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Space- Lesson 5- Using ANALOGY to understand what it is like to work in Outer Space



To use an analogy to explain what working in space is like


Discuss the BTN set as homework:

Mars Experiment: 08/09/2015, Behind the News

What would you like about this experience? What wouldn’t you like?

Today our aim is to encourage a new generation of space explorers.

We will try to help kids understand what it is like by creating an ANALOGY

Open the Thinking Skills sheet you have downloaded and look at the steps for:

 Analogy – the relationship or pattern between a known and unknown situation- By seeing similarities to something familiar it helps us better understand something that is unfamiliar

  1. Tell about a topic that is hard to understand-what would working in space be like
  2. Explain a story or something you already know about that seems like the new topic-                                                                    an analogy isn’t like a simile-where something has 1 characteristic in common, or like a comparison, where you look at things that have a lot that’s the same- An analogy compares a familiar thing that has lots of comparable aspects to an unfamiliar thing, so that you can understand the unfamiliar better brainstorm possibilities- what is something familiar to us kids that has a lot in common with working in space?
  3. Tell how each part of what you know can explain the new topic- Use websites and videos to help you understand how working in space can be compared to our analogy.

New Information:

Select from the following weblinks and the videos in student shared drive to continue your investigation (remember to skim an scan to find relevant info):


What’s working on the International Space Station (The ISS) Like?

Questions about working on the ISS

Practicing For Mars Travel

 Space Effects BTN


Fill in the grid with researched responses- how is working in space like our analogy?

4.  Tell what you know now (new idea) or could do with the information (new item)– design a poster encouraging people to join NASA’s space program and work on a space station using what you’ve learned. Make sure you are helping kids understand by comparing the experience with the analogy.




I can enlarge shapes


Why is this map ineffective?




Use widget from AC Year 5 > Symmetry & transformations > Enlarging & reducing- “Using a grid to enlarge”


Do Hotsheet- using a grid to enlarge.

Students who have done this last year to do Activity 2

Guiding question for both groups: When you enlarge what stays the same and what changes?

Activity 2:

In Word, go to ‘insert’ tab and choose a shape to enlarge (try quadrilaterals or triangles …..extension could be octagon or hexagon)

Enlarge it to double or 3 times the size. Copy it and lay it down so that the length of 1 side is doubled

See how many of the original shape you can fit into the original- what maths can you figure out from this?


New Information:

When you enlarge, everything about the shape stays the same except the size. The ‘proportions’ and ‘ratio’ stays the same (how big things are compared to each other), and the angles stay the same.

When you enlarge a 2D shape 3 times bigger, every LENGTH gets 3 times larger….but what happens to the area? What might happen if you enlarged a 3D shape? Why?


Goal Reflection:

When do we need to understand how to enlarge? What are your top tips?

Mapping & Cartesian Co-ordinates



I can use a Cartesian grid system for location



Discuss where the different objects are




Geometry & position
The Cartesian plane

Year 5s- work on widget:  plotting pictures then Hotsheet “Reading co-ordinates”

yr 6s work on widget: the four quadrants then Hotsheet “Join the dots”

As you work, take notes on these 2 questions:



Create a Cartesian plane on your page and create a shape (or picture using straight lines drawn between points-e.g. a house) using ruled lines

Identify the co-ordinates for all your corners (make sure they are on the corners of a square).

Share with a friend to see if they can make it- START SIMPLE


New Information

Share answers to the 2 questions

Cartesian co-ordinates pinpoint the intersection of lines….

Often maps use a similar system, but instead of pinpointing the intersection of lines they work on the gaps between an locate an ‘area’ instead of a ‘point’. Maps also often use a combination of letters and numbers

The convention is that the x or horizontal co-ordinate is always given first


Goal Reflection

What can be tricky when using Cartesian co-ordinates? What are your top 3 tips when you use them?

Cosmic Discovery -Lesson 4. System Analysis of our solar System



I understand how our solar system works as a system


A system is:

-a set of things working together as parts of a mechanism or an interconnecting network;


– a regularly interacting or interdependent (they rely on each other) group of items forming a complex unified whole

Try to come up with a list of 5 different “SYSTEMS” that follow this definition.


New info/ Application:

Today we will analyse our new information using SYSTEMS ANALYSIS- discuss steps from thinking skills sheet

First, write the definition for a system in your books.


Systems Analysis:  know how the parts of a whole impact the results:

  1. I name something as a system:

Our solar system as a system:

What are its parts? How are they interconnected? How do they affect each other?


  1. I tell how the parts work:

The parts are the objects/matter (from last lesson) & the energies.

What energies are there that connect or affect things in our solar system?

How do the things (matter) and the energies make the solar system ‘work’?


Show how “Universe Sandbox” (downloaded from works-explore to answer these questions.


  1. I change one part and tell how it works now

Change 1 item as a class:

-3 questions:

  • WHAT will we change?
  • IN WHAT WAY will we change it?
  • PREDICT the effects on the system

Try-discuss & record

  1. I do it again with a different part

What are changes that might happen to our solar system (no gravity/ less/ more gravity; remove a body; change the mass of a body)

In small groups:

-3 questions:

  • WHAT will we change?
  • IN WHAT WAY will we change it?
  • PREDICT the effects on the system

share with class and then run the experiment

(when running the experiment, first slow down the time, then make the change and speed up the time- you can also zoom in or out and toggle your perspective)


4. I explain what I know now or how to make it better

  • Are there any changes to our solar system that could make it BETTER?
  • Are there any ways we could make this happen?
  • How could we do it?


  • Are there any changes to our solar system that could make it WORSE?
  • Are there any ways we could make this happen?
  • How could we do it?


Goal reflection:

Further possible reflections-

Our solar solar system remains in balance because…..

Something unlikely that would change the balance would be … (& what might happen)

Something that is likely to change the balance in the future might be (& what might happen)

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Comparing Mathematical Chance Predictions to Outcome Data

I can predict chance events and compare my predictions to the outcomes


what information from the last lesson do you think will be useful in this lesson?






Application:    dinner spinner


what are the mathematical chances you’d be happy with dinner in this given spinner?

Make one that would suit your family or your table- what are the chances you’d be happy(extremely satisfied) now?

Use maths to predict what the outcome would be if you spun it 100 times. (say how many times you think each possibility would occur- then turn that into a fraction to show the probability- can you express it as percentage?)

Spin it 100 times and check if turns out as you thought it would.

G    Did the results turn out as the maths predicted? Why do you think this is?

Cosmic Discovery- lesson 2: Classifying objects in the Solar System


 Solar GIF


I can classify objects in our solar system


Play with

Record & discuss interesting things you found out

New Info:

Today we will analyse our new information using CLASSIFICATION.

Use your ‘thinking skills outline table to check the steps in this process.

In 2006 Pluto was officially named a dwarf planet. This is because of the way Scientists have decided to classify ‘planets’.

The definition of planet set in Prague, Czech Republic in August 2006 by the International Astronomical Union (IAU) states that, in the Solar System, a planet is a celestial body which:

  1. is in orbit around the Sun,
  2. has sufficient mass to assume hydrostatic equilibrium (a nearly round shape), and
  3. has “cleared the neighborhood” around its orbit.

NASA  wants you to come up with a new way of classifying objects in our solar system

Classify: group similar items together based on similar traits

1. Name items to sort into groups– objects in our solar system- brainstorm- read & take notes on items using these websites:

2. Sort the items and say why they are in a group- how are objects classified at the moment?- make a table and put items into the table- eg.


3. Say how items could go into different groups- brainstorm what other ways we might group them

a new object object x was discovered outside ou

Goal reflection:

4. Tell what you know now (new idea) or could do with the information (new item)-What could be a different sorting system you could recommend to NASA? How might this system be useful?

If time, you may wish to discuss these:

the classification of the solar system

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Cosmic Discovery Lesson 2- MARS ROVERS


Image result for mars rover curiosityPre-reading:

kids news: Australian students selected to compete in world mars robot design competition



I understand some of the challenges and opportunities that a rover on Mars might encounter



discuss what you found interesting in the Mars Mission: 14/08/2012, Behind the News video that we watched yesterday.


New Information/ Application:

Major project- create a program that would be useful for a Mars Rover using Edison Robot as a model

Follow these steps (from Thinking Skills Outline Table doc- Act column- Create steps):

Create:  design products or processes to meet specific needs

  1. I describe something that could be better- the way a Mars rover might work on Marstoday’s lesson is about finding out what Mars rovers do
  2. I tell what it should be- design what your Edison will do
  3. I make a model- the Edison with program
  4. I listen to others tell me how to make it better-test/debug & get feedback
  5. I make it better-get feedback, debug and make improvements
  6. I publish or produce it

Step 1 – I describe something that could be better- Research the way a Mars rover might work on Mars


JIGSAW-Students get into 6 reciprocal teaching groups to read the following articles. Each group will read only 1 of the following set of articles together and summarise the findings and write down anything they found interesting. Check each other’s notes and clarify any concepts with the teacher.

Group 1 & 2:

Why do we want to go to Mars/ what are we most interested in finding out? Why do you think this matters so much?

NASA Begins Building Next Mars Rover Mission-2nq8pog

Rover discovery news article

Herald Sun Kids News discovery article


Group 3 & 4: What can Curiosity do?/how does it do it?

What Curiosity can discover

What Curiosity uses to explore Mars


Group 5 &6: Where has it gone and why was this place chosen?

Using this map, can you work out how far Curiosity has traveled in 5 years?

Google Mars (like Google Earth!)






Early finishers can continue researching here:


When groups have finished they will get together in groups of 3 (with 1 person from each of the different readings) to report their findings.

In these groups of 3, the listeners will take notes and ask clarifying questions


Brainstorm a list as a class.

Goal Reflection:

Create pairs for designing Mars Rovers (yr 5 & yr 6)

What ideas do you have that you’d like to model with an Edison? Why have you chosen these?

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Cosmic Discovery- lesson 1


During our first lesson we will use “Perspectives Analysis” to compare the the different viewpoints of understandings about space between modern and ancient civilisations.

Please download the ‘Thinking Skills Steps’ Anchor Chart here:


You will use a different thinking skill in each of our lessons.

This short article gives a modern perspective on the origins of the universe, our solar system and the Earth:


There are also 3 videos to watch to get a modern perspective on the origins of the sun, moon, planets and stars:

How the moon was born;

Origins of the Universe The Big Bang

and Expanding & Contracting Universes; and Stephen Hawking – Formation of the Solar System.

These videos are available on:

Student Shared Drive – 5-6 2018 – Space Vid Resources – Lesson 1

After you have read the Australian Aboriginal perspective (below), you can log on to the Big Myth site to read about the perspectives of 2 or 3 other ancient civilisations.

Here is some stories that represent the Dreamtime beliefs about the Cosmos of some Aboriginal Peoples:

Stories of the stars and sky

How The Sun Was Made

For a long time there was no sun, only a moon and stars. That was before there were men on the earth, only birds and animals, all of which were much larger than they are now.

One day Emu and Brolga were on a large plain near the Murrumbidgee River. There they were, arguing and fighting. Brolga, in her rage, rushed to the nest of Emu and seized from it one of the huge eggs, which she threw with all her force up to the sky. There it broke on a heap of firewood, which burst into flame as the yellow yolk spilled all over it, and lit up the world below to the astonishment of every creature on it. They had been used to the semi-darkness and were dazzled by such brightness.

A good spirit who lived in the sky saw how bright and beautiful the earth looked when lit up by this blaze. He thought it would be a good thing to make a fire every day, and from that time he has done so. All night he and his helper spirits collect wood and heap it up. When the heap is nearly big enough they send out the morning star to warn those on earth that the fire will soon be lit.


When the spirits first light the fire it does not throw out much heat. But by the middle of the day, when the whole heap of firewood is in a blaze, the heat is fierce. After that it begins to die gradually away until, at sunset, only red embers are left. They quickly die out, except a few the spirits cover up with clouds and save to light the heap of wood the next day.

The Southern Cross

Tagai is as a man standing in a canoe. In his left hand, he holds a fishing spear, representing the Southern Cross. In his right hand, he holds a sorbi (a red fruit). Tagai and his crew of 12 are preparing for a journey. But before the journey begins, the crew eat all the food and drink they planned to take. So the Tagai strung the crew together on nets in two groups of six and cast them into the sea, where their images became star patterns in the sky. These patterns can be seen in the star constellations of Pleiades and Orion.

The Pointer Stars

Two young brothers had been hunting and decided to make a campfire when a strong wind blew up. Soon the entire mountain was on fire and the brothers ran to the top of the peak to escape the flames, but the fire caught up to them. Just as they started to burn, the ancestor beings took pity on them and gave them the gift of flight. They flew high up into the night sky, where their camp fires can still be seen today as the Pointer Stars.

Lightning Brothers in the sky

Bill Harney, Lightning Dreaming (Lightning Brothers), 2001, acrylic on Galicia linen. Image courtesy of Bill Harney and Didgeridoo and Aboriginal Art Distributors.

The Lightning Brothers travelled from the Warlpiri lands of the Northern Territory, stopping at Yirindale Springs before coming to camp at  Yiwalalay. During their travels, the younger brother, Yabiringi, wanted to take the wife of his brother Yagjabula as his own wife! This ended in a fight between the two brothers. Yagjabula chopped off the head of his brother with a swing from his special stone axe. The Lightning Brothers then went to live in the sky-world, the dwelling place of many spirits.

Stars and family relationships

Knowledge of the stars helped people in navigation across the land as well as the seas. Stars and star patterns represent figures familiar in the Aboriginal environment like crocodiles and eagles as well as mythical figures like the Lightning Brothers.

Knowledge of the star formations also reflects the patterns for social relationships in some areas. People’s relationships to one another are represented in the patterns stars make in the sky. The stars represent a man and a woman ideally suited in marriage, with their parents, children and other relations all marked out in the night sky.

The Warlpiri people believe their ancestors broke the Milky Way into the individual stars that we see today. Some fragments fell to earth, creating special (sacred) places. This story is re-told in paintings, song and dance as well as re-enacted in ceremonies, where men wear white on their bodies to represent the stars.

In this way connections are made on a daily basis between ancestors, people, stars and land. The telling of the Dreaming stories reinforces knowledge about the Cosmos, social behaviour, land formations and special or sacred places.

After you have filled in the grid, use the information to answer these questions-

( I give my opinion about the differences)

What do they have in common? Why are they different? How was the way it was used to understand the world helpful/problematic?

( I explain what I know now)

Why have people wanted to explain the cosmos? What has helped us to understand the universe in the past? How could we compare ancient myths to modern information reports?  How might future people look back at what we think about the universe

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Flood prevention & Mitigation- Decision matrix





watch & discuss

Don’t Panic: 26/11/2013, Behind the News


New Info:

You are the government ministerial department responsible for flood disasters.

How will you spend your money? On prevention or mitigation (dealing with it when it comes)

Brainstorm what you might be able to do for each:

As a class, scan the resources to identify how we will create our choices and our considerations and our scores



In groups of 4, research and fill in your matrix

 (perhaps break your group up to find out one aspect each and give it a score)

Research from these websites into 2 categories- prevention and mitigation


Extra sources:


As a group, decide on the best choice using your matrix.




Create a presentation/persuasive speech (approx 1 min) for cabinet meeting or for parliament to convince people of your point of view.

Use your weighting and scoring to help you.  

share speeches

Goal reflection:

Did your matrix confirm what you thought would be the case or did it highlight options you hadn’t expected?

  In your opinion, what is the best combination of prevention and mitigation measures and why.

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Research Pacific gyre-


What is it? What does it make you wonder? What solutions could there be?- creativity challenge…

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