Session 4: Earth’s Rotation and Day/Night

Learning Intention: 

We are learning how Earth’s rotation causes day and night. 

Success Criteria: 

I can explain what causes day and night. 

I can model how Earth’s rotation creates shadows and changes light. 

I can use scientific vocabulary like axis, rotation, and sunlight. 

Warm up (10 mins): 

Watch: Crash Course Kids Ep. 8 – Rotation and Revolution [Link: https://www.youtube.com/watch?v=l64YwNl1wr0] 

Think-Pair-Share: 

What do you notice about shadows during the day? 

Why does the Sun appear to move across the sky? 

Explicit Teaching:

Define key vocabulary: Rotation = spinning on an axis Axis = an invisible line Earth spins around Revolution = orbiting the Sun Human 

Model Demonstration: 

One student stands as the Sun. Another student spins slowly on the spot, saying “Day” when facing the Sun and “Night” when facing away. Use this to explain how Earth's rotation causes day and night, not the Sun moving. 

Discuss: 

What would happen if Earth stopped spinning? 

Student Task (60 mins): 

Option A: 

Annotated Diagram + Explanation Students complete a labelled diagram showing: Earth’s rotation direction The Sun on one side Where it’s day/night on Earth Label Australia, equator, and poles Then write a short explanation using vocabulary: “Earth rotates on its axis. When our side faces the Sun, it is day. When it rotates away, it becomes night.” 

Option B: 

Comic Strip or Flipbook Create a 4–6 frame comic strip or flipbook that shows a person or place (like a city or school) experiencing a full day and night cycle. Label each frame with the time of day and explain what’s happening (e.g. "The Earth rotates, so now it's sunset in Australia.") 

Optional Online Extension: 

Use this PBS simulation: Earth's Rotation Interactive Students observe and then describe: “What happens as Earth rotates? What do you notice about night and day in different places?” 

Reflection (15 mins) 

Exit Slip Prompt: Day and night are caused by…” 

Partner Discussion: What would happen if Earth rotated slower or faster? 

Materials: 

• Access to Crash Course Kids video 

• Printed diagram worksheet or blank paper 

• Coloured pencils 

• (Optional) Device for PBS simulation Comic strip template (optional) 

Session 5: Ask Like a Scientist

Focus: VCSIS083 – Pose questions to clarify practical problems or inform scientific investigations

Learning Intention:

We are learning to pose and improve scientific questions to guide our investigations.

Success Criteria:
I can ask questions that help explore space-related phenomena.
I can explain the difference between wonder questions and testable scientific questions.
I can refine a question to make it clearer and more useful for investigation.

Warm up (15 mins):

• Display 10–12 mixed questions on cards (some scientific, some not). Examples:

  1. Why is Mars red?

  2. How many moons does Saturn have?

  3. Could aliens exist somewhere in the universe?

  4. What happens if Earth stops spinning?

  5. What would it feel like to float forever in space?

  6. How does gravity keep planets in orbit around the Sun?

  7. How does changing the angle of sunlight affect temperature on Earth?

  8. Do stars make sounds in space?

  9. How does Earth's tilt affect the seasons?

  10. What happens to a marble’s movement when you roll it on a tilted surface?
      
      

• Students work in pairs to sort into:

  1. Wonder Questions (broad, curious, untestable)

  2. Researchable Questions

  3. Testable/Investigable Questions
     
     

Debrief with class. Use an anchor chart to define each category.

Explicit Teaching (20 mins): Types of Scientific Questions

1. Explain and model:

   • Descriptive questions: What is it like?

   • Comparative questions: How are ___ and ___ different?

   • Cause-and-effect questions: What happens if…?

2. Show how scientists refine a big idea into a clear, investigable question.

   • E.g. “Why do planets orbit?” → “What happens to orbit speed if distance increases?”

Student Task (50 mins): My Own Space Investigation Question

1. Each student selects a space topic of interest (e.g. gravity, rotation, orbits, moon phases, planets).

2. Use the "Question Ladder" template:

   • Start with a wonder question.

   • Use prompts to refine it into a more specific and investigable question.

   • Final version should be something that can be answered through reading, a simulation, a model, or observation.

3. Partner Feedback: Students share their final questions and give each other feedback using a checklist:

   • Is it specific?

   • Can it be answered with data or research?

   • Is it scientifically relevant?

Reflection (15 mins)

• “What makes a good scientific question?”

• “What would I need to explore or test my question?”

Materials:

• Question cards

• Anchor chart template (Wonder vs Research vs Investigable)

• “Question Ladder” worksheet

• Space books, websites or simulation tools (optional support)
  
  

Lesson 6: Show What You Know – Communicating With Evidence

Focus: VCSIS086 – Communicate ideas and findings to show evidence and justify conclusions

Learning Intention:

We are learning to clearly communicate our space science ideas using evidence.

Success Criteria:

I can explain a scientific idea using facts, data, or observations.
I can justify my thinking with evidence.
I can use scientific vocabulary in my explanation.

Warm Up (10 mins): What’s Wrong with This Explanation?

Show a few weak explanation examples like:

• “Mars is cool because it’s red.”

• “The planets move because they want to.”

Ask:

• “What’s missing?”

• “What would make it stronger?”

Record student ideas (look for: facts, cause-effect, vocabulary).

Explicit Teaching (20 mins): Claim–Evidence–Reasoning (CER)

1. Introduce the CER Framework:

   • Claim: What do you think or believe?

   • Evidence: What facts or data support this?

   • Reasoning: How does your evidence support your claim?
     
     

2. Model with an example:

   • Claim: "Jupiter has the longest orbit."

   • Evidence: "It’s the farthest planet from the Sun."

   • Reasoning: "Planets that are farther take longer to orbit due to weaker gravity."

Student Task (55 mins): Space Science Claim Writing

1. Students choose one concept they’ve learned:

   • Gravity & orbits

   • Day and night

   • Planet comparison

   • Distance and orbit speed

2. Complete a CER writing task:

   • Write a strong claim.

   • Use either class simulations, research notes, or diagrams as evidence.

   • Add a reasoning sentence that connects their idea.
     
     

Optional Formats:

• Written paragraph

• Flipgrid/recorded video

• Google Slides or Canva poster

3. Peer Review:
   
   

Use a checklist or feedback protocol:
“Does this explanation have a clear claim? Real evidence? Scientific terms?”

Reflection (15 mins): Partner Share & Self-Assessment

• “What did I do well in my explanation?”

• “What could I add next time to strengthen my reasoning?”

Materials:

• CER Graphic Organizer

• Previous lesson notes / fact files / orbit models

• Space posters or slides as content supports

• Student devices (optional)