Lesson

Learning Objectives

Australian Curriculum Outcomes

Activities, ICT Links & Assessments

ENGLISH

1
Engage
Explore

To engage students by
discussing how humans
have understood the
night sky for thousands
of years and how the
stars have been
incorporated into ancient
stories and contemporary
culture.

Speaking and Listening (Literature):

Identify and explore ideas and
viewpoints about events, issues and
characters represented in texts drawn
from different historical, social and
cultural contexts (ACELT1619)

Students will work in groups of 3 or 4 to brainstorm stories, songs, movies, sayings etc.
that reference the sun, moon, stars, planets, and seasons. Groups will then share with
the class. Students then individually make note of any related interests they have or
anything they would like to learn.
Formative Assessment: Class discussions and student reporting about what they
know and what they want to know will inform the teacher of the students prior
knowledge and the students interests enabling content to be adapted to the students
level of understanding and interests.
SCIENCE

1
Engage
Explore

Engage/explore
To assess students
current understanding of
the Sun, planets, stars,
the Universe.
(Prior knowledge)

Science Understanding/Earth and

Space Sciences: Predictable
phenomena on Earth, including
seasons and eclipses, are caused by
the relative positions of the sun, Earth
and the moon (ACSSU115)
Science Inquiry skills:
Planning and conductingCollaboratively and individually plan
and conduct a range of investigation
types, including fieldwork and
experiments, ensuring safety and
ethical guidelines are followed
(ACSIS125)

Students will work in groups of 3-4 to explore what they already know about the Earth,
Sun, moon, stars and what questions they have. Students will write and draw what we
know on one sheet of A3 paper and what we want to know on another sheet (15 min).
Groups will report to the class and we will make a list of the key concepts by drawing a
mind map on the board. We will then identify any gaps in knowledge and the main
questions the students would like to explore (10 min). Groups will then choose one
topic/concept to investigate further (using the internet) and work on a presentation to
presented to the class in the next lesson (25 min).
Formative Assessment: Class discussions and student reporting about what they
know and what they want to know will inform the teacher of the students prior
knowledge and the students interests so that the content of the unit can be adapted to
the students understanding and interests.

Processing and analysing data and

information- Construct and use a
range of representations, including
graphs, keys and models to represent
and analyse patterns or relationships,
including using digital technologies as
appropriate (ACSIS129)
ICT Learning Focus: Students select

appropriate search engines and use

complex search strategies to locate
information and evaluate the credibility,
accuracy, reliability and
comprehensiveness of this information
ENGLISH
2
Engage
Explore
Elaborate

Introduction to the stories

of creation the sun and
moon, including three
ancient cultures

Speaking and Listening (Literature):

Identify and explore ideas and
viewpoints about events, issues and
characters represented in texts drawn
from different historical, social and
cultural contexts (ACELT1619)

Students split into groups of 4 to 5 (depending on class size) and assigned a myth from
the Inca people, Ancient Greeks or Aboriginal people. Students also have the option of
researching a different story. Groups to watch a short video depicting each story.
Students will be encouraged to watch the video more than once so that they can take
brief notes of the storyline. Students then to present the creation story to the rest of the
class as a dramatic tableau.

Reading and Viewing (Literacy):

Analyse and explain the ways text
structures and language features
shape meaning and vary according to
audience and purpose (ACELY1721)

1. Inca creation story

http://www.mythicjourneys.org/bigmyth/
2. Ancient Greek astronomy
https://www.youtube.com/watch?v=LxoRWD-RwtU
3. Aboriginal creation story
https://www.youtube.com/watch?v=LU85J_JT7yI
Formative Assessment: Student participation in class discussion used to assess
students level of understanding of Inca, Ancient Greek and Aboriginal creation stories.
SCIENCE

2
Explore
Explain
Elaborate
Evaluate

Explain/elaborate
To make interesting and
informative presentations
and reflect on learning.

Science Understanding/Earth and

Space Sciences: Predictable
phenomena on Earth, including
seasons and eclipses, are caused by
the relative positions of the sun, Earth
and the moon (ACSSU115)
Science Inquiry skills:
Communicating- Communicate ideas,
findings and solutions to problems
using scientific language and
representations using digital
technologies as appropriate
(ACSIS133)

Students have 10 more minutes to work on their presentations then groups will present
their topic (either on the white board, as a PowerPoint presentation, poster,
demonstration etc.) Groups present for 2-5 min each. Non-presenting students will write
a reflection on what they have learnt from each presentation and some feedback
comments for the presenters (will allow 2 min after each presentation).
Formative Assessment: The teacher will approach each group in the first 10 minutes
to ascertain how they have worked as a group and the relative contributions of each
student. The student presentations will inform the teacher about the new knowledge
gained during the exercise. Student feedback sheets will demonstrate what they have
learnt from the various presentations and their ability to critically evaluate the other
presentations. They will also have an opportunity to report on the working of their own
group and evaluate their own presentation.

SCIENCE
3
Engage
Explore
Explain
Elaborate
Evaluate

Excursion- Planetarium
Science Works
To discover a new way of
looking at the night sky
while building an
appreciation of Aboriginal
culture.
To understand how
seasons are caused by
the relative positions of
the sun, Earth and the
moon.

Aboriginal and Torres Strait Islander

histories and cultures:
Aboriginal and Torres Strait Islander
Peoples have unique belief systems
and are spiritually connected to the
land, sea, sky and waterways. (OI. 3)
Aboriginal and Torres Strait Islander
Peoples ways of life are uniquely
expressed through ways of being,
knowing, thinking and doing. (OI. 5)

Students will visit the Planetarium at Science Works and view two shows:

Science Understanding/Earth and

Space Sciences: Predictable
phenomena on Earth, including
seasons and eclipses, are caused by
the relative positions of the sun, Earth
and the moon (ACSSU115)

Students will work in groups to answer worksheets on the two programs and then fill out
individual reflection sheets.

Stories in the Stars- The Night Sky of the Boorong People

Discover a new way of looking at the night sky. See Indigenous stories from north-west
Victoria come to life and find out how they relate to living in the Australian bush.
Tilt
Join Annie and Max for a whirlwind adventure to find out how the seasons work. Its a
crazy day when snow starts falling and its the middle of summer! But sometimes crazy
days are just what you need to discover something new.

Formative Assessment: Both the worksheet answers and student reflections will be
used to assess student learning and engagement.

ENGLISH
3-4
(Double)
Engage
Explore
Explain
Elaborate
Evaluate

Inquiry-based learning
task

Speaking and Listening (Literature):

Identify and explore ideas and
viewpoints about events, issues and
characters represented in texts drawn
from different historical, social and
cultural contexts (ACELT1619)
Reading and Viewing (Literacy):
Analyse and explain the ways text
structures and language features
shape meaning and vary according to
audience and purpose (ACELY1721)

Students to engage in inquiry-based learning task, researching a story of an ancient

cultures belief about astronomy. Think, pair, share task, followed by pairs then
creatively presenting one of the stories in a two-minute presentation in preparation for
their summative assessment.
Formative Assessment: Students engagement in the inquiry-based learning task
used as assessment. Teacher to monitor students productivity throughout both
lessons. Two-minute presentation assessed and teacher to provide verbal feedback,
warm and cool.

ICT Learning Focus:

Students select appropriate search
engines and use complex search
strategies to locate information and
evaluate the credibility, accuracy,
reliability and comprehensiveness of
this information

SCIENCE
4-5
(Double)
Engage
Explore
Explain
Elaborate
Evaluate

History of astronomy
To look at the history of
astronomy and how
humans understanding
of the Earth, moon, Sun
and stars has changed
over time.
To compare the different
theories of the stars,
planets, solar system.
To learn how telescopes
work by making model
telescopes.

Intercultural understanding:
Students develop intercultural
understanding as they learn to value
their own cultures, languages and
beliefs, and those of others. Students
learn to appreciate the contribution that
diverse cultural perspectives have
made to the development, breadth and
diversity of science knowledge and
applications.

In this class, students will explore the history of astronomy. How did ancient cultures
interpret and share stories of the night sky? The history of the scientific study of the
night sky and universe will be explored with particular focus on Copernicus and Galileo.
Student will explore the invention of the telescope and how they work by building their
own telescopes. Students will make notes and reflections in their Star Lores journal.

Formative Assessment: Student engagement and participation throughout the class,

as well as their written notes, will be used to assess student learning.

Science as a Human Endeavour /

Nature and development of science:
Scientific knowledge changes as new
evidence becomes available, and
some scientific discoveries have
significantly changed peoples
understanding of the world
(ACSHE119)
ENGLISH

5
Explore
Explain
Elaborate

Focus on Indigenous
understanding on
astronomy

Aboriginal and Torres Strait Islander

histories and cultures:
Aboriginal and Torres Strait Islander
Peoples have unique belief systems
and are spiritually connected to the
land, sea, sky and waterways. (OI. 3)
Aboriginal and Torres Strait Islander
Peoples ways of life are uniquely
expressed through ways of being,
knowing, thinking and doing. (OI. 5)

To be read as a class: The Legend of the Seven Sisters by May OBrien, and its various
meanings. In pairs, students are to compare this version to the 12 interpretations found
at: http://www.kitezh.com/sevensisters/7sisters.htm. Pairs to then present their
interpretation creatively.
Formative Assessment: Student participation in class discussion used to assess
students level of understanding of Indigenous astronomy. Students to give verbal
feedback to each other after presentations.

Reading and viewing (Literature):

Recognise and analyse the ways that
characterisation, events and settings
are combined in narratives, and
discuss the purposes and appeal of

different approaches (ACELT1622)

Reading and viewing (Literature):
Compare the ways that language and
images are used to create character,
and to influence emotions and
opinions in different types of
texts (ACELT1621)
Reading and viewing (Literacy):
Analyse and explain the
ways text structures and language
features shape meaning and vary
according to audience and
purpose (ACELY1721)
ENGLISH
6
Engage
Explore
Explain
Elaborate

Excursion- Viewing night

at Camels Hump, Mt
Macedon

Aboriginal and Torres Strait Islander

histories and cultures:
Aboriginal and Torres Strait Islander
Peoples have unique belief systems
and are spiritually connected to the
land, sea, sky and waterways. (OI. 3)

Students will attend a viewing night, beginning at dusk in a remote area, where they will
be viewing the night sky using the naked eye and telescopes. An Indigenous elder will
be present to narrate the stories of the stars the students are viewing.
Formative Assessment: Student engagement and participation throughout the
evening will be used to assess student learning.

Aboriginal and Torres Strait Islander

Peoples ways of life are uniquely
expressed through ways of being,
knowing, thinking and doing. (OI. 5)
Speaking and Listening (Literature):
Identify and explore ideas and
viewpoints about events, issues and
characters represented in texts drawn
from different historical, social and
cultural contexts (ACELT1619)
Speaking and Listening (Literacy):
Identify and discuss main ideas,
concepts and points of view in spoken
texts to evaluate qualities

(ACELY1719)
SCIENCE
6-7
Engage
Explore
Explain
Elaborate

Celestial rotations
To investigate how the
Sun, earth and moon
move in relation to each
other.
To explain how these
movements affect the
tides, seasons, eclipses
and phases of the moon.

Science Understanding/Earth and

Space Sciences: Predictable
phenomena on Earth, including
seasons and eclipses, are caused by
the relative positions of the sun, Earth
and the moon (ACSSU115)

Students will build models of the solar system and explore the rotation of the Sun, earth
and moon in relation to each other. Students will research one key concept and then go
outside and make short videos to present to class.

ICT Learning Focus: Students select

appropriate search engines and use
complex search strategies to locate
information and evaluate the credibility,
accuracy, reliability and
comprehensiveness of this information

Formative Assessment: Students will be assessed on their ability to work well

together as a team and on the quality and content of their short video presentation.

ICT: Students will explore the concepts using the interactive web resource Seasons:
Earth's orbit available at https://fuse.education.vic.gov.au among others.

Students develop their knowledge

about the characteristics of data by
manipulating various data types, such
as text, sound, numbers and images
(still and moving), to create formatted
information products; for example,
essays and reports, animated slide
shows, and websites, brochures and
cartoons.
ENGLISH
7
Engage
Explore
Explain
Elaborate

Reflection on Indigenous
stories from Viewing
Night

Writing (Literature): Create literary

texts that adapt stylistic features
encountered in other texts, for
example, narrative viewpoint, structure
of stanzas, contrast and
juxtaposition (ACELT1625)

Students to be given time to reflect on the Indigenous stories they heard from the
Aboriginal elder during the Viewing Night. Students then make notes, share with a
partner, brainstorm and then recreate one of the stories in written or visual form.
Formative assessment: Students given written feedback (warm and cool) and a mark
for their recreation, in preparation for their final summative assessment.

Writing (Literacy): Edit for meaning

by removing repetition, refining ideas,
reordering sentences and adding or
substituting words for

impact (ACELY1726)

ENGLISH
8-9
Engage
Explore
Explain
Elaborate

Inquiry-based learning
and assessment
preparation

Writing (Literature): Experiment

with text structures and language
features and their effects
in creating literary texts, for example,
using rhythm, sound effects,
monologue, layout, navigation and
colour (ACELT1805)

Based on the previous lessons, students will work together either individually, in pairs or
groups of three, to imaginatively re-write an ancient astronomy story to be presented to
the class next lesson. Students will decide on a creative way to present their story, and
cannot write an essay. However, they will be expected to submit a 500-word document
detailing reasoning and symbolism behind their story.
Formative assessment: Students engagement in the inquiry-based learning task used
as assessment. Teacher to monitor students productivity throughout both lessons.

Writing (Literature): Create literary

texts that adapt stylistic features
encountered in other texts, for
example, narrative viewpoint, structure
of stanzas, contrast and
juxtaposition (ACELT1625)
Writing (Literacy): Edit for meaning
by removing repetition, refining ideas,
reordering sentences and adding or
substituting words for
impact (ACELY1726)
SCIENCE
8-9
Engage
Explore
Explain
Elaborate

Inquiry-based learningassessment preparation

To research a key
concept or event related
to astronomy and make a
presentation to explain it
to others

Science Inquiry skills:

Planning and conductingCollaboratively and individually plan
and conduct a range of investigation
types, including fieldwork and
experiments, ensuring safety and
ethical guidelines are followed
(ACSIS125)
Processing and analysing data and
information- Construct and use a
range of representations, including
graphs, keys and models to represent
and analyse patterns or relationships,

Students are to work in pairs and choose one topic we have covered or a related topic
that they are interested in and research it together. Students will have 2 periods to
research their chosen topic and create a presentation to be shared with the class at the
end of the unit. Presentations could include posters, information leaflets,
demonstrations, PowerPoint presentations, songs or raps, a dramatisation of a story
about the stars or a re-enactment of a great scientific discovery- pretty much anything
as long as students are able to demonstrate their learning and communicate their
understanding of the topic to their peers. This summative assessment must include the
use of ICT.
Formative Assessment: Student engagement in the inquiry-based learning task and
answers to questions from the teacher will be used to assess student learning. Teacher
to monitor students productivity throughout both lessons, ensuring the groups are

including using digital technologies as

appropriate (ACSIS129)

working well together and that all members are contributing to the group work.

ICT Learning Focus: Students select

appropriate search engines and use
complex search strategies to locate
information and evaluate the
credibility, accuracy, reliability and
comprehensiveness of this
information
Students develop their knowledge
about the characteristics of data by
manipulating various data types, such
as text, sound, numbers and images
(still and moving), to create formatted
information products; for example,
essays and reports, animated slide
shows, and websites, brochures and
cartoons.
ENGLISH
10
Explain
Elaborate
Evaluate

Student presentations

Speaking and Listening (Literacy):

Use interaction skills when discussing
and presenting ideas and information,
selecting body
language, voice qualities and other
elements, (for example music and
sound) to add interest and
meaning (ACELY1804)

Student presentations.
Formative Assessment: Student will use assessment sheets to evaluate their
classmates presentations. They will also have an opportunity to report on the working
of their own group and evaluate their own presentation.
Summative Assessment: Students will be assessed on their content knowledge, their
understanding of the topic, their ability to convey their understanding, and creativity.

Speaking and Listening (Literacy):

Plan, rehearse and deliver
presentations, selecting and
sequencing appropriate content and
multimodal elements to promote a
point of view or enable a new way of
seeing (ACELY1720)
Writing (Literacy): Use a range of
software, including word processing

programs, to confidently create, edit

and publish written and multimodal
texts (ACELY1728)

SCIENCE
10-11
Explain
Elaborate
Evaluate

Student presentationsSummative assessment

To make an engaging
and informative
presentation
demonstrating your
understanding of a key
concept or event related
to the Sun, the planets,
the stars, the Universe.

Science Inquiry skills:

Communicating- Communicate ideas,
findings and solutions to problems
using scientific language and
representations using digital
technologies as appropriate
(ACSIS133)

Pairs present their summative assessments. Groups present for 5 min each. There will
be time for questions at the end of each presentation. Non-presenting students will write
a reflection on what they have learnt from each presentation and some feedback
comments for the presenters (will allow 5 min after each presentation).
Formative Assessment: Student feedback sheets will demonstrate what nonpresenting students have learnt from the various presentations and their ability to
critically evaluate the other presentations. They will also have an opportunity to report
on the working of their own group and evaluate their own presentation.
Summative Assessment: Students will be assessed on their understanding of the
topic; the thoroughness of their research; their ability to convey their understanding; the
creativity and quality of their presentation; their effort, teamwork and organisation; and
their presentation skills and answers to questions.

Information and Communications Technology Learning focus (throughout the unit)

Students select appropriate search engines and use complex search strategies to locate information from the Internet and other sources, and they evaluate the credibility,
accuracy, reliability and comprehensiveness of this information.
Students develop their knowledge about the characteristics of data by manipulating various data types, such as text, sound, numbers and images (still and moving), to
create formatted information products; for example, essays and reports, animated slide shows, and websites, brochures and cartoons. They plan the design of products,
influenced by generally accepted ICT presentation conventions, and develop criteria for evaluating the effectiveness of each presentation style. These include meeting
audience/user needs and communicating a message effectively. Students make ongoing modifications to their products to improve their efficiency and effectiveness, such
as testing the functionality of parts of a solution, correcting typographical errors and editing to clarify the meaning of the message.
Students become efficient users of ICT for planning collaborative projects that involve creating information products and solving problems. Using software such as word
processors and spreadsheets, and using techniques such as tables and shading, they develop project plans that sequence tasks, estimate timelines and record task
responsibilities where teams are involved. Team members record and monitor progress through shared electronic files.