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Connections to ACARA Curriculum: Science – Foundation to Year 12 http://www.acara.edu.au/curriculum_1/learning_areas/science.htm Year Level Earth and Space Science: Curriculum Content Description Foundation/ Reception Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004) Elaboration linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different cultures investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals SkyWatch “MirrorDome” Programme/s Other Activities (examples) Ideas and Questions Planetarium programme showing earth’s orbit, changes in apparent position of the sun, shadows, reasons for day and night, etc. Point-source of light and model sun and earth Multimedia presentation: “Earth’s Wild Ride” Shadow sticks (or own shadow); length and direction of shadow throughout the day Time and position of sunrise, sunset Telescope and binocular viewing night Our closest star (the sun) gives us light and warmth. The sun dries up puddles, makes clouds and rain. Why don’t we see other stars in the daytime? Light and darkness. Games with shadows. What’s in the day sky? What’s in the night sky? Dot-to-dot pictures with stars (constellations). For every star picture there is an ancient story. Star myths and stories: various cultures. As above As above As above Multimedia presentation: “Earth’s Wild Ride” Planetarium programme, Sundial models** and shadow sticks to show “motion” of sun Planet Earth: our ball-shaped space ship! Our Space Ship is spinning. How learning how Aboriginal and Torres Strait Islander concepts of time and weather patterns explain how things happen in the world around them Year 1 Observable changes occur in the sky and landscape (ACSSU019) exploring the local environment to identify and describe natural, managed and constructed features recording short and longer term patterns of events that occur on Earth and in the sky, such as the appearance of the moon and stars at night, the weather and the seasons Year 2 Earth’s resources, including water, are used in a variety of ways (ACSSU032) Year 3 Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) recognising the sun as a source of light constructing sundials and Connections to ACARA Curriculum: Science – Foundation to Year 12 http://www.acara.edu.au/curriculum_1/learning_areas/science.htm investigating how they work describing timescales for the rotation of the Earth modelling the relative sizes and movement of the sun, Earth and moon Year 4 Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) Year 5 The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) including constellations and intro to Indigenous astronomy “Solar System”: an interactive orrery model of the solar system showing orbits and relationships of the planets and the sun Point-source of light and sun/earth/moon models Powerpoint show- solar system objects Telescope and binocular viewing night Day-time viewing of planets, moon Solar viewing: projected image quickly? Night and day. Space “mirrors”: why we can see the moon and planets. Why do we see different shapes of the moon? Every star is a sun. What are stars made out of? Why do very big stars look smaller than the sun? Constellations and planets in tonight’s sky. Volcanism, erosion. identifying the planets of the solar system and comparing how long they take to orbit the sun 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 Multimedia presentation: “Earth’s Wild Ride” Planetarium programme, including constellations and intro to Indigenous astronomy “Solar System”: an interactive orrery model of the solar system showing orbits and relationships of the planets and the sun Point-source of light and sun/earth/moon models As above but at age appropriate levels Telescope and binocular viewing night Construction of basic telescopes Use of star charts to find planets and constellations Solar system modelling Activity sheets for information on planets and Solar System bodies, tracking moon and planets Planet Earth: our ball-shaped space ship! Our Space Ship is spinning. How quickly? Night and day. Space “mirrors”: why we can see the moon and planets. Why do we see different shapes of the moon? Every star is a sun. What are stars made out of? Why do very big stars look smaller than the sun? Constellations and planets in tonight’s sky. Star myths and stories: various cultures. The hourly movement of the Sun and stars. Comparable sizes. Effects of gravity. How much would I weigh on different planets? On the Moon? Connections to ACARA Curriculum: Science – Foundation to Year 12 http://www.acara.edu.au/curriculum_1/learning_areas/science.htm Earth’s orbit around the Sun. The Moon’s orbit around the Earth. Eclipses. The Poles, the Equator, Earth’s axis. Seasonal stars and constellations. Constellations, planets and tonight’s sky. The other planets: orbits and time for a “year”. What are the planets made of? Could I land on Jupiter? How many “years” old would I be if I lived on other planets? How long would it take to travel there? Why are some bodies covered in craters? Why not the Earth? The Southern Cross as a compass, and a clock. Characteristics of the planets and other solar system bodies (moons, asteroids, comets…) Why is Pluto now called a “dwarf planet”? The Ecliptic and Zodiac constellations. Year 6 Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) Year 7 Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115) Earth’s gravity pulls objects investigating natural phenomena such as lunar and solar eclipses, seasons and phases of the moon comparing times for the rotation of Earth, the sun and moon, and comparing the times for the orbits of Earth and the moon Multimedia presentation/s: applicable 20 minute programmes include “Earth’s Wild Ride”, “Oasis in Space” (includes “Big Bang” model, and star formation and life-cycle), and “Ring World”: the story of the Cassini mission to Saturn As above Solar viewing: projected image, narrow-band filters, etc PowerPoint presentation: solar system and “deep space” objects, including nebulas, star clusters and The Ecliptic and Zodiac constellations. Distances and sizes: light years and giant stars. How are distances to stars worked out? Parallax. Exo-planets and other solar systems. Connections to ACARA Curriculum: Science – Foundation to Year 12 http://www.acara.edu.au/curriculum_1/learning_areas/science.htm towards the centre of the Earth (ACSSU118) modelling the relative movements of the Earth, sun and moon and how natural phenomena such as solar and lunar eclipses and phases of the moon occur explaining why different regions of the Earth experience different seasonal conditions exploring how gravity affects objects on the surface of Earth considering how gravity keeps planets in orbit around the sun Year 8 Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153) Year 9 The theory of plate tectonics explains global patterns of geological activity and continental movement (ACSSU180) Energy transfer through different mediums can be explained using wave and particle models (ACSSU182) Planetarium programme, including constellations and Indigenous astronomy, planets, solar system objects and orbits. Apparent movement of the stars throughout the night and seasons “Solar System”: an interactive orrery model of the solar system showing orbits and relationships of the planets and the sun Point-source of light and sun/earth/moon models: reasons for the seasons and lunar phases galaxies Activity sheets for viewing and mapping position of major constellations Construction of analemma (to show position of the sun at different times of the year) Construction of solar system model to scale Direction to and use of appropriate Internet sites “Hands-on” introduction to different telescope types Galaxies and “deep-space” objects. Star-birth, nebulas, star clusters. Recent discoveries by satellites and space probes. Origins of the Zodiac. The use of stars and constellations as seasonal calendars. Tides. Summer and winter solstice, equinox. Eclipses: solar; partial, total and lunar; umbral, penumbral. Seasonal considerations for architecture: elevation and angles of the sun throughout the year. Geological phenomena on other planets, moons. How can we study the Universe? Information we can obtain from understanding light and radiation. The electromagnetic spectrum. Connections to ACARA Curriculum: Science – Foundation to Year 12 http://www.acara.edu.au/curriculum_1/learning_areas/science.htm Year 10 The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe (ACSSU188) identifying the evidence supporting the Big Bang theory, such as Edwin Hubble’s observations and the detection of microwave radiation The motion of objects can be described and predicted using the laws of physics (ACSSU229) recognising that the age of the universe can be derived using knowledge of the Big Bang theory describing how the evolution of the universe, including the formation of galaxies and stars, has continued since the Big Bang gathering data to analyse everyday motions produced by forces, such as measurements of distance and time, speed, force, mass and acceleration recognising that a stationary object, or a moving object with constant motion, has balanced forces acting on it using Newton’s Second Law to predict how a force affects the movement of an object recognising and applying Newton’s Third Law to describe the effect of interactions between two objects Multimedia presentation/s: applicable 20 minute programmes include “Earth’s Wild Ride”, “Oasis in Space” (includes “Big Bang” model, and star formation and life-cycle), and “Ring World”: the story of the Cassini mission to Saturn Planetarium programme, “Stellarium” showing solar system objects and their orbits and relationships, star patterns and deep-space objects such as galaxies, nebulas, star clusters, etc “Solar System”: an interactive orrery model of the solar system showing orbits and relationships of the planets and the sun “Celestia” programme, including virtual tours of solar system and deep space objects short simulations of formation of structure in the Universe, galaxy formation and merger, and an accretion disk As for above Viewing night, including use of a variety of telescopes (including manually operated and computer controlled) and binoculars Use of internet resources and star charts to identify manmade satellites and their orbits “Hubble Space Telescope” video and/or PowerPoint presentations of Hubble findings Activity sheets for estimating solar system and interstellar distances and sizes and effects of gravity Construction of different types of sundials and analemmas Exploration of models of star formation, including activity sheets for photographic investigation of colours of stars: star trails Use of spectrometer/spectroscope Doppler effect and red-shift of galaxies Universe expansion model (“balloon”), “supernova” model Hertzprung/Russell diagram Measuring the sky: degrees, minutes and seconds, Right Ascension (RA) and Declination Astronomical “hoaxes”: Did astronauts get to the moon? The “Face on Mars”. The “non-science” of astrology. Theories of Universe formation and age of the Universe: “Big Bang”, “Steady State”, “Creation” Life-cycle of stars: how do they work? How are elements “manufactured” in stars? Galaxy formation and macro structures in the universe. Keplers’ Laws: understanding how gravity holds planets to the sun, stars to galaxies, etc.