Spinning in Space在太空中旋转的.doc

Primary Connections cross-referenced to Essential LearningsAdvice onlySpinning in SpacePrimary Connections:Stage 2Essential Learnings by the end of:Year 5“What causes day and night? The rising of the Sun and the Moon are daily reminders of the awe and wonder, beauty and power of the universe. Studying the relationships between the Sun, Moon and Earth helps us understand how we experience day and night on Earth. It also helps us understand directions in terms of North, South, East and West, how time is based on the apparent movement of the sun across the sky and how time can be determined using a sundial.The Spinning in space unit provides opportunities for students to explore the sizes, shapes, positions and movements of the Sun, Earth, and Moon. Students investigate how shadows change throughout the day and link these changes to the Suns apparent movement across the sky. Students role-play the movements of the Earth in relation to the Sun and Moon. Through investigations, students explain day and night in terms of the Earth spinning on its axis.” (Spinning in space, AAS)Primary Connections units are intended to be taught as whole units. The cross-referencing indicates how specific lessons relate to Ways of Working, within a whole unit. In each cross-referencing document, there are shaded areas showing suggested teaching ideas that are not mentioned in the current Primary Connections resources. These ideas have been provided by Primary Connections personnel who are involved in the development of the cross-referencing document and the ideas are suggestions only, with teachers being encouraged to develop further ideas related to the Essential Learnings.Ways of workingLesson/teaching ideaEssential Learnings Statement indicates that a Way of Working is explicit in a specific lesson.l indicates that a Way of Working may occur to a lesser extent in a specific lesson or is possible for the teacher to include in the lesson.Lesson 1 Our Place in spaceLesson 3 Shadows at playLesson 5 Investigating shadowsPose and refine simple questions and make predictions to be testedTWLH chartLesson 5 Investigating shadowsPlan activities and investigations, identifying and using elements of a fair testlLesson 2 Shapes and sizesLesson 3 Shadows at playLesson 5 Investigating shadowsCollect and organise data, information and evidencelLesson 2 Shapes and sizesLesson 3 Shadows at playLesson 4 In a spinLesson 5 Investigating shadowsEvaluate information and evidence to support data gathered from activities and investigationsLesson 1 Our place in spaceLesson 2 Shapes and sizesLesson 3 Shadows at playLesson 4 In a spinLesson 5 Investigating shadowsSelect and use tools, technologies and materials suited to the activities and investigationsllLesson 2 Shapes and sizesLesson 3 Shadows at playLesson 4 In a spinLesson 5 Investigating shadowsDraw conclusions that are supported by evidence, reproducible data and established scientific conceptsLesson 1 Our Place in spaceLesson 2 Shapes and sizesLesson 4 In a spinLesson 5 Investigating shadowsLesson 6 Posters on paradeCommunicate scientific ideas, data and findings, using scientific terminology and formats appropriate to context and purposeLesson 3 Shadows at play*Identify and apply safe practices*when running and taggingGeneral throughout entire unitReflect on and identify different points of view and consider other peoples values relating to scienceLesson 6 Posters on paradeReflect on learning to identify new understandings and future applications indicates that a Way of Working is explicit in a specific lesson.l indicates that a Way of Working may occur to a lesser extent in a specific lesson or is possible for the teacher to include in the lesson.Knowledge and Understanding- Science as a Human Endeavour- Science relates to students own experiences and activities in the communitySundials (Lesson 5- may need to introduce actual terminology to relate sundials to investigations)Shady places (Lesson 3)Shade structures, silhouettes, placement of solar panels on houses, alignment of buildings for maximum use of sun as a heat/light sourceScientific ideas can be used to explain the development and workings of everyday itemsN/AEthics is a significant part of scientific endeavourN/AScience can help to make natural, social and built environments sustainable and may influence personal human activitiesN/AScience can contribute to peoples work and leisurePossible indigenous link, e.g. tides, stars, legends about the universe. Discoveries about space by non-western cultures.Galileos ideas about the solar system and subsequent conflict with the teachings of the Catholic church Cultures from around the world, including those of Aboriginal people and Torres Strait Islander people, have contributed to scientific understandingKnowledge and Understanding-Earth and Beyond- Changes and patterns in different environments and space have scientific explanations.Whole unitThe earth, solar system and universe are dynamic systemsChanges to the surface of the Earth or the atmosphere have identifiable causes, including human and natural activity.Knowledge and Understanding-Energy and Change- Actions of forces, and forms and uses of energy are evident in the everyday world.The greater the force of an object, the greater the change in shape or motion.Forces may act at a distance or may need to be in contact with an object to affect it.Energy can be transferred from one object to another.Different forms of energy used within a community have different sources.Knowledge and Understanding-Life and Living- Living things have features that determine their interactions with the environment.Living things can be grouped according to their observable characteristics.Structures of living things have particular functions.Reproductive processes and life cycles vary in different types of living things.Living