Embedded Files
This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.
Introduction
Introduction
During these lessons’ students will research a major feature of the Universe, record observations of astronomical events seen by the naked eye and with telescopes, research and evaluate the impact that certain technologies have had on our understanding of the Universe and identify and measure appropriate scales to use around the home.
They will also convert units between mm, m, km, Astronomical Units and light years, explore websites that model the scale of the Universe and omprehend and present information on the Big Bang Theory, the evidence for this theory and information on dark matter and dark energy.
Finally they will research and present information on technologies used to study the origins of the Universe.
Learning Intentions:
To know some of the major features of the Universe.
To understand how technology has advanced scientific understanding of the Universe.
To be able to appropriate scale when measuring distance in the Universe.
To understand the evidence behind the Big Bang Theory.
To understand how scientific thinking on the origin of the Universe has been refined over time.
Outcomes:
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
SC5-12ES describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community
Students will:
match information o the major features of the Universe
research a major feature of the Universe
record observations of astronomical events seen by the naked eye and with telescopes
research and evaluate the impact that certain technologies have had on our understanding of the Universe.
Learning Intentions:
To understand that our knowledge of the Universe has changed over time.
To be able to outline the major features of the Universe.
To be able to describe, using examples, technologies that have helped us understand the Universe.
Success Criteria:
I have researched and presented about a major feature of the Universe.
I can record how images can help us understand the Universe.
I have researched and evaluated the impact of an important technology on our understanding of the Universe.
Content:
ES1 Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community.
ES1a Students outline some of the major features contained in the universe, including galaxies, stars, solar systems and nebulae.
ES1b Students describe, using examples, some technological developments that have advanced scientific understanding about the universe.
WS9a Students communicate by selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports.
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression.
WS9e Students communicate by presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences.
Students will:
identify and measure appropriate scales to use around the home
convert units between mm, m, km, Astronomical Units and light years
explore websites that model the scale of the Universe.
Learning Intentions:
To know how to convert between different scales of measurement.
To understand why different measurement scales are used throughout the Universe .
Success Criteria:
I can convert distances from mm, m, km, astronomical unit and light year.
I have researched information about distances between major objects in our Universe.
Content:
ES1 Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community.
ES1c Students use appropriate scales to describe differences in sizes of and distances between structures making up the universe.
WS9a Students communicate by selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports.
WS9b Students communicate by selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector, column or line graph) to present information and show relationships clearly and succinctly using digital technologies as appropriate.
WS9c Students communicate by using appropriate units for physical quantities and symbols to express relationships, including mathematical ones
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression.
WS9e Students communicate by presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences.
Students will:
comprehend and present information on the Big Bang Theory, the evidence for this theory and information on dark matter and dark energy
research and present information on technologies used to study the origins of the Universe.
Learning Intentions:
To understand how the Big Bang Theory explains the origin of the Universe.
To be able to see how scientific thinking about the Universe has changed over time.
To be able to investigate how new technologies have changed how we understand the Universe and its origins.
Success Criteria:
I can analyse information and draw out key facts about the Big Bang Theory and the evidence to support it.
I can analyse current information on how we investigate the origins of the Universe and research the technologies we use to do this.
Content:
ES1 Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community.
ES1e Students use scientific evidence to outline how the Big Bang theory can be used to explain the origin of the universe and its age.
ES1f Students outline how scientific thinking about the origin of the universe is refined over time through a process of review by the scientific community.
WS9a Students communicate by selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports.
WS9d Students communicate by proposing ideas that demonstrate coherence and logical progression.
WS9e Students communicate by presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences.
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