Task+Card+2


 * Our Solar System - How big are we? - Year 5 **

Classroom Use
 * Students will need a computer to access this task card
 * They will work in groups of 3-4 to create all the planets in our solar system
 * Teacher demonstrate to students how big the sun would be if it's diameter was 3m
 * Student will need appropriate resources to create their planets (Cardboard, paper, colours, scissors, ruler, ect.)

Prior Knowledge Further Extension Students' learning is supported through group work and extension activities
 * Earth is part of a system of planets (the solar system)
 * Understand the meaning of diameter in order to work out the size of the planets
 * Further activities or discussion about the relative size of planets to clarify students knowledge and understanding
 * Placing the students solar systems up around the room or school
 * Looking at the relative distances between the planets, which can also be done through the link on the task card

Declarative Knowledge (Students Know...) Procedural Knowledge (Students Can...)
 * All the planets in our solar system
 * The relative size between the planets
 * Extension: why Pluto is no longer a planet
 * Create a relative sized model of the solar system
 * Recognise the size comparison of and where they fit into the solar system

Australian Curriculum: Science Content Descriptors Literacy Critical and creative thinking Numeracy Sustainability || * identifying the planets of the solar system and comparing how long they take to orbit the sun
 * Year 5 - Science Understandings ||
 * Earth and Space Sciences || Elaborations ||
 * The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)
 * ** modelling the relative size of and distance between Earth, other planets in the solar system and the sun **
 * recognising the role of the sun as a provider of energy for the Earth ||
 * Year 5 – Science Inquiry Skills ||
 * Communicating || Elaborations ||
 * Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093) || * ** discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding **
 * constructing multi-modal texts to communicate science ideas
 * using labelled diagrams, including cross-sectional representations, to communicate ideas ||

Throughout the Australian Curriculum: Science it states that it aims to ensure students develop an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos and also an ability to communicate scientific understanding and findings (p. 3). I believe that this investigation contributes to these aims and will benefit the students.

General Capabilities Literacy - Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts. Students develop literacy capability as they learn how to construct an understanding of how scientific knowledge is produced; to explore, analyse and communicate scientific information, concepts and ideas; and to plan, conduct and communicate investigations. By learning the literacy of science students understand that language varies according to context and they increase their ability to use language flexibly (p. 12). Numeracy - Numeracy involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. Many elements of numeracy are evident in the Science Curriculum, these include practical measurement and the collection, representation and interpretation of data from investigations (p. 13). Information and Communication Technology (ICT) capability - Students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively. Students develop ICT capability when they research science concepts and applications, investigate scientific phenomena, and communicate their scientific understandings. In particular, they employ their ICT capability to access information; collect, analyse and represent data; model and interpret concepts and relationships; and communicate science ideas, processes and information. Digital technology can be used to represent scientific phenomena in ways that improve students’ understanding of concepts, ideas and information (p. 13).