Out in Space
Stage 3
Looking at environments beyond Earth
Content focus Built Environments Information and Communication Living Things Physical Phenomena Earth and its Surroundings
Outcomes This unit contributes to the following syllabus outcomes: Knowledge and Understanding Students will know and understand that: • people try to control the conditions in the environments they build • people live in communities and build environments to service their common needs • information can be represented in a number of different forms, including graphics, sounds and texts • the sun is the source of most of the energy on the Earth • there are various parts to the physical environment, eg stars, planets, earth, air and water. Students will: • identify investigations which involve discoveries leading to unexpected outcomes • show some relationship between the process of investigation and the process of design and make • identify that new technologies increase the options of designing and making • describe the process of design and make which can involve identifying needs and wants, defining a design task, generating and selecting ideas, assembling or constructing products, systems or environments, and evaluating outcomes • evaluate technological activity in terms of social and environmental cost and benefits • explain that particular technologies are significant causes of change in the way people live. Skills Students will: • make detailed observations using appropriate technologies • modify and apply their understanding in the light of their investigation • use investigation techniques to identify opportunities for design activities
118
• develop a design proposal by selecting and refining ideas and justifying choices • use appropriate equipment and tools to carry out a particular task, and understand the technology involved to record and present ideas.
Reading and using numbers to a million and beyond.
Values and Attitudes Students will: • demonstrate confidence in themselves and willingness to make decisions and to take responsible actions • exhibit self direction in their own learning • show flexibility and responsiveness to ideas • initiate and persevere with activities to their completion • be honest and open in their dealings with others • show a commitment to fair treatment for all • be curious about and appreciate the natural and made environment • gain satisfaction in their efforts to investigate, to design and make and to use technology • appreciate education as a continuing process • appreciate the scientific and technological contribution made by Australians and members of other societies and cultures.
Creative and Practical Arts Drama: organising, improving and performing movement and language through role play of space adventures.
Assessment Listed below are selected examples of strategies that may be used in assessing the objectives of this unit of work. • Describe the features of the device which uses the sun’s energy. • Explain to another class their model of the solar system. • Assess production of the play.
Links with other Key Learning Areas English Viewing videos and reading plays to gain ideas for play writing. Discussing structure of narrative stories. Using writing to explain models of the solar system. Mathematics Explaining the basis of time measurement in terms of movement of the earth around the sun. Measuring in kilometres.
SCIENCE AND TECHNOLOGY K-6
Personal Development, Health and Physical Education Exploring strategies related to sun protection.
Teacher notes In building an environment of outer space students should be able to explain how they’ve catered for people’s needs. Models of the solar system should be large enough to demonstrate the relative lengths of planet orbits. Modelling to correct scale may not be possible.
Suggested resources Library of the Universe (series), Collins Technology (series), Ashton Scholastic Solar System (video), Classroom Video Seasons and Days (video), Churchill Films Solar System (video), Encyclopedia Britannica, Travelling through the Solar System Computer software: Solar System database, Planetary Construction set, adventure games, eg Mickey’s Space Adventure, Space Apprentice, Spaceship Earth. Orrery, Orbits, Destination Mars People and places: Earth Exchange Museum, Powerhouse Museum, observatories, Energy Authority of NSW Materials and equipment: magnifying glasses, foil, various modelling/ construction materials Teaching strategies 8 Researching to explore and discover 9 Manipulating to explore and discover 17 Exploring needs 23 Considering appearance and function 33 Adventure games 35 Telecommunications 37 Animation 39 Databases
Task
Task
Design and make a model of the solar system. [G]
Use a computer adventure/simulation game to stimulate students’ interest and further investigate the solar system. [G]
Activities Select appropriate materials to create a model of planets, comets, moons, asteroids. Decide on a method of construction, including organisation of equipment and steps in the process. [TS9] Demonstrate relative size of planets, distance from the sun, shape of orbit, relative time taken to complete an orbit.
Activities
Task
Task
Design and produce a play or video based on a ‘Lost in Space’ theme.
Investigate what we find in ‘space’ and the environment and conditions beyond Earth’s surface. [G]
Activities
Activities
Identify the needs of people on earth. [TS17] Compare these to particular needs ‘in space’. Identify the different requirements of people in space, eg coping with weightlessness, oxygen–free atmosphere, food needs. Create an environment which would support life outside Earth’s atmosphere. Points to consider: • the interior of the space vehicle (props) • the environment on another planet, eg land forms, plant life, creatures etc (props and backdrop) • appropriate clothing (costumes) • power sources, movement • social needs of people. Represent ideas in drawings, or a plan (eg use grid paper, a computer graphics program). Build your model using available materials. Explain how the planned apparatus would work to meet the identified needs. Create the story, script and/or storyboard. Organise the production and perform the play or make the video. [TS32]
Identify planets and conditions beyond Earth’s atmosphere. [TS8] Use a database and other resources to research planet features, eg distance from sun. [TS39] Use the students’ model to explore the relationships between the sun and planets, the movement of planets and how this determines night and day, eclipses. Visit an observatory or planetarium, or invite a travelling planetarium to the school. Identify conditions that characterise/sustain life on earth (including gravity). Research how the earth’s atmosphere provides for our needs, eg air to breathe, protection from the sun. Compare the atmosphere. Chart discoveries as similarities/differences. Reflect on our responsibilities in maintaining a life-sustaining environment on Earth.
Navigate through the fixed environment of the solar system. Record journey in diary or map form. Use the factual information provided in the game to help solve the problems posed. Experiment within the simulation.
Task Investigate the contribution Australia has made to the exploration of space. [I]
Activities Collect information from Siding Springs Observatory. Contact OTC and CSIRO for information on astrospace. [TS35] Post a message on Keylink or Fredmail Bulletin Boards requesting answers from other students. Find out about Australian satellites and telescopes.
Task
Task
Design and make a device or system that utilises the sun’s energy or design a solar still. [G]
Investigate the sun, its energy and its effects on earth. [I]
Activities Decide the purpose of your device, eg to cook with, dry substances etc. Draw a plan or model the design. Consider appearance as well as function. [TS23] Make and trial device. Evaluate. Select ways of launching the new product and promoting its potential sales. Design a solar still using clear wrap, a pebble and a glass with a little water in it. Put a rock/weight on the plastic so that it sinks down a bit, then put rubber band around the plastic and around the cup.
Activities Observe and identify the ways the sun is part of our lives, eg heat, light, shadows. [TS8] Identify the times when the sun has a negative effect, eg sunburn. Explore and explain how we cope with this. Explore how the sun’s qualities are used to help people in our society and in other societies.
SCIENCE AND TECHNOLOGY K-6
119