstruct: Students engage in web quest independently with teacher simply taking on a role as a facilitator, students test their ideas and modify their knowledge. Community Links: Parents will be joining year 5 on an excursion to the Planetarium in Wollongong and SES emergency worker comes to guest speak about natural disasters. (Yunkaporta, 2009).Application of Literature in Science:Children’s Books Linking Literacy and Science LearningNarrative:The Rainbow Serpent - Dick Roughsey (HarperCollins Publishers Australia, 1975) ISBN: 0 7322 7713 2The Aboriginal legend of the formation of the landscape on Cape York Peninsula. Goorialla, the Rainbow Serpent, was looking for his own tribe. On his travels he formed mountains, a deep gorge, and a lily lagoon called Minalinka.The Rainbow Serpent - Oodgeroo Noonuccal and Kabul Oodgeroo Noonuccal (AGPS Press, 1988) ISBN: 0 644 23456 8The story of Kabul, the Rainbow serpent who is the totem of an Aboriginal tribe and is said to be the giver and taker of timeFactual:Space - Dorling Kindersley (Dorling Kindersley Publishing Ptd Ltd, 2000) ISBN: 0 7513 6900 4GOALS KLA Science and TechnologyOutcomes and Performance IndicatorsST3-1VA Shows interest in and enthusiasm for science and technology, responding to curiosity, questions and perceived needs, wants and opportunities.ST3-3VA Develops informed attitudes about the current and future use and influence of science and technology based on reason. ST3-4WS Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations.ST3-5WT Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address to design criteria and identified constraints.ST3-8ES Describes how discoveries by people from different cultures and times have contributed to advancing scientific understanding of the solar system.ST3-9ES Explains rapid change at the Earth’s surface caused by natural events, using evidence provided by advances in technology and scientific understanding.KLA EnglishActivitiesReading factual booksReading narrative booksStory telling by aboriginal liaison OfficerCreating a newspaper articleShort story from the point of view of an animal experiencing the bush fireVariety of text types being explored and written. Outcomes and Performance IndicatorsEN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologiesEN2-10C Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing textsEN2-11D Responds to and composes a range of texts that express viewpoints of the world similar to and different from their ownKLA HSIEActivitiesExploring Indigenous cultureExploring other culturesResearching an explorer or discoverer in historyExcursion to the plantarian in WollongongHistorical events e.g. Black Friday, Cyclone TraceyVisit from SES Emergency services guest speakerOutcomes and Performance IndicatorsHT3-1 Describes and explains the significance of people, groups, places and events to the development of AustraliaHT3-5 Applies a variety of skills of historical inquiry and communicationKLA MathematicsActivitiesTime (orbit of sun and earth)Time (indigenous people using stars to tell time and seasons)Shapes (earth is sphere)Position (moon, sun and solar system)Position (position of planets)Measurement (planets diameter and mass)Outcomes and Performance IndicatorsMA3-13MG Uses 24-hour time and am and pm notation in real-life situations, and constructs timelinesMA3-14MG Identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views MA3-17MG Locates and describes position on maps using a grid-reference systemKLA Creative and Performing ArtsActivitiesDesigning and making a solar system modelDesign, draw and label a telescopeCreate a role playStudents could create artwork with a range of materials to respond to Black Saturday (collage, painting, diorama etc.).Outcomes and Performance IndicatorsVA3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.VA3.4 Communicates about the ways in which subject matter is represented in artworks.Assessment – Formative (During learning engagements)Lesson 1: includes the class completing a TWLH chart that is a diagnostic assessment. This is useful in discovering what children already know and will direct all future learning activities.Lesson 3: students spend making a scale of the solar system. This formative assessment will assist the teacher in knowing what students understand.Lesson 6: Teacher observes student ability to discuss and document their findings whilst engaging in-group presentation/discussion.Lesson 7: Teacher assesses formatively through observation during research task, learning material presented and demonstration of earthquake detector.Lesson 8: Formative assessment through student’s presentation of research and discovery and deepened knowledge of topic.Lesson 9: Observation through ‘brainstorm worksheet’ activity and pair’s example presentations to determine clear understanding of a risk and prevention.Lesson 10: Summative assessment through collection of mini research projects and a comparison of students developed knowledge over the last 5 lessons.Assessment – Summative (At the end of the unit of work)Lesson 4 and 5: students partake in a summative assessment on space. Lesson four students research one planet in detail and lesson five students elaborate the learning by select an organisation/explorer or culture to investigate. Both these lesson allow student to present their learning according the Gardner’s multiple intelligences and students can locate the marking rubric through the web quest.*Please see attached rubricLesson 9: assessment of clear, factual slogan for fire prevention and awareness. Work sample – to show understanding and achievement of outcomes(To be added once the lesson has been completed for moderation purposes in the future)Evaluation of unit Evaluation of unit will be based on:Was “Milky Way Adventures” a successful unit of work?Were the Science and Technology outcomes achieved?Were the activities in each lesson successful?Were the students challenged within their achievement level (working in Zone of Proximal Development)?Were the resources appropriate and sufficient for students to complete tasks for the learning outcome?Was the correct terminology and scientific language used by students throughout the unit of work?Were instructions for each lesson clear and easy to understand?Was the prior knowledge of the students accurate?Were the student’s misconceptions cleared and addressed?Did the unit of work effectively follow the 5E model?Was the 8 ways Aboriginal pedagogy framework successfully addressed throughout the unit?Did the lessons flow in sequential order?Number of Students: 26 students Differentiation NeedsThe aim is to cater for multiple readiness levels within the classroom through recognising and working with prior knowledge, providing a wide range of learning experiences and catering to the multiple learning styles and preferences. Throughout the Unit of Work students will range from similar abilities groups to mixed ability groups. The learning experiences range throughout the unit between group, pair and independent discovery to encourage social interaction.William Glasser’s choice theory model has a strong presence throughout this unit as it scaffolds student-centred learning in the classroom through providing them with opportunities to direct their learning by choice of the way they would like to learn (Marsh, 2010) and present new knowledge and assists in catering to the learning preferences and styles of the students.Each lesson is differentiated to cater to those working towards, working at and working beyond curriculum levelSkills, Interest and Prior KnowledgeEach lesson throughout the Unit of Work has been created to capture students’ interest, prior knowledge and alternate conceptions. Prior knowledge will be assessed throughout the engage lessons and through a TWLH chart.Student’s interest will be captured throughout the engage lessons as well as modelling the unit to be student centred and providing the students with choice in their learning and presentations.Throughout the unit students will be developing the following skills:- Debating/discussion - ICT- Writing styles e.g. narrative, report, song/rap, speech- Presentation/public speaking- Awareness of space and our solar system- Awareness of natural disasters and how to prevent and prepare for such.LEARNING MATTEREssential Understandings Students will learn about:Describe using examples how natural geological events cause rapid changes to the Earth's surface, e.g. earthquakes, volcanic eruptions or tsunamis in the Asian region or throughout the worldResearch how some discoveries or inventions have increased scientific knowledge and provided evidence about natural events that cause rapid changes at the Earth's surfaceInvestigate a recent Australian example of the effect on the Earth's surface of extreme weather conditions, e.g. cyclones, droughts or floodsIdentify ways that advances in science and technology have assisted people to plan for and manage natural disasters to minimise their effects, e.g. detection systems for tsunamis, floods and bush firesEssential SkillsStudents will learn to:Research the key features of the planets of the solar system and compare how long each takes to orbit the sunDemonstrate using models that the Earth revolves around the sun and the moon revolves around the EarthResearch 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)Describe 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 ceremoniesRelated text-typesIn the unit “Milky way Adventures” a range of text types are used with integrating Science and Technology with the Key Learning Area English:Newspaper article: Children get the option to create a newspaper article to create a profile on their chosen culture.- Descriptive writing: Children are provided with the opportunity to create a piece of writing to portray the research and information they rmation report and procedures.LEARNING SEQUENCE5 E’s Learning EngagementsResources and PreparationOutcomesSign OffEngage Lesson One: How Everything Orbits Discuss that hundreds of years ago there was a debate about whether or not the moon orbited the sun or the sun orbited the moon. Students will then participate in a mock debate that is focused three claims:Claim One: the moon and the sun both circle the earth.Claim Two: The moon circles the earth while the sun circles them both.Claim Three: the moon circles the earth while the earth circles the sun.Students discuss their belief in groups and come up with a theory. Students use objects representing the sun, moon and earth to present their belief to the class. Teacher creates a TWLH chart to identify what students think they know and want to know. Discuss relevant words and phrases that students know about the solar system and space. This would be recorded on a word wall. NOTE: if students finish early they will be instructed to begin their web quest.Start a questions chart. As questions arise throughout the ten weeks, students write them on the questions chart and explore them throughout the unit. 8 Ways Aboriginal Pedagogy FrameworkNon-Verbal: hand representations, gestures, expressions, eye movements, kinaesthetic movements and images to reveal knowledge. Students use objects to model and develop an understanding of how everything orbits.Three torches (sun)Three golf balls (moon)Three blue balls (earth)Claims (three)TWLH chartWord wall Questions ChartWeb quest Link ST3-8ES.ST3-1VA.ST3-4WSExplore Lesson Two: I am not the centre of the Universe - WEBQUESTStudents watch a video on how the earth orbits the sun.Students think, pair and share the following question: Does this support what you already believed? Why/Why not?Using the objects (Sun, Moon, Earth) students explain their beliefs to one another. In pairs students write what they believe on a post it note and stick it on the board for other students to view.Students commence the web quest researching general information about the solar system. They record this information on a fact sheet, see below:PlanetMassOrbitCircumferenceGas or RockyTemp.DiscoveredbyDiameterVolumeEarthJupiterMarsMercuryNeptuneSaturnUranusVenusUse solar system supplies and the fact sheet to create a model of our solar system. 8 Ways Aboriginal Pedagogy FrameworkLearning Maps: A journey. Students engage in a web quest to make discoveries and engage in deep learning about the solar system.You tube clip it notesObjects (sun, moon, earth)Fact sheet Solar system supplies:Kebab sticksFoam balls or play doughBlue tackRulers Web quest / ExplainLesson Three: Extra-terrestrial Explorers - WEBQUESTStudents continue on from last lesson if they have not completed their models of the solar system. Students select (with the teachers guidance) one planet, which they research in detail (using the web quest links) and create a planet profile. Students can present their findings through a variety of mediums according to Gardner’s Multiple Intelligences. For example. A newspaper article, a video, a role-play, a song or rap, a speech, create a diagram, make the planet. Student’s include showing their solar system and briefly explain to the class what they discovered prior to speaking specifically about the planet they have researched.8 Ways Aboriginal Pedagogy FrameworkNon-Linear: Applying knowledge of scientific concepts to other contexts. This helps to include all intra and inter curricular elements and creates richer learning experiences. Students choose to present their planet profile in a way that is best suited to their learning style. Solar system suppliesWeb quest Four: My People and what we know! - WEBQUESTStudents are provided with lists of the following:- Cultures (Indigenous) that have contributed to the discovery of information regarding our solar system.- Company or Organisation (NASA or CSIRO) that conducts research tasks and makes discoveries about our solar system.- An explorer (Galileo) or other person from history who has made discoveries and engaged in research about our solar system.Children are encouraged to choose one of the Topics and choose one culture, company or explorer from those lists. To engage students with this topic the Indigenous Liaison Officer from the local community will be visiting the class to share stories with them about the way the Indigenous people use the solar system to identify seasons, tell the time and map areas throughout the Australian land. During this lesson children will use the web quest to begin a research task, collecting and sorting information about their chosen culture, company or explorer. This will be continued over two lessons to give students the appropriate amount of time to engage in a deeper learning of the topic they have chosen and develop a sound understanding. 8 Ways Aboriginal Pedagogy FrameworkSymbols and Images: Contains deeper information and understandings. Students linking the language of science to their own culture and cultural meanings rather than to western science. Indigenous students have the opportunity to explore the way their culture uses the solar system to tell the time, seasons and map the land.Web quest of CulturesLists of Companies and organisationsLists of explorers/discoverers ST3-8ESST3-3VAEvaluateLesson Five: Intergalactic profile!Children will use the information they have gathered in lesson four to create a profile on their chosen culture, company/organisation or explorer/discoverer. The profile of their chosen topic can be presented in any way they like that best suits their learning style. See below for examples and ideas:Multiple IntelligencesBodily-Kinaesthetic: Create an actInterpersonal: Share information with a peerVerbal-Linguistic: Write and deliver a speechLogical-Mathematical: Create a map with a legend related to the topic of choice.Naturalistic: Use materials from the natural environment to create a model related to the topic of choice.Intrapersonal: Create a piece of writing about your topic of choice (assuring the topic you have chosen is meaningful to you i.e. your cultural background or an experience you have had with encountering information provided by a company or organisation.)Visual-Spatial: Create a short film.The TWLH chart will be revisited. 8 Ways Aboriginal Pedagogy FrameworkCommunity Links: What does the lesson content mean to the indigenous student and their mob/family. Indigenous students in this lesson are given the opportunity to research the way their ancestors have used the solar system to identify seasons, time and map their land. TWLH ChartWeb quest Six: What are Natural Disasters?Investigate prior knowledge through class discussion.Students are shown a YouTube compilation video of Natural Disasters. Students to complete worksheet after video with small pictures and definitions to assist learningOrganise a SES representative to visit the class and talk about natural disasters, what they are, how they happen and what we can do to prevent them? (If this is not possible, research SES website and discover what they do and why they exist)After the guest speaker have prepared 5 different tubs each labelled with a natural disaster Floods, Cyclones, Drought, Bush Fires and Earthquakes. Tubs are to be filled with information resources, books, posters, pictures etc. Students are allocated one tub in groups of 4 and are to investigate the following questions;What is the Natural Disaster and how/where does it occur?How does it affect the environment, and the way people live especially in different parts of the country?How do they affect the indigenous populations? (e.g. affects on wildlife, vegetation/food sources, water supply, and displacement)In their groups, students are to collate their new information in an engaging way, ready to be presented to the class. Presentations might include posters, role play, video, news report, skit etc8 Ways Aboriginal Pedagogy FrameworkStory Sharing: Students have a class discussion to gather prior knowledge about natural processes and disasters, this encourages a holistic approach to sharing personal stories and peer sharingYouTube clip preloaded()Natural Disasters worksheet created/printed for all studentsResearch boxes prepared with books/website suggestions/posters/materials/ST3-9ESExploreLesson Seven: Natural Disasters in Australia In groups from the previous lesson, students are to further research their natural disaster but this time researching an event in Australia concerning their natural disaster. Key questions to research could include1. Where in Australia did it occur?2. What makes this type of natural disaster to occur?3. What was the outcome of this natural disaster? 4. What was affected in this natural disaster?5. What are ways in which people can prepare for this type of natural disaster?Students are to begin a research portfolio on their natural disaster; this can be done electronically or on hard copy. Once key questions have been addressed students are to present their research portfolio to the class. Throughout their portfolio students are asked to collect evidence, newspaper articles, facts about their natural disaster event.Lesson Closure: Students in groups of 3 are to make an earthquake detector. The following link will list materials and procedure in order to do so: observe the paper strip and discuss what happened during the ‘earthquake'?8 Ways Aboriginal Pedagogy FrameworkNon-Linear: Learning bends and twists in a range of directions, integrating knowledge from other KLA’s, which creates a deeper knowledge through finding the common links. Students are provided with an authentic experience by researching and presenting information through various mediums. Prepare a tub with research books for students to useHave presentation questions on IWB for students to refer toSmall open-topped cardboard box 3 sheets of A4 paper2 rubber bandsStringFine-pointed marker penSticky tapeScissorsRulerChairST3-9ESExplain/ExploreLesson Eight: Black SaturdayStudents watch a news report on the fires in Victoria, famously known as Black Saturday Class discuss significance of Black Saturday bush fires Students construct a timeline of events on Black Saturday (pre, during and post) using Dippity (online web tool) Students in pairs pick one aspect of the Black Saturday bush fires, either post the event or during to focus on. Each pair will research, plan and deliver/present their findings to the class. Presentations should incorporate the use of power point, prezi, glogster etc and be in the form of an oral presentation and/or visualNOTE: Students will need to get approval from teachers on their chosen mode of delivery prior to planning. Allow for overlap among groups and discuss similarities / differences in information presented by groups. - View group presentations with the entire class. Groups should reflect on their learning, and answer questions following their presentation. For Teachers: Points to assess include - clarity of presentation, accuracy of information, and use of resources. Extending students learning:- Students could select one of the four major Victorian bush fires and locate and shade in the areas that were affected by the particular bushfire on a Victorian Map. They should include mapping conventions such as title, scale, legend, north point etc. - Students could investigate another major Victorian bushfire and comment on any links that they can make between these fires and the fires of Black Saturday. 8 Ways Aboriginal Pedagogy FrameworkLearning Maps: A journey which enhances deep learning. Students will research and learn about The Black Saturday fires, locating on google maps/google earth where fires occurred.Interactive White BoardComputersPoster paperVarious coloured pensBushfires in our History, 1851 – 2009 (Victorian Curriculum and Assessment Authority, State Government of Victoria [2011b])Google Earth softwareGoogle MapsA3 map of VictoriaYouTube Video: ST3-9ESElaborateLesson Nine: Preparing for a BushfireStudents asked to draw a table with one column outlining risk and the other outlining prevention.Students are given photos of houses and are to identify and assess the risk and prevention strategies for protecting the home in a bushfire event. THINK PAIR SHARE – students compare results Discuss with the whole class the following tools for preparing a property for a bushfire event - using the websites to explore and elaborate on appropriate tools and procedures for preparing a property for a bushfire. Use the IWB to create a mind map or word wall, identifying potential hazards and concepts in correct metalanguage such as flammables, embers, sources of fire fuels, vegetation, weather etc. Students are shown witness statements on the IWB to review and discuss, these can be found via the following link: what witnesses have seen and experienced. Key Question - Could some of the damage be prevented and how?In groups of 4, students are to take 3 photos with a digital camera/iPad of several areas around the school environment including streetscape, outdoor play areas, gardens, ovals. Each group must assess their photos identifying any bush fire risks and prevention strategies they would consider. Students can use the previous websites provided to assist their strategies and risk assessment. Handed in upon completion for teacher assessment In the same groups, students are to create a short, witty slogan or rap to help raise awareness of bush fires with particular focus on risk management and assessmentStudents will present their slogan or rap to the class as a closing activity 8 Ways Aboriginal Pedagogy FrameworkDeconstruct Reconstruct:Lesson provides students with an idea to pull apart and shape back together to clear their prior misconceptions, it provides a balance between independent and collaborative learning through their ‘assessing the risks’ tasksWebsite 1: 2:Fire and Rescue NSW. (2013). Bushfire Preparation. Retrieved from Ten: Rebuilding environments affected by bush firesInvestigate the impact that Natural Disasters have on communities, with a focus on Australian Indigenous populationsWatch the YouTube clip and take notes on how the indigenous Australians play a key role in bushfire management. Listen and record their fire management techniques that could help prevent the huge bush fires seen in New South Wales and Victoria.OPTIONAL - have an Aboriginal Liaison Officer come into the classroom and speak about their experiences, and how their help can minimise bush fires. Using website students are to focus on the effects and beneficial uses of fire for the environment. Students are to pick one area, either the effects of bush fires on the environment or the beneficial uses of bush fires for the environments and are to research in depth flora and fauna effected, the land and changes in the environment. Students are to create a mini research project on an A3 poster on their chosen topic and are to be ready to present by the end of the lesson8 Ways Aboriginal Pedagogy FrameworkCommunity Links/Land Links: Indigenous Liaison officer provides students with knowledge from the Indigenous community on past experiences, stories and information about our local land and how to protect it, which assists their understanding of the Unit of Work.You Tube Clip: Lesson for Gifted and Talented StudentsStudents explore the Mars Rover Mission and learn about the NASA Grant that the researchers received to fund this mission. Students are scientist trying to receive a NASA Grant, they are required to write a proposal to apply for this. The criteria for this includes: A one page letterA drawing of their proposed design that they wish to construct and send to space.Make a model of the design.Make a video saying what you would achieve if you won the grant.Write a speech to present to the class ‘If I got a grant from NASA I would..’Lesson for Indigenous StudentsStudents focus on the impact of natural disasters and their effect on the indigenous population and communities. Students will watch a Youtube clip on how indigenous Australians play a role in bushfire management.There will be a indigenous liaison officer come in to speak students about personal experiences under these circumstances.Extra Curricular ActivityFor this unit there will be an excursion to the Science Centre and Planetarium?University of Wollongong?Northfields Ave, ?Wollongong, NSW 2522.RESOURCESText(Please see reference list below for complete references.)The Rainbow Serpent by Dick RoughseyThe Rainbow Serpent by Oodgeroo Noonuccal and Kabul Oodgeroo NoonuccalSpace by Dorling KindersleyOnline/IWB/Audio/Visual(Please see reference list below for complete reference of websites.) 5 ClassroomWollongong PlanetariumThe school yardHumanIndigenous Liaison OfficerSES Emergency workerTeacherStudentsParents and caregiversKebab sticks Foam ballsRulersBlue tackPlay doughButchers paper (TWLH chart) ChairDigital cameraA3 Map of Victoria, Australia Coloured PencilsGlueI pads and laptopsStationaryScrap paperDrawing paperWhiteboard markersInteractive whiteboard Small open-topped cardboard box 3 sheets of A4 paper2 rubber bandsStringFine-pointed marker penSticky tape scissorsRulerMaterials/Real life itemsRISK ASSESSMENT PROFORMARisk AssessmentStudents:-Medical conditions-Special needs-High-risk behavioursEnvironmental:- Sun safety- Weather - Site hazards (mess, water etc.)- VehiclePhysical Contact:- other people- flying objects- hard surfacedEquipment/ Materials:- Hazardous substances- Sharp implements- High risk tools/equipment-ElectricityLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6Lesson 7Lesson 8Lesson 9Lesson 10RUBRICTask 4: web quest4321ModelStudents have created a model of the solar system that is accurate, clear and to scale. Design is strong and aesthetically appealing.Students have created a model of the solar system that is accurate and design is aesthetically appealing.Students have created a model of the solar system that is mostly accurateStudents have attempted to create a solar system but it is not accurate.Scientific knowledgeExplanations by all group members indicate a clear and accurate understanding of the solar system and one specific planet in excellent detailExplanations by all group members indicate a relatively accurate understanding of the solar system and one specific planetExplanations by most group members indicate relatively accurate understanding of the solar system and one specific planetExplanations by several members of the group do not illustrate much understanding of the solar system and one specific planetPresentation skillsThe presentation is mostly appropriate for the audience and is somewhat interestingThe presentation is appropriate for the audience and is interestingThe presentation is appropriate for the audience and is extremely interestingThe presentation is not appropriate for the audience or is not interestingTask 5: web quest4321DescriptionStudents have an exceptional description of the culture/organisation or explorer that they have chosenStudents have a good description of the culture/organisation or explorer that they have chosenStudents have less than five facts about the culture/organisation/explorer they have chosenStudents have less than three facts about the culture/organisation/explorer they have chosenExplanationStudents give an in depth explanation about how the culture/organisation/explorer has contributed to our knowledge on spaceStudents give an explanation about how the culture/organisation/explorer has contributed to our knowledge on spaceStudents express some ideas about how the culture/organisation/explorer has contributed to our knowledge on spaceStudents express none or very few ideas about how the culture/organisation/explorer has contributed to our knowledge on spacePresentationInformation is presented in a way that is extremely interesting and appropriate for the audienceInformation is presented in a way that is interesting and appropriate for the audienceInformation is presented in a way that is somewhat interesting and mostly appropriate for the audienceInformation is presented in a way that is neither interesting or appropriate for the audienceReference List 2009 Victorian Bushfires Royal Commission. (2010). The Statements of Lay Witnesses. Retrieved from . (2008). Space Kids. Retrieved from . (2009). GPS rival. Retrieved from . (2012). Mars mission. Retrieved from . (2013). CSIRO. Retrieved from . (2014).Deep Space. Retrieved from Gov. (2012). Trial-teacher feedback on the implantation of Primary Connections and the 5 E model. Teaching Primary Science. Australian Academy Science: Canberra. Author Unknown. (2011). Natural Disaster Compilation. Retrieved from . (2014). Galileo: Biography. Retrieved from , B. (2010). Aboriginal Astronomers: worlds oldest? Retrieved from , R,W., Taylor, J.A., Gardner, A.L., Van Scotter, P., Carlson, J., Westbrook, A., & Landes, N. (2006). The BSCS 5 E Instructional Modle: Origins and Effectivness. Washington, DC: National Institutes of Health Office of Science Education.Country Fire Authority. (2012). Plan and Prepare for Fires. Retrieved from . (2014). Astronomy and Space. Retrieved from , B. (2014). NASA. Retrieved from and Rescue NSW. (2013). Bushfire Preparation. Retrieved from , C. (2012). Good Morning Mr Sarra: My life working for a stronger, smarter future for our children. QLD: University of QLD, 2012 ISBN 9780702238888Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed). Australia: PearsonMoll, L. (2013) L.S Vygotsky and Education. Retrieved from , K & Hornsby, D. (1997). Planning Curriculum Connections: Whole-School Planning for integrated Curriculum. Elanor Curtain Publishing: VIC. NASA (2012). Solar System Exploration. Retrieved from (2014). NASA Education: For students. Retrieved from . (2014). Mars Exploration Rover. Retrieved from Education (2014). NASA Education: For students in grades 5-8. Retrieved from , R. (2007). Australian Aboriginal Astronomy: Sun, Moon and Eclipses. Retrieved from , S. (2014). How our universe works. Retrieved from 20111835.space-year-5Petty, (2014). Differentiating Children's Learning: Educational Resources. Retrieved from Embassy. (2013). Indigenous Australians should have key role to play in bushfire management. Retrieved from , M. (2009). Astronomy basics: Australia’s first astronomers. Retrieved from ’s Channel. (2012). How the earth orbits the sun. Retrieved from , T. (2009). Aboriginal pedagogies at the cultural interface (PhD thesis). James Cook University. Retrieved from ................
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