RSG Y7 Gravity and Space Sept 2011 (kmo)

No Working titles General information – most of these topics will need a double lessonAllow time for students to feedback on their homework to the class – especially the LAT

1 how we measure time day and night, year, seasons,

2 the moon phases, eclipses, visits to, craters, DVD 157

3 the solar system Order, sizes, distances

4 LAT travel brochure - double lesson – laptops/computers – DVDs

5 the planets tables and graphs

6 past and present ideas of the universe

Constellations; DVD 144 – scale of the universe ~5 minutesLaptops - research - present – this may take 3 lessons

7 aliens See technicians for data sheetsLAT – required homework – design an Alien that lives on a planet around another star

8 the pull of gravity Weight on other planets (needs some prep before the lesson setting up ‘planets’)Weight and mass

9 orbits DVD 144 satellites and their uses – balloon and water rockets

10 Revision and end of unit test

CAU

Weight and mass To show that the weight of an object is proportional to its mass

1. How the Earth movesPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment Resources Spec or

AFs Describe how the Earth,

moves in space (L4)

Explain using models what a year is [Level 5]

Predict seasons in different hemispheres using scientific knowledge. [Level 6]

Explain why the sun appears to rise and set at different times in the year (L7)

StartCan we believe our eyes? The role of observations in optical illusions Give students an optical illusion and ask them in pairs to have a go at explaining how it works. Make the link that we use visual clues to help us interpret and make sense of what we see.

mainhand out diagrams of the earth with a figure standing at one point - ask students to draw stick figures standing at 3 other points (check the figures are drawn feet on the Earth – if not address this misconception) ask students to draw an arrow pointing down for each figure – ask students where ‘down’ is – establish that they are pointing to the centre of the Earth. ask students to discuss questionswhat happens to the Earth in a day, a year (AfL)

use a globe and a torch to model day and night(support – show a video clip of the scale of the earth e.g. the power of ten) Key words: Axis, rotation, spin

Use a globe and torch to model a yearAsk students to predict the seasons whilst you model a year

PlenaryTrue and false questions – using mini-white boards

Support - Partly completed diagrams

(AFL/Summative)

book a black out labglobetorch

AF4

Suggested Homework - find out about the moon landings

2. The moon Prior Learning : Learning Objectives Suggested Activities Differentiation Assessment Resources Spec/AFs

describe the moon as a natural satellite (L4)

explain that the moon is seen by reflected light from the sun and moves around the earth (L5)

use scientific knowledge to explain the different phases of the moon (L6)

explain the phenomena of eclipses and why the moon has many craters but the earth has few (L7)

S: Question on board: ‘If you held an object at arm’s length and it looked the same size as the Moon, what would the object be (a) a pea, (b) a grape, (c) a tomato, (d) an apple.’ [Answer is (a) a pea]

MainEstablish that the moon is seen by reflected light from the sun

Students look at images on an IWB showing phases of the Moon and write down any that they recognise (e.g. full Moon, new Moon). Then put them in order.

Sit students in the middle of the room (Earth) Identify the sun in one spot, use a ball (half white and half black) and move it round the Earth. Students should be able to identify the familiar shape they see.

Show students the moon landing and ask them why the astronauts had to wear space suits (establish there is no atmosphere on the moon)Extension – why do craters not ‘wear away’

Dvd 157 the Moon ~10 minutes

PlenaryMove to the answer True, False, not sureTeacher reads out statements, students move to a position in the classTeacher could ask supplementary questions

Support Identify sources and reflectors of light (see below)

(AFL or Summative)

Torch or lamp, half black half white ball

AF2

Suggested Homework Design a space suit to wear on the moon – label all the parts and what they are for

3. The solar systemPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment Resources Spec/AFs

describe the earth as one of 8 planets orbiting the sun (L4)

construct a model of the solar system (L5)

appreciate the astronomical distances with the solar system (L6)

use scientific knowledge to explain the conditions on some of the planets (L7)

StarterRecall the order of the planets from memoryConstruct a pneumonic to remember the order of the planets

MainIn Groups - Given data on the relative size of the planets – chose appropriate modelsTake planet models outside to approximate the distance from the sun (use AU)

Mercury 0.39, Venus 0.72, Earth 1, Mars 1.52, Jupiter 5.2, Saturn 9.54, Uranus 19.18, Neptune 30, Pluto 39.5  PlenaryExplain how (and why) conditions might differ on the outer and inner planets

AFL or Summative)

Beach ballsNetballsTennis ballsTable tennis balls, BeadsTape measure

AF3

Suggested Homework build a model solar system for a museum display– label the planets - make your model as accurate as possible – provide a short guide for visitors and use it to give a short talk explaining your model (2 homeworks)

LAT – present to the class – double lesson

Level 3 Uses some basic scientific words correctlyDescribes one property of the planet accurately

Level 4 Uses a range of scientific words correctlyDescribes a series of properties of the planet and relates that simply to a what a visitor would find

Level 5 Explains some properties of the planet and suggests reasons e.g. distance from the sunUses simple visual techniques to illustrate characteristics of the planet that would be either a benefit of a deterrent to a visitor

Level 6 Uses scientific knowledge to explain the main characteristics of the planetRelates these characteristics to the effect they would have on a visitor

Level 7 A detailed knowledge and understanding of the key issues of visiting another planetSuggestions for overcoming those issuesrelevant research on the planet

6. the planetsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment (AFL or

Summative)Resources Spec or

AFsKnow the planets vary in size and distance from the sun (L4)

Use data to describe graphically one characteristic of the planets (L5)

Use date to compare and explain 2 or more characteristics of the planets (L6)

Use scientific knowledge to explain graphical data on a series of characteristics of the planets (L7)

Starter

MainUse given data on a variety of planetary characteristics.Graph where appropriate and answer questions.(Examples below – but here are many others)

Plenary Present graphs to the class and answer questions

Order laptops or book a computer room

Suggested Homework build a model solar system for a museum display– label the planets - make your model as accurate as possible – provide a short guide for visitors and use it to give a short talk explaining your model (2nd of 2 homeworks)

7. past and present ideas about the universe – this may take 3 lessonsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment Resources Spec/AFs

Recall the relative sizes of structures in the universe (L4)

Explain our place in the universe (L5)

Use examples to explain that scientific theories are constantly changing with new knowledge (L6)

Appreciate the point of view of earlier scientists and how those views have changed (L7)

Start Sort words into order of sizeEarth, Moon, Sun, Galaxy, Solar System, Universe

MainCreate a constellation (a picture on ppt)Give students a picture of a simple constellation A piece of card, string, table tennis balls and blu tac They are to recreate their constellation in 3D (ensure the stars are not in the same plane – have lines drawn on the card) Explore the constellation from different angles – does it look the same. NB constellations (and astrology) are location dependentExtension – could have a discussion about the merits or otherwise of astrology

DVD 144 – scale of the universe ~5 minutes

Discussion of how scientific ideas change over time with new technology and new evidence

Research earlier ideas about the universe (laptops/computer room) e.g. what did the Chinese discover, Aristotle, Ptolemy, Newton, Einstein

PlenaryPresent your research in a ppt to class

Support worksheet for research below

(AFL or Summative)

Laptops or a computer roomPre-cut and marked cardBlu tac, Table tennis balls, string or thread

Suggested Homework complete research and prepare ppt

8. AliensPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment Resources Spec

AFsRecall that planets can be found around other stars (L3)

Describe some conditions that are required for life (L5)

Use data to discriminate between planets that may contain life (L6)

Use scientific knowledge to compare data between planets and form a judgement (L7)

Starter The space probes voyager 1 and 2 carry a plaque to tell aliens bout us (show it)– design another plaque to go into space to tell aliens about us

Main how a news clip about planets being discovered around other sunsAsk students if they think there might be life on other planets

Extension – explain the Drake equation

‘UK SETI co-ordinator’ role-play and data handling activity for pairs or groupsGive students briefing sheet and data sheetsDiscuss the 8 different planets – select two a prepare a report on why you have chosen those two –

Plenarypresent to the class

(AFL or Summative)

SETI Briefing and data sheets

LAT required Homework design an Alien that lives on a planet around another Star – the alien should be adapted for the conditions on that planetThis could be a model with a short explanation of the planet – or a poster – or a power-point presentation, but needs to explain why the Alien looks like it does – extension: suggest how it feeds, lives, is it intelligent, what its lifecycle is like etc.

LAT required Homework

Describe a planet and design an Alien that lives on that planet around another Star – the alien should be adapted for the conditions on that planetThis could be a model with a short explanation of the planet – or a poster – or a power-point presentation, but needs to explain why the Alien looks like it does – suggest how it feeds, lives, is it intelligent, what its lifecycle is like etc.

Level 3 Uses some basic scientific words correctlyDescribes one characteristic of the Alien appropriately

Level 4 Uses a range of scientific words correctlyDescribes a series of characteristics of the Alien that would be relevant of the planet as described

Level 5 Explains some properties of the planet and suggests reasons for the Alien adaptationsUses simple visual techniques to illustrate the Alien Consider the Aliens survival in terms of either water or temperature

Level 6 Uses scientific knowledge to explain the main characteristics of the planet and the AlienRelates these characteristics to the effect they would have on the life of the Alien

Level 7 A detailed knowledge and understanding of the key issues of life on another planetSuggestions for how the Alien has overcome those issuesrelevant research on the exobiology or planets outside the solar system

9. Pull of gravityPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment Resources Spec /AFs

Recall the units of mass and weight (L4)

Explain the difference between mass and weight (L5)

Calculate the weight on different planets from know masses (L6)

Using scientific knowledge explain that gravity changes depending on the mass of the object (L7)

StartPupils could look at what happens if they stand on a set of bathroom scales with a desk on either side that they can push down on. In other words, as they push down on the desks, they should see their weight on the scales reducing. Pupils could explain why this is happening. Your weight on the Moon is one-sixth your weight on Earth. Pupils could push down so that only a sixth of their weight is supported by the scales to see how this feels on the feet

NB Establish that mass would not change, but weight does, on different planets because weight is the force of gravity, which depends on the size of the planet, whereas mass is a measure of the particles the object contains – and this will not change from place to place.

MainSee below – activity to find out how weight varies on other planets Measure their own weight and mass using Newton Scales and Kg scales

ExtensionCalculate how much they would weigh on each of the planets

PlenaryProduce a poster/leaflet to explain to year 6 the difference between mass and weight – use key words

(AFL or Summative)

Suggested Homework

10. OrbitsPrior Learning : Learning Objectives Suggested Activities Differentiation Assessment Resources Spec/AFsDescribe how rockets move (L4)

Explain that satellites are in free fall (L5)

Use scientific knowledge to explain why satellites are in freefall (L6)

Use detail scientific knowledge to explain why planets orbit the sun (L7)

StartBalloon races – students to blow up balloons and let them go!Why do balloons race off in a particular direction – what causes this?Establish action and reaction – relate to rockets taking offMainDemo balloon rocket and/or water rocket(may need practice)See belowPlenaryCompare answers to questions

StartShow students a half full cup of water – then spin if around to show the water not falling out (may need practice!) or show a bung on a string – whirl it around – ask what will happen if you let it go.....

MainDvd – Freefall (boring, but start at 10 min in, lasts about 3 minutes– show how objects orbit really well)

PlenaryGive student a diagram of a rocket leaving Earth and going to the moonAsk questions about gravity along its trajectory (see text books for examples)

Extension DVD 144– Satellites uses - ~10 minutes

(AFL or Summative)

Balloons (long and thin, and short and fat)Water rocket balloon rocket

Bung on a string

Suggested Homework telescope worksheet (see below)

CAU

Level

Criteria

3 May state simply that mass and weight are different

4 Uses appropriate measuring instruments Recognises that mass is measured in kg and weight

in Newtons. Recognises that the mass of an object does not

change Recognises that the weight of an object can change

5 Use tables to display data Describes mass as the amount of matter or stuff an

object is made of, which remains the same, and that the weight changes depending on the force of gravity on that mass.

6 Use simple graphical techniques to show how different masses have different weights

Relationship between mass and weight should be explained with numerical examples.

7 Learner demonstrates a detailed understanding of mass and weight.

Accurate, clearly labelled graphs should be drawn. Appropriate conclusions should be drawn from

graphical data