Curriculum - Science Stage 4 - Lesson Plans

1020092 Curriculum 2b – Stage 4 & 5 Science
Assignment 1:
Ryan Hamilton
Student No. 91641872
Table of Contents
Overview – ................................................................................................................ 1
Lesson Plans Science Stage 4 - Lesson Plan #1 ...................................................... 2
Lesson Plans Science Stage 4 - Lesson Plan #2 ...................................................... 8
Lesson Plans Science Stage 4 - Lesson Plan #3 .................................................... 13
Academic Justification ............................................................................................. 18
Engagement for Stage 4 ......................................................................................... 21
References .............................................................................................................. 22
Appendix ................................................................................................................. 24
Overview –
Year 8 Science – Earth and Space
The following lesson plans are produced for a slight higher ability class of 22 students mixed
boys/girls. The class has three students which have mild learning and literacy difficulties. The class
is currently ahead in the teaching program of this module so the following outcomes are being used
as a group exercise to develop some creative skills.
1
Lesson Plans Science Stage 4 - Lesson Plan #1
Day 1 - Task/Groups/Research
KLA: Science Stage of Four Year Group: 8 Lesson 60 minutes

Learner: Duration:
Safety Cyber Printing / Instructional

Considerations: Security Preparation: sheet – group
activity
(appendix)
Knowledge and Earth and Space Working Communicating

Understanding Scientifically
(K&U) Strand: (WS)
Strand(s):
K & U outcome(s): Describes the dynamic WS A student: presents science ideas, findings
nature of models, theories outcome(s): and information to a given audience using
and laws in developing appropriate scientific language, text types
scientific understanding of and representations SC4-9WS
the Earth and solar
system SC4-12ES
Explains how advances in

scientific understanding of
processes that occur
within and on the Earth,
influence the choices
people make about
resource use and
management SC4-13ES
Related Life Skills
outcomes: SCLS-13ES,
SCLS-14ES, SCLS-15ES,
SCLS-16ES
K & U context ES2 Scientific knowledge WS context WS9 Students communicate
statement: changes as new evidence statement(s):
becomes available. Some
technological
developments and
scientific discoveries have
significantly changed
people's understanding of
the solar system.
K& U content b. Demonstrate, using WS content a. presenting ideas, findings and solutions
descriptor(s): examples, how ideas by descriptor(s): to problems using scientific language and
people from different representations using digital technologies
cultures have contributed as appropriate (ACSIS133, ACSIS148)
to the current
understanding of the solar
system
2
Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative understanding communication understanding social capability
thinking technology
capability
Learning Intentions: Success Criteria:

To develop a knowledge of the different uses of Lesson One: Students are able to name and
astronomy in our day to day lives . identify a cultures which have contributed to our
Understand what defines ‘Culture’? understanding of Astronomy. How did this
How did your selected ‘Culture’ utilise astronomy and for understanding impact the culture?
what purpose?
Understand the meaning behind a narrative and how to
use it to present information in a creative manner
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding 1.5 Metalanguage
of important, substantive concepts, skills and ideas. Such pedagogy 1.3 Problematic knowledge 1.6 Substantive
treats knowledge as something that requires active construction and communication
requires students to engage in higher-order thinking and to
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students’ self-regulation
teachers work productively in an environment clearly focused on 2.3 High Expectations 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful 3.2 Cultural knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.3 Knowledge integration 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside
of the classroom, and with multiple ways of knowing all cultural
perspective.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

element
3.6 Narrative Students are to research how different cultures around the world have contributed to our
understanding of Astronomy (one culture per group). This information is to be presented in
the form of a narrative or story book to be presented to the class. This will require the
students to develop the storyline and incorporate the information that they have acquired.
3.2 Cultural Students are to investigation a selected culture for their impact of our understanding of
knowledge Astronomy. These cultures range from the Gaelic and Neolithic/Bronze Age peoples of
Ireland and Britain to Australian Aborigines, Egyptian and British Georgian era
3
2.5 Students’ Students are to work in pairs to research their selected culture for story book. Students are
self-regulation required to work independently within the time frame provided to research their topic and
start to construct a narrative report/story to present to the class.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Introduction to the three Students to Power Point – See attached
mins part lesson on the listen
influence of Culture and
Astronomy
Body of Lesson:
10 Question student about Teacher/Student Intelligent White board
min their knowledge on what - open brain
cultural civilization have storming
had on our question/
understanding of the answers
sky, space and recorded on the
astronomy. Which intelligent white-
ancient cultures have board, including
used the stars, sun and a map of the
planets? Where and world to indicate
when did these cultures where these
exist? What did they cultures lived.
use the celestial Answers to be
information for? Crops? printed and
Navigation? Religion? distributed to all
Better understanding of groups
the world around us? intelligent white-
board
Review responses and
address them there and
then if they are going to
be of help for the group
exercise or note them
so that the lecture at the
end of this activity (day
3) can be modified.
5 Divide class into groups Students to

min of pairs – this is to be form groups of
done by making the pairs (based on
class line up in order of their ‘month’
birthday and then pairs birthday).
will be allocated along Return to seats
the line with pair.
5 Students to select a One student The Sorting Hat (Harry Potter)
mins culture to investigate for from each group
the task by selecting is to select a
from ‘The Sorting Hat’ culture to study
Cultures include –
4
 Gaelic - from the ‘sorting
Newgrange hat’ – lucky dip.
 Neolithic/Bronze
Age –
Stonehenge
 Aboriginal –
Emu in the sky
 Egyptian –
Pyramids
 British Georgian
Era – Sextant
Please note that

multiple names of the
same culture are
included. There should
be enough selections so List of topics for the students to select –
that all cultures are
presented twice.  Gaelic - Newgrange
 Neolithic/Bronze Age – Stonehenge
 Aboriginal – Emu in the sky
 Egyptian – Pyramids
 British Georgian Era – Sextant
5 Narrative – Students are An instruction Instruction.

min to spend the remainder sheet to be Create a Narrative Story
of the lesson producing distributed to all A narrative is a story about a people and place.
a ‘story book’ or groups outlining Select a culture (from the Sorting Hat) – see above
narrative about the the activity and Create a narrative storybook about your culture and how they used
culture they have suggesting astronomy in their culture.
chosen. During the next some sources Explore HOW they used astronomy,
two lessons, each group on information Explore WHY they used astronomy,
will present their work
(story) to the class. The You are to present your storybook to the class. This needs to be in the
presentation should format of a narrative (story). (Appendix)
include where and when
your culture or
civilization was on earth,
what they discovered
about astronomy, and
how they used it for
their own purpose.
Please note it is not a
report on the civilization
itself, just where and
when they were around.
You can include
pictures, and most
importantly a storyline –
it is a narrative report.
Guide students with

through thoughts and
give them assistance to
find quality sources of
information, by asking
“Is Wikipedia a quality
web site”, “What would
5
be a quality site to
source this information”.
Recorder any
misconceptions the
students are having and
address them during the
lecture on Day 3.
25 Teacher is to move Research task – ICT – laptops

mins from group to group Students are to
ensuring that all groups work in pairs to Reference Websites for students –
are on task. Teacher to produce a
question groups on narrative on how Multiverse - making Earth and space science accessible through
what they are doing, their culture transformative education
what was the made a http://multiverse.ssl.berkeley.edu/multicultural
significance of the significant
culture they are contribution of 10 Ancient Cultures and Their Contributions to Astronomy - Dawdlez
researching and how how we http://dawdlez.com/2015/09/07/10-ancient-cultures-and-their-
they plan to tell the story understand the contributions-to-astronomy/
within the context of the universe,
book including the Newgrange - http://newgrange.com/
Students asked if they sun, moon,
have any questions? seasons, Stonehenge - http://www.english-heritage.org.uk/visit/places/stonehenge
What help do they need navigation.
to complete the task? Aboriginal ‘Emu in the Sky’ -
Students should http://www.atnf.csiro.au/research/AboriginalAstronomy/Examples/emu.htm
Work with students with spend 15 mins
poor literacy skill and searching for Egyptian Pyramids - http://www.astronomy-kids.com/ancient-egyptian-
modify instruction as relevant sources astronomy.html
required of information.
Navigation by the Stars, Sextant - https://www.rmg.co.uk/see-do/we-
recommend/attractions/navigation-stars-sextant
Conclusion:
5 Direct students on what
mins appears to be working.
They are free to work on
it at home but will have
some time during the
next lesson to complete
the book. Presentation
will start during the next
lesson
6
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Success Criteria: How this will be measured?

Students understand Teacher observations, all groups to have worked out a storyline for their
the task required and book and what they are going to research for it – What are their research
have made a start on questions?
the narrative reports
Reflection:
What have I learned about Many science topics are very narrow and focus primarily on the scientific
teaching and learning knowledge required to understand the scientific principles. This descriptor
processes when preparing this allows the class to focus on the practical examples throughout history have
lesson? lead to advances in astronomy.
With the addition of a narrative report/story book, literacy tasks can be

integrated into the learning exercises in a natural manner with will also
assist with the students learning.
It is a good set of lessons for differentiation as the level and depth of study
can be tailored to the students need, but at the same time it is easy to
introduce too much information and the principle learning outcomes can be
lost. Advice – Keep it simple and expand of the context when the
opportunity arises, this includes keep the students on task and within the
time constraints .
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson

Standards
Graduate As a Graduate teacher This lesson meets the requirements of a nationally accredited
Teachers program of initial teacher education by possess the requisite knowledge and skills to plan for
and manage learning programs for students demonstrate knowledge and understanding that
students’ cultural, social, linguistic and intellectual characteristics.
The lesson comprises of a full range of abilities understand their subject(s), curriculum
content and teaching strategies have the ability to design lessons that meet the
requirements of curriculum, assessment and reporting demonstrate the capacity to interpret
student assessment data to evaluate student learning and modify teaching practice (NESA,
2018).
7
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
References
NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all
power point slides, entire student handouts, etc.).

Day 1 – Task Groups/Research/Presentations
KLA: Science Stage of Stage 4 Year Group: Year 8 Lesson 60 minutes

Learner: Duration:
Safety Cyber Printing /
Considerations: Security Preparation:

Understanding (K&U) Scientifically
Strand: (WS)
Strand(s):
K & U outcome(s): Describes the dynamic WS A student: presents science ideas,
nature of models, theories outcome(s): findings and information to a given
and laws in developing audience using appropriate scientific
scientific understanding of language, text types and representations
the Earth and solar SC4-9WS
system SC4-12ES

people make about
resource use and
management SC4-13ES
Related Life Skills
SCLS-16ES
K & U context statement: ES2 Scientific knowledge WS context WS9 Students communicate
changes as new evidence statement(s):
technological
8
developments and
the solar system.
K& U content b. Demonstrate, using WS content a. presenting ideas, findings and
descriptor(s): examples, how ideas by descriptor(s): solutions to problems using scientific
people from different language and representations using
cultures have contributed digital technologies as appropriate
to the current (ACSIS133, ACSIS148)
system
Critical and creative Ethical Information and Intercultural Literacy Personal and social
Numeracy
thinking understanding communication understanding capability
technology
capability

Continuation of previous lesson to Students to complete their narrative report and ready for presentation.
develop a knowledge of the different Initial presentation of groups to the class of their narrative story. Students
uses of astronomy in our day to day need to present who the culture was, when it was on earth, what they used
lives . astronomy for and how they used it.

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding 1.5 Metalanguage 1.6
important, substantive concepts, skills and ideas. Such pedagogy treats 1.3 Problematic knowledge Substantive communication
knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to
communicate substantively about what they are learning.
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students’ self-regulation
teachers work productively in an environment clearly focused on 2.3 High Expectations 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and
among students.
This refers to pedagogy that helps make learning more meaningful and 3.2 Cultural knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.3 Knowledge integration 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing all cultural perspective.
9

element
3.6 Narrative Students are to research how different cultures around the world have contributed
to our understanding of Astronomy (one culture per group). This information is to
be presented in the form of a narrative or story book to be presented to the class.
This will require the students to develop the storyline and incorporate the
information that they have acquired.
3.2 Cultural Students are to investigation a selected culture for their impact of our
knowledge understanding of Astronomy. These cultures range from the Gaelic and
Neolithic/Bronze Age peoples of Ireland and Britain to Australian Aborigines,
Egyptian and British Georgian era
2.5 Students’ Students are to work in pairs to research their selected culture for story book.
self-regulation Students are required to work independently within the time frame provided to
research their topic and start to construct a narrative report/story to present to the
class.
Lesson Script
Introduction:
5 mins Quick re-cap on the Student are asked if they have White-board
previous lesson, any questions about what they
including the smart were doing in the previous
white board response lesson.
to ‘How Culture has
contributed to our
understanding of
Astronomy’.
Students asked to re-

join in their group
and continue with
their narrative report.
Students need to be
reminded that they
only have a short
amount of time
available before
presentations are to
be started.
10
Body of Lesson:
Time Teacher Activity Student Resources
Activity
20 Teacher is to move Research ICT – laptops
mins from group to group task –
ensuring that all Students are Websites –
students are on task. to work in
Teacher to question pairs to Multiverse - making Earth and space science accessible through
groups on what they produce a transformative education
are doing, narrative on http://multiverse.ssl.berkeley.edu/multicultural
 What was how their
the culture made 10 Ancient Cultures and Their Contributions to Astronomy - Daw
significance a significant http://dawdlez.com/2015/09/07/10-ancient-cultures-and-their-
of the culture contribution of contributions-to-astronomy/
they are how we
researching? understand Newgrange - http://newgrange.com/
 When were the universe, Stonehenge - http://www.english-heritage.org.uk/visit/places/stonehen
they on including the Aboriginal ‘Emu in the Sky’ -
Earth? sun, moon, http://www.atnf.csiro.au/research/AboriginalAstronomy/Examples/emu
 How did they seasons, Egyptian Pyramids - http://www.astronomy-kids.com/ancient-egyptian
use navigation. astronomy.html
astronomy? The Navigation by the Stars, Sextant - https://www.rmg.co.uk/see-do/we-
 Why did they significants recommend/attractions/navigation-stars-sextant
use will be
astronomy? dependent of
 Do we see the culture
this being studied.
behaviour
still being Students are
used today? to find a
Why or Why reparable
not? website to
 How they source their
plan to tell information –
the story NOT
within the Wikipedia.
context of Advanced GT
the book? students may
select several
Students asked if site and
they have any consolidate
questions? these different
What help do they sources into
need to complete the their
task? narrative.
30 Presentations by Students Laptops, projector screen

min groups 1 to 6 – five from groups 7
minutes each to 10 are to
present their
narrative to
the class
explaining
how their
culture has
contributed to
our
11
understanding
of astronomy
Conclusion:
Time Teacher Activity Student Resources
Activity
5 Summarizing the Students to Whiteboard
mins lesson – Comments lesson
of what was good for
the groups that have
presented
Assessment:

Narrative Book Each group to have competition of the Narrative Book and its display in the
classroom
Reflection:
What have I learned about You need to be dynamic, flexible, over plan, have variation in the
teaching and learning lesson. The lesson needs to be dynamic and have flexibility to move
processes when preparing this parts around or between lessons to meet the students’
lesson? needs/behaviour.

Standards
As a Graduate teacher This lesson meets the requirements of a nationally
Graduate accredited program of initial teacher education by possess the requisite
Teachers knowledge and skills to plan for and manage learning programs for students
demonstrate knowledge and understanding that students’ cultural, social,
linguistic and intellectual characteristics (NESA, 2018).
The lesson comprises of a full range of abilities understand their subject(s),
curriculum content and teaching strategies have the ability to design lessons
that meet the requirements of curriculum, assessment and reporting
demonstrate the capacity to interpret student assessment data to evaluate
student learning and modify teaching practice.
12
References

KLA: Science Stage of Four Year Group: 8 Lesson 60

Learner: Duration: minutes
Safety Printing /
Considerations: Preparation:

Understanding (K&U) Scientifically
Strand: (WS)
Strand(s):
K & U outcome(s): Describes the dynamic WS A student: presents science ideas, findings
nature of models, theories outcome(s): and information to a given audience using
and laws in developing appropriate scientific language, text types
scientific understanding of and representations SC4-9WS
the Earth and solar
system SC4-12ES

people make about
resource use and
management SC4-13ES
Related Life Skills
SCLS-16ES
K & U context statement: ES2 Scientific knowledge WS context WS9 Students communicate
changes as new evidence statement(s):
technological
developments and
13
the solar system.
K& U content b. Demonstrate, using WS content a. presenting ideas, findings and solutions
descriptor(s): examples, how ideas by descriptor(s): to problems using scientific language and
people from different representations using digital technologies
cultures have contributed as appropriate (ACSIS133, ACSIS148)
to the current
system
Critical and Ethical Information and Intercultural Literacy Personal
Numeracy
creative thinking understanding communication understanding and social
technology capability
capability

Continuation of lesson one and two. Groups have Students to complete their narrative report and
previously completed their story books and are now ready for presentation.
presenting their work. Lesson to be concluded with a Initial presentation of groups to the class of their
summary from the teacher, students to complete a narrative story. Students need to present who the
previous lesson to develop a knowledge of the different culture was, when it was on earth, what they used
uses of astronomy in our day to day lives . astronomy for and how they used it.

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding thinking
of important, substantive concepts, skills and ideas. Such pedagogy 1.3 Problematic knowledge 1.5
treats knowledge as something that requires active construction and Metalanguage
requires students to engage in higher-order thinking and to 1.6 Substantive
communicate substantively about what they are learning. communication
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students’ self-
teachers work productively in an environment clearly focused on 2.3 High Expectations regulation
learning. Such pedagogy sets high and explicit expectations and 2.6 Student direction
among students.
This refers to pedagogy that helps make learning more meaningful 3.2 Cultural knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.3 Knowledge integration 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside
of the classroom, and with multiple ways of knowing all cultural
perspective.
14

element
3.2 Cultural Students are to investigation a selected culture for their impact of our understanding of
knowledge Astronomy. These cultures range from the Gaelic and Neolithic/Bronze Age peoples of
Ireland and Britain to Australian Aborigines, Egyptian and British Georgian era
2.5 Students’ Students are to work in pairs to research their selected culture for story book. Students are
self-regulation required to work independently within the time frame provided to research their topic and
start to construct a narrative report/story to present to the class.
Lesson Script
Introduction:
5 Introduction to the three part Students to listen Power Point – See appendix
mins lesson on the influence of
Culture and Astronomy
Body of Lesson:
20 Presentations by groups 7 to Students from groups 7 to 10 are to present Laptops, projector screen
min 10 – five minutes each their narrative to the class explaining how
their culture has contributed to our
understanding of astronomy
5 Short video - - Cultural Students to watch the lesson. Questions Video - Cultural Impacts of
min Impacts of Astronomy: taken at the end of the video. Astronomy: Astronomy Of
Astronomy Of Indigenous Indigenous Australia - LEAP
Australia - LEAP Links Video Links Video Conference,
Conference, Macquarie Macquarie University – 5:00 to
University. These the story of 10:00 only
the ‘Emu in the Sky’ and how https://www.youtube.com/watch
this relates to when Aboriginal ?v=p5ZcxYTtHSo
communities are about the
hunt Emus.
Short question session

following the lesson
15
20 Teacher to present an Students to listen to the teachers Class worksheet – to be
mins overview of the different presentation and answer the question on the completed during the class
cultures and their contribution worksheet. (Appendix)
to astronomy. This includes a
timeline, and real examples. Peer Feedback – Students to provide
feedback of fellow presentations and rate
Cultures include – them.
 Gaelic - Newgrange
 Neolithic/Bronze Age –
Stonehenge
 Aboriginal – Emu in
the sky
 Egyptian – Pyramids
 British Georgian Era –
Sextant
Teacher feedback on the
storybook and what was good
and what they could consider if
they were to undertake this
task again.
5 Kahoot Quiz, Question – Students are to undertake a Kahoot Quiz on Kahoot Quiz
min what each civilization has contributed to
Q1. What is a Culture? Astronomy
Q2. One of the oldest cultures
to use astronomy were
the……?
Q3. The Sexton was design to
assist sailors in?
Q4 Newgrange and
Stonehenge were both built
to……?
Q5. The Egyptian used the
Pyramids to…..?
Q6. Aboriginals use the stars
to…..?
Conclusion:
5 Feedback to all groups on the
mins their presentations
Assessment:

Narrative Book Competition of the Narrative Book and its presentation to the classroom
Kahoot Quiz Kahoot Quiz used to gauge the learning material.
16
Reflection:
What have I learned about This is a large topic and can be very detailed. It is great for differentiation as
teaching and learning the level and depth of study can be tailored to the students need, but at the
processes when preparing this same time it is easy to introduce too much information and the principle
lesson? learning outcomes can be lost. Advice – Keep it simple and expand of the
context when the opportunity arises.

Standards
As a Graduate teacher This lesson meets the requirements of a
Graduate nationally accredited program of initial teacher education by possess the
Teachers requisite knowledge and skills to plan for and manage learning programs
for students demonstrate knowledge and understanding that students’
cultural, social, linguistic and intellectual characteristics. The lesson
comprises of a full range of abilities understand their subject(s),
curriculum content and teaching strategies have the ability to design
lessons that meet the requirements of curriculum, assessment and
reporting demonstrate the capacity to interpret student assessment data
to evaluate student learning and modify teaching practice (NESA, 2018).
References

17
Academic Justification
The intention of these three lessons is to bring together the big ideas of “how people from different
cultures, throughout history have contributed to our current understanding of the solar system”.
This is learning is instructed to students by investigating ‘how advances in scientific understanding
of processes that occur within and on the Earth, influence the choices people make about resource
use and management (SC4-13ES)’ (NESA, 2017). Students will need to work scientifically by
investigating selected cultures, to develop and present a narrative report on how cultures have
contribute and benefited to our knowledge of astronomy. The three lesson plans have been
structured to have a strong focus on the outcomes for student and to achieving these by introducing
the students to new material, scaffold their own inquiry based learning through a creative expression
(narrative report) and collaboratively learning, and have them present it to the class.
The first lesson starts with an re-cap of the previous work on the main ideas in astronomy, celestial
objects, day/night, seasons, etc and brainstorm with the students about how these phenomena
might be used by which culture and for what reason. Once these ideas have been expressed, small
groups of two or three students will be formed to research and create a narrative report on their
chosen culture. These cultures have discovered different aspects of astronomy and applied them to
their own lifestyle and students will investigate these.
The lessons are design to introduce students to several Working Scientific skills thought-out. During
lesson one and two, students are required to conduct research with secondary sources, the impact
of culture of our understanding of Astronomy. They are then required to communicate this research
to fellow students in the form of a narrative report using digital media, including a brief introduction
into the culture, how astronomy was used, and discussion on how it benefited them. The introduction
of ‘culture’ and the presentation of a narrative report opens up the lesson to exploring learning across
the curriculum content and incorporate these into the lesson plans. It also gives a unique opportunity
for students to include the astronomy skills of Aboriginal and Torres Strait Islander communities,
giving them an insight to their history of unique, complex knowledge systems, which feature
prominently in astronomy.
The use of a narrative to present the scientific knowledge allows students to express themselves
and develop literacy skill in their writing. Literacy in this way helps students expanded their
understanding of scientific processes, build links with how science principles relate to the real world
and engage students (Snow, Dibner, 2016). This is important as the complexities of metalanguage
require fundamental literacy skills to knowledge-building (Drew, Thomas, 2018). Without them, it
18
can impede learning, make understanding theory difficult, block critical thinking, and impact on
science literacy skills and attitudes (Karademir, Ulucinar, 2017).
The 5 E Instructional Model
The lessons are designed for students to be educated through constructive learning, this invites
student to ‘build their own ‘concepts and meaning’ to new knowledge throughout their own
experiences (Açışlı, 2010). One of the most effective science instructional models to do this is the
5E Model. Originating in the late 1980s by Centre of Biological Sciences Curriculum Studies (BSCS),
the 5E model is developed upon principles of how students learn science and ‘provides opportunities
to formatively assess student learning throughout the teaching and learning process’ (BSCS, 1997).
The 5E model is viewed from a conceptual change (Volkmann, Brown, West, Lankford, & Abell,
2009) and inquiry learning perspectives (Wilson, Taylor, Kowalski, & Carlson, 2010). The 5E model
increased students’ performance by allowed permanence and conceptual development that affected
the students’ attitudes towards science positively (Açışlı, 2014).
The lesson plans follow the nature sequence within the model and consists of five sequence -
Engage – This is the first and most important element to the 5E model as it introduces the learning
material to the students and asked them to ‘buy-in’ to the learning. By accessing the students prior
knowledge into Astronomy we can build on the previous knowledge with new concepts. Teachers
need to be aware of those students that do not engage and apply a different tact in order to engage
them.
Explore – Students are to research secondary sources for material in order to create their narrative
report. The introduction of ICT (personal devices) allows students to research within a medium they
feel comfortable working in.
Explain - It is within the ‘explain’ element that students are able to express what they have learnt
and to what degree they understand the material. Within these lessons students are required to
develop a cross curriculum, narrative report on the topic. The use of narrative and creative writing
should allow students to link principles of astronomy to re-life examples, giving the knowledge
presence in their knowledge. This is where differentiation can occur in the lesson as student will
‘explore’ and ‘explain’ to different levels of knowledge. Advanced students can extend in both detail
and artistic expression while students who feel challenged can be guided through the activity and
supported by the aspects they perform well in.
19
Elaborate – The lesson requires the teacher to question, through formative assessments, the
students’ knowledge and understanding of the role of culture in astronomy. It is important that this
is conducted in a positive manner and promotes the development of knowledge within the student
and not just the lack of knowledge.
Evaluate – By allowing student to present their own narrative reports, they and their peers are able
to evaluate the work and learning they have conducted to ensure they have an understanding on
the required learning. Group discussions during this time will assist where students have missed or
miss understood elements of the learning. (Parveen, 2017)
Studies by Goldston, Bland, Day, Sunberg, and Dantzler have shown that engagement is the most
important factor in students learning and thus should be at the centre of any learning activity
(Goldston, et.al, 2009). The 5E model embeds formative assessment throughout each of the five
phases. Brainstorming with engagement activities, student interaction, and analysis of assessment,
both formative and informative, giving the teacher constant input into how the class is progressing
with their learning. (Goldston, Bland Day, Sunberg, Dantzler, 2009). The 5 E Instructional Model is
essential to the development of the students’ scientific process skills. (Açışlı, 2014).
Visual Thinking Routines
Visual Thinking Routines (VTR) have been chosen to foster a culture of thinking within the
classroom, and help develop good thinking dispositions among students (Grady, 2010). To facilitate
students deeper understanding of content, it is imperative to keep engagement levels high, and have
students interested, motivated, and curious in science. VTR challenge the students and develop
thinking skills and question what they are learning. It encourages active processing, collaboration
and sharing which is essential from group work. During the research component of the lesson,
student are challenged on these understanding of how culture lays a significant role in astronomy
through questioning. These questions include -
 Who were the people of your culture?
 When did your Culture inhabit the earth?
 How did they use Astronomy?
 Why did they use Astronomy?
 Do we still use these finding today?
The implementation of visual thinking routines within context of these lessons will result in a strongly
principle of learning by making the students’ questions, contributions, and think about what they are
learning (Gholam, 2017). The visuals nature of visual thinking routines reinforces thinking skills, but
20
like all other skills, the students need to learn and develop them before they gain a deeper
understanding, but with the guidance of the teacher this will be of great benefit to the learner
(Gholam, 2017).
Engagement for Stage 4

These Science Stage 4 lesson plans provide an inclusive in-depth lesson allowing students to
develop their own ‘self-learning’ about scientific concepts and the impact on our understanding of
Astronomy. The lessons identify and contain the three variables that Marston (1999) identifies that
influences students into engaging with scientific content - context, definition, and relationships.
Context is provided in the lesson plan which enables the students to associate where and when the
science was performed and who and how the original ideas were conceived. Students may have
previous knowledge on these cultures but may not have been aware of there contribution to
Astronomy. This learning is further complimented by the interaction formed by the group activity
giving the learning a social context which then constructs meaning.
Definition – For students to engage in science they need to think and become scientist. The use of
a narrative report assists with the student identify themselves with the culture they are studying and
engage in the activities. The addition of culture material encourages students with other interest
outside of science to engage in the material on their own terms by bring in the cross-curriculum
learning.
Relationships – the third influence for student engagement is relationships. There are many types
of relationships within these lessons, the students relationship with the learning material, can the
student empathise with it; relationship with fellow students; relationship with the teacher. By having
a range of relationship strategies through-out the lessons, ranging from individual, group activities
to whole class activities encourages engagement (Walters, Oliver, 2013). These lessons need to be
flexible, on-task and dynamic. The lessons have been ‘blocked’ and these blocks can be moved
around if the need arises, allowing for some flexibility over the three lessons is required. The
“bringing together” presentation by the teacher at the end of day three can be move to before the
presentation is the need arises. Within lesson three, the video presentation (5 min) which illustrates
how Aboriginal ancestors used the stars to determine when to harvest Emu eggs. It’s placement in
the lesson is design to ‘book-end’ the group activity before the structural lesson continues with the
summary material. If the mood or behaviour of the students warrant, the video can be move to other
parts of the lesson to break up the other activities to refocus the students
21
References
Açışlıiii, S. (2014). The Examination of the Effect of the Materials Developed According to the 5e
Learning Model on the Students’ Scientific Process Skills and Academic Achievement in
General Physics Laboratory Applications. University Journal of Faculty of Education, Vol
33(2), 628-641
Retrieved from https://eric.ed.gov/
Australian Professional Standards for Teachers (APST). (2018). Quality Teaching Standards –
Graduate
Viewed on 17th March 2018
http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-
accreditation-works/guide-to-accreditation/professional-standards
Drew, S., & Thomas, J. (2018). Secondary Science Teachers' Implementation of CCSS and NGSS
Literacy Practices: A Survey Study. Reading and Writing: An Interdisciplinary Journal, 31 (2),
267-291.
Gholam, A. (2017). Visual Thinking Routines: A Mixed Methods Approach Applied to Student
Teachers at the American University in Dubai. Journal of Inquiry & Action in Education, 9(1),
12-27
Goldston, M., Day, J., Sundberg, C., & Dantzler, J. (2010). Psychometric Analysis of a 5E Learning
Cycle Lesson Plan Assessment. International Journal of Science and Mathematics
Education, 8(4), 633-648
Grady, C. (2010). Evaluating Science Information with Thinking Routines Knowledge Quest, 38 (3)
52-55.
Karademir, E. & Ulucinar, U. (2017). Examining the Relationship between Middle School Students'
Critical Reading Skills, Science Literacy Skills and Attitudes: A Structural Equation Modelling.
Journal of Education in Science, Environment and Health, 3 (1) 29-39.
22
Marston, S. (1999). Science conceptions and connections: How third graders engage in inquiry to
learn science. University of Pennsylvania, ProQuest Dissertations Publishing, 9923572.
Parveen, Z. (2017). Educational effectiveness of the 5E model for scientific achievement of students
with hearing impairment - 5e Model ; Hearing Impairment ; Scientific Achievement
Journal of Baltic Science Education,16(5), 723-732
Snow, C., & Dibner, K. (2016). Science Literacy: Concepts, Contexts, and Consequences
National Academies, National Academy of Medicine, 138.
Walters, D., Oliver, J. (2013). Methods and Strategies: Greenteam - A Community Collaboration
Celebrates Environmental Science. Science and Children, 50 (9), 66-70
23
Appendix
1. Cultural Astronomy – Brainstorming Power-point Slides
2. Cultural Astronomy – Instructions
24
3. Teacher Centred Lecture/Learning
25
26
4. Kahoot Quiz
Question 1
The monument of Newgrange, Ireland was built in?
A) 1930
B) 900
C) 100BC
D) 3000BC - Correct
Question 2
Knowing the Equinoxes enabled the Gaelic people to?
A) Know the seasons and when they should plant their crops - Correct
B) Help with cattle breeding
C) Know when it was day or night
D) Help with know where the star were?
Question 3
The monument of Stonehenge, Britain was built in 1500BC by the
A) Gaelic
B) Roman
C) Neolithic/Bronze age people - Correct
D) French
Question 4
Neolithic/Bronze age people used astronomy to –
A) played a considerable part in religious matters,
B) Knowing the Equinoxes enabled the Britain people to know the seasons and when
they should plant their crops.
C) Both - Correct
Question 5
It has been shown the Pyramids were aligned towards the pole star, which, because of the
precession of the equinoxes?
A) True - Correct
B) False
Question 6
A constellation used in Aboriginal culture in Australia is call –
A) The “Wallaby in the Water”
B) The “Kangaroo in the Cosmos”
C) The "Emu in the sky" - Correct
D) The “Dingo in the Dipper”
Question 7
Knowing when to harvest the eggs insures –
A) Emu eggs can be harvested as a sustainable food supply - Correct
B) Emus can be hunted
C) Emus will be able to fly
27
Question 8
Which culture era invented the Sextant
A) The Victorian era
B) The Georgian Era - Correct
C) The Saxon Era
Question 9
The Sextant was designed to be used –
A) During the Day
B) During the Night
C) Both - Correct
28

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1020092 Curriculum 2b – Stage 4 & 5 Science

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KLA: Science Stage of Four Year Group: 8 Lesson 60 minutes

Safety Cyber Printing / Instructional

Knowledge and Earth and Space Working Communicating

Explains how advances in

Learning Intentions: Success Criteria:

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

5 Divide class into groups Students to

Please note that

5 Narrative – Students are An instruction Instruction.

Guide students with

25 Teacher is to move Research task – ICT – laptops

Success Criteria: How this will be measured?

With the addition of a narrative report/story book, literacy tasks can be

Graduate Evidence within this lesson

NOTE: Check your resources are attached

Lesson Plans Science Stage 4 - Lesson Plan #2

KLA: Science Stage of Stage 4 Year Group: Year 8 Lesson 60 minutes

Knowledge and Earth and Space Working Communicating

Explains how advances in

Highlight any areas addressed within lesson:

Learning Intentions: Success Criteria:

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Students asked to re-

30 Presentations by Students Laptops, projector screen

Success Criteria: How this will be measured?

Graduate Evidence within this lesson

NOTE: Check your resources are attached

Lesson Plans Science Stage 4 - Lesson Plan #3

KLA: Science Stage of Four Year Group: 8 Lesson 60

Knowledge and Earth and Space Working Communicating

Explains how advances in

Highlight any areas addressed within lesson:

Learning Intentions: Success Criteria:

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Short question session

Success Criteria: How this will be measured?

Graduate Evidence within this lesson

NOTE: Check your resources are attached

The 5 E Instructional Model

Visual Thinking Routines

Engagement for Stage 4

2. Cultural Astronomy – Instructions

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