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Babington Community College

Scheme of LearningScience

Space

Blooms Taxonomy and iPad Use in the Scheme of Learning

Overview of Learning Activity Impact of using iPad Technology

Lesson 1:Remembering-Recalling/mind mapping

Understanding - categorising

Applying - simulating

Describe the apparent movement of the Sun across the sky.Explain day and night.

Recognise that scientific evidence can be used to support or disprove theories.Use a model to explain day and night

Students used Google Search and Google Earth 3D to visualise the movement of the Earth, Moon and Sun in relation to each other. Day and Night was observed with Day and Night World Map App.

All ideas were modelled with app pictures and simulations so that students could understand and order movements of celestial bodies.

Lesson 2:Remembering – Recalling

Analysing – Structuring/DeconstructingSurveying and organising

Creating – Animating

Applying - presenting

Describe the position of the Earth in relation to the position of other bodies in the solar system.

Use models to describe the distances between bodies in the Solar System.Describe patterns in secondary data and link these to conclusions.

Short quiz to test/gauge previous knowledge using Quiz studio app. Solar System and Solar Walk apps used to discover the organisation of planets and construct the order. Solar Walk app used to animate and present information on each planet in the solar system. Planets app was used to find and analyse information on each plant. Chartmaker app was used to present graphical information/data on each planets size, temperature, length of day/orbits.

Lesson 3:Remembering – Recalling

Describe the pattern in the changing appearance of the Moon.

Students were able to describe the pattern of the changing moon with the Mooncast app by

Developing the Use of iPads to Support the Learning Process: Science SoL


Understanding - explaining

Applying- simulating

Explain the phases of the Moon and solar and lunar eclipses.

Use a model to explain the phases of the Moon seen from Earth.

simulating and animating the moons phases. They were then able to explain the Moon’s movements with the BBC Motion Gallery and form ideas about lunar cycles and our present day calendar. The motion gallery simulated and animated phases and the orbit of the moon as seen from the night sky.

Lesson 4:Analyzing – Surveying

Evaluating – critiquing


Describe different uses of artificial satellites.

Recognize that decisions about the use of artificial satellites are influenced by the needs of society and individuals.Describe patterns in secondary data and link these to conclusions.

Students used Google search/images to visualise the amount of satellites orbiting the Earth and then critiqued why there is so much debris floating above the Earth’s atmosphere in space. They could survey how many satellites were used for different function around the world.

Lesson 5:Understanding – categorizing

Analyzing – Organizing/Surveying

Applying - illustrating

Recognize that the Universe is made up of galaxies of stars with enormous distances between them.Describe how astronomy and space science provide evidence of the solar system and galaxy.

Describe the use of sampling as a method of obtaining data.Use models to Describe the distances between bodies in the Universe.

Sky Map app and The Night Sky app were used to survey and illustrate the amount of starts visible from Earth. Distances of the observed starts where organised and students describe evidence based on observations and data obtained.

Lesson 6:Applying – simulating

Remembering – mind mapping

Creating – story telling

Evaluating – posting /collaborating

Describe how astronomy and space science provide evidence about the solar system and galaxy.

Describe how scientific ideas were changed by new evidence from developments in telescopes.

Students used The Night Sky app to describe evidence about our Solar System by mind mapping and storytelling previous ideas about the movement of the planets – Found on the NASA app. Students observed simulations of orbits and are able to post ideas about space using the NASA app and NASA blog/education sections.


Babington Community College Scheme of Learning

Long Term Planning

Subject: 12. Space Year Group: 7 Bloom’s – Using IPad Apps

Topics/Modules

Autumn - Term 1

Cells, Acid Reactions, Reproduction

Autumn - Term 2

Reproduction, Electricity and Magnetism, Particles

Spring - Term 1

Energy, Differences, Elements And Compounds, Forces

Spring - Term 2

Energy, Differences, Elements And Compounds, Forces, Chemical Reactions

Summer - Term 1

Classification, Chemical Reactions, Space, Forces, Elements And Compounds

Summer - Term 2

Chemical Reactions, Space



Medium Term Plans

Subject: Space Year group: 7

Context (to include core subject framework objectives where appropriate):

Context (to include core subject framework objectives where appropriate):In this unit students: Consolidate their ideas about the Sun and Moon, and use models of these to explain phenomena such as eclipses and the seasons.Learn that planets and satellites are seen by reflected light and that the Sun, as a star, emits light.Compare the Sun with other stars.

In scientific enquiry pupils:Consider how evidence about the solar system has been collected and interpreted.Use models to explain phenomena.Present data as line graphs and interpret this.Evaluate the strength of evidence.Use data from secondary sources to answer questions about the solar system and the stars.

Prior Learning Needed for this UnitIt is helpful if pupils:Know that the Sun, Earth and Moon are approximately spherical.Recall how the position of the Sun appears to change during the day and how shadows change as this happens.Recall how day and night are related to the spin of the Earth.Recall the Earth orbit the Sun once each year and that the Moon takes approximately 28 days to orbit the Earth.

Differentiated Learning Outcomes for LA, MA and HA within this Unit

Mustmost pupils will: describe and explain a phenomenon of the solar system, eg solar eclipse; describe ways in which evidence about the solar system has been collected; interpret patterns in data with respect to a model of the solar system, eg the tilt of the Earth causing seasonal variation; select information from secondary sources to present a report about a planet and evaluate the strength of evidence from data.

most pupils will: relate eclipses, phases of the Moon and seasonal changes to a simple model of the Sun, Earth and Moon system; describe the relative positions of the planets and their conditions compared to Earth; state that the Sun is a star and that stars are light sources, while planets and other objects in the solar system reflect light


Shouldsome pupils will not have made so much progress and will: describe a phenomenon of the solar system using some scientific terms; describe patterns in seasonal variation, eg day length, climate; use simple secondary sources to collect information about a planetsome pupils will not have made so much progress and will: describe how the Moon orbits the Earth and the Earth spins while orbiting the Sun; identify some differences between features of the Earth and other planets; recognise that the Sun and stars are light sources but the Moon reflects light

Couldsome pupils will have progressed further and will: describe and explain a phenomenon of the solar system, showing that explanations have changed over time; use a model of the Earth, Moon, Sun system to explain patterns in data, eg seasonal variations, and relate this to real observations; use a range of secondary sources in finding information to report on aspects of the solar systemsome pupils will have progressed further and will: explain, using models, patterns or associations in data about the Earth and other planets in the solar system, eg relationship between distance from Sun and orbital period; use large numbers appropriate to these; make comparisons between the Sun and other stars.

Progression from this UnitThis topic links into the Forces topic in Year 8. In year 10 AQA it relates to Earth, Oils and Atmosphere and in year 11 it relates to the Universe topic. In BTEC it relates to Physics assignment 4 and 5.

Home Learning Opportunities linked to this UnitResearch what early ideas said about our Solar system – include information on the Geocentric model and Heliocentric model. State what Johannes Kepler, Galileo and Newton later though.


Assessment For Learning (AfL)What are the AFL activities? When will they be used in the scheme?

Suggested AfL activities have been incorporated into the lesson plans. Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6


Building Learning Power (BLP)What are the BLP activities? When will they be used in the scheme?

Reciprocity: Independent enquirers: use ideas and models to explain phenomena; support conclusions using reasoned arguments and evidence.

Reciprocity: Independent enquirers: process information.

Reciprocity: Independent enquirers: support conclusions using reasoned arguments and evidence; use models to explain phenomena.

Respect: Independent enquirers: appreciate the influence of circumstances, beliefs and feelings on decisions.

Resourcefulness: Independent enquirers: analyse information: carry out research.

Resourcefulness (Reasoning): Independent enquirers: analyse and evaluate information, judging its relevance and value.Creative thinkers: generate ideas and explore possibilities.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Literacy For Learning (LfL)What are the LfL activities? When will they be used in the scheme?

KeywordsNight, Day, Orbit, Axis, Tilt, Seasons, MonthDeduction – using to prove ourselves right or wrong.Speculation – Ideas based on evidence so far

Close reading – read every word I the passageVisualising – use info we have read to form pictures in our mind.Solar System, planets

Deduction – using evidence to prove right or wrongPrediction- say what you think would happen next.Moon, phases, gibbous, crescent, waxing, waning, eclipse

Close reading – read every word I the passagePrediction- say what you think would happen next.Satellite, Global Positioning System (GPS), Satellite navigation

Prediction- say what you think would happen next.Visualising – use info we have read to form pictures in our mind.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5


Universe, Galaxy, Milky Way, light year, Big Bang

Close reading – read every word I the passagePrediction- say what you think would happen next.space probe, telescope

Lesson 6

Numeracy For Learning (NfL)What are the NfL activities? When will they be used in the scheme?

Comparing sizes and scale.Time scales – hours, months and year.Interpreting graphs – month vs daylight hours.

Comparing sizes and scale.Distance from the Sun and Diameter of planers.Temperature scales and negative numbers.

Comparing planetary orbits in relation to the Earth.Fractions when comparing phases of the moon.

Number scales from using 3 digit numbers to million, billion, trillion, sextillion etc..Calculation distance in a light year.

Historical dates and time scales.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6


Babington Community College Scheme of LearningShort Term Learning Plan

Learning Stage

LearningObjectives

Differentiated Learning

Outcomes(Linked to AFs and

Assessment Criteria)

Teaching and Learning Activities

(cross-referenced to AfL, BLP, LfL and

NfL)

Bloom’s Apps and Websites Differentiated Process for LA and HA

(cross-referenced in lesson planning)

LA

1 Learning objectives:describe the apparent movement of the Sun across the sky.explain day and night.

Learning objectives (HSW):recognise that scientific evidence can be used to support or disprove theoriesuse a model to explain day and night

Level 3Recognise that the Earth is round

Level 4- Use simple models to help describe why we experience days and nights

Level 5- Identify evidence and creative thinking which contributed to scientific ideas about the cause of day and night

Level 6- Explain how evidence supported the theory of the round Earth

Starter (Learning episode 1)- Interactive Activity 1 Science news – Students match up the old and new theories.(Self assessment)

- PowerPoint The early years – Concentrate on ‘The Earth is round’ statement: show the picture and ask students to vote if they think the Earth is flat or round.(self assessment/ Teacher assessment)

Main(Learning episode 2)- Introduce the topic, explaining that they will learn about the Earth and the Universe. Link back to the starter, emphasising that people’s ideas about space have changed over time.

- Demonstration Activity 2 The Earth is

Remembering-Recalling/mind mapping

Understanding - categorising

Applying - simulating

Google – Previous ideas about the universe

Google Earth – 3D Model.

(Learning episode 2) –activity 4

(Learning episode 1)



http://www.google.com/

round – Use a model of the Earth with a mountain stuck on it to show how astronomers argued that the Earth is round nearly 2000 years ago.

- Animation Day and night – Recap day and night from KS2.

- Demonstration Activity 3 Day and night – Use a globe and a light source to represent the Sun and the Earth.

- Explain that everything that has a mass exerts gravity. Ask: In which direction does gravity act?(Teacher assessment)

- Demonstration Activity 4 Gravity – Carry out the plumb-bob demonstration.

- PowerPoint The early years – Use slide 2 to emphasise the point about gravity.

Plenary(Learning episode 3) Activity 5 Star

thinking – Students complete this activity sheet to summarise the lesson.

App – Spaceview, Earth 3D

App – Day & Night World Map


2 Learning objectives:describe the position of the Earth in relation to the position of other bodies in the solar system.

Learning objectives (HSW) :use models to describe the distances between bodies in the Solar Systemdescribe patterns in secondary data and link these to conclusions

Level 3Recognise the planets in the Solar System

Level 4Describe some differences and similarities between the planets

Level 5Interpret information about the planets using a graphUse a model to describe distances between the planets and the Sun

Level 6Select an appropriate scale for modeling distances between planets and the Sun

Level 7Graph the distances between planets and the Sun against the time of a single orbit

Starter (Learning episode 1)Interactive Activity 1 Quiz – Audit prior knowledge with a quick quiz using the interactive whiteboard or mini whiteboards.(Teacher assessment/ Self –assessment)

Main Activity 2 (Learning

episode 2) Our Solar System – Students work in pairs and use the Solar System cards to play ‘top trumps’, to familiarise themselves with information about the planets.

Discuss the eight planets of the Solar System and the shape of their orbits. Introduce the ideas about distance and scale.

(Peer assessment)

Activity 3 (Learning episode 3) Solar System to scale – Students make a scale model of the Solar System using plasticine or as a class create a scale model to be displayed

Remembering – Recalling

Analysing – Structuring/DeconstructingSurveying and organising


Applying - presenting

App- Quiz Studio

App- Solar Walk

App- Solar System






and identify a quantitative relationship between them

on the wall.(Teacher assessment/ Peer assessment)

Activity 4 (Learning episode 4) Plotting the Solar System – Students use values from the cards in Activity 2 to plot a graph of each planet and distance from the Sun, working out their own scale for the graph.

(self-assessment)Extension students plot a graph of the distance from the Sun against time of a single orbit then draw conclusions from the graph about the speed of orbit.

PlenaryActivity 5 How to remember – Ask students to make up a sentence, rhyme or mnemonic to help them remember the position of the planets. Feed back some ideas to the whole class.(Peer assessment)

App- Planets

App - Chartmaker

3 Learning objectives:Describe the pattern in the changing appearance of the Moonexplain the phases of the Moon and

Level 4Describe the phases of the Moon.

Level 5Explain how the position of the Moon in relation to us and the

Starter (Learning episode 1)

PowerPoint 1 Guess the lesson – Show the four images and ask students what they think the lesson will be about.

Main

Remembering – Recalling



App – Mooncast







solar and lunar eclipses

Learning objectives (HSW) :use a model to explain the phases of the Moon seen from Earth

Sun causes the phases and eclipses

Level 6Evaluate how effective the ping-pong ball model is as an analogy of the phases of the Moon

Activity 1 (Learning episode 2) Phases of the Moon – First discuss prior knowledge about the Moon, then ask students to draw (on mini whiteboards) as many phases as they know.

Explain the phases of the Moon using half blacked-out ping-pong balls. Students use these to generate the different phases of the Moon and draw what they see on the activity sheet.

Self/Peer assessment)

PowerPoint 2 (Learning episode 3) Phases of the Moon – Show this so students can check their answers to the activity.

(Peer assessment)

PowerPoint 3 Eclipses (Learning episode 4) – Students have to work out where the Moon would be for there to be a solar eclipse and a lunar eclipse.

Show video clips of solar and lunar eclipses from the BBC Motion Gallery and use PowerPoint 3 to explain what is happening.(self-assessment)

Plenary (Learning

Applying- simulating

BBC Motion Gallery


episode 5)Activity 2 Summing up – Ask students to write a summary of the lesson in their own words, including what they have learnt about the phases of the Moon and eclipses.(Teacher assessment)

4 Learning objectives:describe different uses of artificial satellites.

Learning objectives (HSW) :recognize that decisions about the use of artificial satellites are influenced by the needs of society and individuals.describe patterns in secondary data and link these to conclusions.

Level 3Recognise that satellites can be artificial or natural

Level 4Describe the different uses of artificial satellitesDraw straightforward conclusions from data presented on satellites

Level 5Describe ethical or moral issues linked to the use of artificial satellites e.g. their use, cost, decommissioning

Level 6Weigh the arguments for and against using different types of satellites

Level 7Identify a

Starter (Learning episode 1)Activity 1 Think, pair, share – Ask: What do we use satellites for? Students use the generic sheet. Get feedback from the class.(Self/ Peer assessment)

MainActivity 2 (Learning episode 2) Satellites – Students

extract information from a newspaper article to complete an activity sheet about types of satellites and what they are used for.

Interactive Activity 3 Satellite uses – students match up the type of satellite with its use.

(Self / Peer assessment)

PowerPoint 1 (Learning episode 3) How many satellites?

– Students have to guess the total

Analyzing – Surveying

Evaluating – critiquing


Google/Images – How many satellites are there?






quantitative relationship between the height of an orbiting satellite and its speed

number of satellites in orbit, then view data from the USC website about some of these satellites. Ask students what they think will happen to these satellites when they come to the end of their lifetime.

Activity 4 Satellites poster – students create a poster listing information about satellites and some arguments for and against. Thought bubbles are provided for students needing support.(Peer assessment/ Teacher assessment)

Plenary (Learning episode 4)

PowerPoint 2 Other people’s views – Show the statement about the amount of money Nigeria spent on its first communications satellite, then ask students to think about how this will affect different people – a student, farm worker, government official.

Allow a short time for students to work in groups (you could print the PowerPoint for students to record their thoughts). Groups then


feed back to the class.(Teacher assessment/ self assessment)

5 Learning objectives:Recognize that the Universe is made up of galaxies of stars with enormous distances between themDescribe how astronomy and space science provide evidence of the solar system and galaxy

Learning objectives (HSW) :Describe the use of sampling as a method of obtaining data.use models to Describe the distances between bodies in the Universe.

Level 3Recognise that stars, solar systems and galaxies make up the Universe.

Level 4Describe how scientists estimate how many stars are in the Universe by sampling.

Level 5Use sampling to estimate how many stars there are in a picture.

Level 6Calculate distances in space using light years.

Level 7Explain why distances in space mean we are always looking at events which happened in space thousands or millions of years ago.


Interactive Activity 1 Order of size – Students sort a series of pictures (Moon, Earth, Jupiter, Sun, Milky Way, Universe).(Self/ Peer assessement)

MainPowerPoint 1(Learning episode 2) The Universe – Ask: If

our Solar System could fit in the lab, where would the nearest star be?

Activity 2 How many stars? – Give students the picture of the Milky Way. Students try to estimate how many stars there are, but discover this is impossible.

Explain how scientists have worked out that the average galaxy is thought to have about 100 000 000 000 stars.

Give students the picture showing galaxies .They count the galaxies in a small area then multiply that by the number of areas of that size there are in the whole

Understanding – categorizing

Analyzing – Organizing/Surveying

Applying - illustrating

App – The Night Sky

App – Sky Map





picture.(Self-assessment)

PowerPoint 2 (Learning episode 3) Voyager – Discuss

the search for extraterrestrial intelligence (SETI) and the Voyager space probes.

Students can attempt a calculation that illustrates the magnitude of distance travelled by Voyager.

(self-assessment) PowerPoint 3 Light

years – Introduce the term ‘light year’. Then use the slides to help students work out some distances and relate this to how old the light is coming from different objects in space – like looking back in time.

Activity 3 Sending messages – Students write and illustrate messages they would send if another Voyager was deployed.(Peer assessment)

Plenary Students feed back

ideas to the class about what information, images and possibly sounds they would send as their messages into space and explain why they have chosen each one.


(Self / Peer assessment)Hand out the Homework ‘Big Bang Puzzle’.

6 Learning objectives:Describe how astronomy and space science provide evidence about the solar system and galaxy.

Learning objectives (HSW) :Describe how scientific ideas were changed by new evidence from developments in telescopes.

Level 3Recognise that we are always discovering new things about space and the Universe.

Level 4Describe how we observe objects in space.

Level 5Explain how the development of telescopes provided more evidence about space which has changed scientific ideas.

Level 6Select data and information from secondary sources in preparing their mission to Mars.


PowerPoint 1 Is there anybody out there? – Set the scene with this illustration. Ask students to imagine what it was like hundreds of years ago when they looked at the night sky and stars. What ideas did they have about the Earth and space?

Use Stellarium software to show the constellations.

Link back to previous lessons, elicit ideas about the Earth being flat, being the centre of the Universe, that the Sun orbited the Earth, etc.(Self-assessment/ Teacher assessment)

MainActivity 1 (Learning episode 2) Timeline of

discoveries – Students view a variety of cards that have information about different discoveries in space. They match them up with the developments in technology that allowed them to be discovered, then order them chronologically.

Applying – simulating

Remembering – mind mapping

Creating – story telling

Evaluating – posting /collaborating

App – The Night Sky

App - NASA or Stellarium software

(Learning episode 3 )




PowerPoint 2 Timeline of discoveries – Use this to check feedback from Activity 1.

(Peer/ Self-assessment)

PowerPoint 3 Mission to Mars – Discuss past missions to Mars.

Activity 2 (Learning episode 3) Mission to Mars –

Students plan a manned mission to space. They need to take into account all the information they have so far, including how long it would take to get to Mars, what the conditions would be like, how they could power the mission, how they could survive when they landed and what they need to take with them.

(Peer assessment)As an extension, students could research the propulsion system and energy supplies for a mission to space, justifying their choices.

PlenaryActivity 3 Ask Ask Trade – Students use this revision tool to recap what they have learned in Unit 12.(Peer assessment)


Babington Community College

Other Cross Curricular Links

ICT – Using IPad applications as a resource to explore and appreciate the vastness of the universe. Bringing simulations of how the universe moves to life and then applying ideas researched.

Citizenship – Relating the movement of heavenly bodies to previous beliefs and religions. Appreciating time zones in different countries and why they are put in place for daylight savings.

Developing the Use of iPads to Support the Learning Process: Science SoL by Babington Community College is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.


http://creativecommons.org/licenses/by-nc/3.0/deed.en_US

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