20390_Science_with_STEM_Year_5_Earth_and_Space_Sciences_We_are_all_spinning_in-circles

©R.I.C. Publications 

Low Resolution Images 

Display Copy

Science: A STEM approach (Year 5) 

Published by R.I.C. Publications ® 2017 

Copyright © R.I.C. Publications ® 2017 

RIC–20390 

All material identified by is material subject to copyright 

under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

Elaborations: This may be a modified extract from the Australian 

Curriculum and may include the work of other authors. 

Disclaimer: ACARA neither endorses nor verifies the accuracy of the 

information provided and accepts no responsibility for incomplete or 

inaccurate information. 

In particular, ACARA does not endorse or verify that: 

• The content descriptions are solely for a particular year and 

subject; 

• All the content descriptions for that year and subject have been 

used; and 

• The author’s material aligns with the Australian Curriculum content 

descriptions for the relevant year and subject. 

You can find the unaltered and most up to date version of this 

material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

Copyright Notice 

A number of pages in this book are worksheets. 

The publisher licenses the individual teacher 

who purchased this book to photocopy these 

pages to hand out to students in their own 

classes. 

Except as allowed under the Copyright Act 1968, 

any other use (including digital and online uses 

and the creation of overhead transparencies 

or posters) or any use by or for other people 

(including by or for other teachers, students or 

institutions) is prohibited. If you want a licence 

to do anything outside the scope of the BLM 

licence above, please contact the Publisher. 

This information is provided to clarify the limits 

of this licence and its interaction with the 

Copyright Act. 

For your added protection in the case of 

copyright inspection, please complete the form 

below. Retain this form, the complete original 

document and the invoice or receipt as proof 

of purchase. 

Name of Purchaser: 

Date of Purchase: 

Supplier: 

School Order# (if applicable): 

Signature of Purchaser: 



Display Copy 

Internet websites 

In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended 

that the class teacher checks all URLs before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au

Foreword 

Science: A STEM approach (Foundation to Year 6) is a series of books written with the intent to support 

Australian Curriculum Science while offering a way to introduce a STEM project based on the science 

concepts taught. 

All Science Understanding and Science Inquiry Skills for each unit are included, and any connecting 

Technologies or Mathematics curriculum concepts are also incorporated. 

The STEM project allows students to apply the science knowledge and understanding, and includes 

any curriculum links to Technologies and Mathematics curriculum. 

If you would like us to feature your completed STEM projects on our website, please 

email a photograph, video or audio of the project to 

. 

If you would like to view completed STEM projects and get some inspiration, please 

go to . 

Introduction.............................................................. iv 

Unit description ...................................................iv–vi 

Biological sciences: 

Surviving in tough times................................ 1–38 

Overview...........................................................2–3 

Lesson 1............................................................4–7 

Lesson 2..........................................................8–13 

Lesson 3....................................................... 14–17 

Lesson 4....................................................... 18–21 

Lesson 5....................................................... 22–25 

Lesson 6....................................................... 26–28 

Assessment................................................. 29–30 

STEM project............................................... 31–38 

Chemical sciences: 

It’s a matter of state......................................39–74 

Overview...................................................... 40–41 

Lesson 1....................................................... 42–45 

Lesson 2....................................................... 46–47 

Lesson 3....................................................... 48–51 

Lesson 4....................................................... 52–55 

Lesson 5....................................................... 56–59 

Lesson 6....................................................... 60–63 

Assessment................................................. 64–66 

STEM project............................................... 67–74 

Contents 

Earth and space sciences: 

We are all spinning in circles.....................75–112 

Overview...................................................... 76–77 

Lesson 1....................................................... 78–81 

Lesson 2....................................................... 82–87 

Lesson 3....................................................... 88–90 

Lesson 4....................................................... 91–93 

Lesson 5....................................................... 94–97 

Lesson 6..................................................... 98–101 

Assessment.............................................102–104 

STEM project...........................................105–112 



Display Copy 

Physical sciences: 

Enlighten me!........................................... 113–146 

Overview..................................................114–115 

Lesson 1...................................................116–117 

Lesson 2...................................................118–121 

Lesson 3...................................................122–123 

Lesson 4...................................................124–127 

Lesson 5...................................................128–131 

Lesson 6...................................................132–135 

Assessment.............................................136–138 

STEM project...........................................139–146 

R.I.C. Publications® – www.ricpublications.com.au 

YEAR 

5 

Science: 

A STEM APPROACH 

iii

Introduction 

What is STEM? 

In a nutshell, STEM is the integration of science, 

technologies, engineering and mathematics 

concepts using project-based and cooperative 

learning. Educators have been integrating learning 

areas since the beginning of time, so although the 

idea behind STEM is not new, this series hopes 

to make it easier for you to execute learning 

integration in the classroom. 

The Australian Government, and governments around the world, have placed a high priority on 

STEM skills. The future workforce will require current students to be creative and critical thinkers who 

can collaborate and design solutions to problems. The skills utilised in STEM have never been more 

valued. 

STEM education aims to prepare students for the roles of the future with skills such as innovation, 

creativity, reasoning, problem-solving, and technical science skills such as questioning, observing, 

systematic experimentation, and analysis and interpretation of data. 

Format of this book 

This series focuses on delivering a comprehensive and contemporary science program, culminating in 

a STEM project which applies the scientific knowledge acquired during the science lessons. The series 

incorporates the use of online resources, digital devices and iPad® applications where appropriate, in 

order to enhance the use of technology in the classroom. 

The units 

The science units are organised by sub-strand—Biological sciences, Chemical sciences, Earth and 

space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview 

and curriculum scope and sequence are provided, as shown below. 

Each unit contains a term’s worth of work with 5–7 lessons, a summative assessment of the science 

knowledge with teacher notes, and a STEM project. 

Unit overview 

Biological sciences 

SURVIVING IN TOUGH TIMES 



Display Copy 

Keywords 

adaptation 

behaviour 

burrow/burrowing 

camouflage 

characteristic 

deserts 

ecosystem 

environment 

environmental 

conditions 

follicles 

foraging 

function 

habitat 

hibernate 

mangrove forests 

nocturnal 

nutrients 

organisms 

pollination 

predator 

protection 

reproduction 

root systems 

stability 

structural features 

support 

survive 

threatened 

tropical rainforests 

venomous 

sclerophyll forests 

(optional) 

R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-98-8 YEAR Science: 

5 A STEM APPROACH 1 

Title page Unit overview Curriculum scope and 

sequence 

iv 



YEAR 

5 

R.I.C. Publications® – www.ricpublications.com.au

Unit description 

Lessons 

The lessons are based on science knowledge and skills. The lessons contain a page of teachers 

notes, outlining the inquiry questions, science strands and any links to technologies and mathematics 

concepts, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. 

Assessment 

Teacher notes Lesson plan Resource sheets 

A teacher page is provided outlining the assessment indicators and answers for the following 

assessment page(s). The assessment page(s) covers the science knowledge explored in the previous 

lessons. 



Display Copy 

Teacher notes 

Assessment page(s) 

R.I.C. Publications® – www.ricpublications.com.au 

YEAR 

5 



v

Unit description 

STEM project 

The STEM project provides students with the opportunity to apply what they have learned in the 

previous science lessons while incorporating technologies, engineering and mathematics concepts 

where possible. The project entails group collaboration and an extended learning period of 

3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas 

and test designed solutions. Each STEM project contains an overview listing STEM concepts and 

alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project 

brief and checklist for students. Any resource sheets required are also provided, as well as a selfassessment 

sheet. 

STEM project overview and 

STEM curriculum links 

Teacher notes 

Project brief 



Display Copy 

Project steps 

Resource sheets 

Self-assessment and 

Group assessment rubric 

vi 



YEAR 

5 


Earth and space 

sciences 

WE ARE ALL SPINNING IN CIRCLES 

galaxy 

solar system 

terrestrial planet 

Jovian planet 

Keywords 



Display Copy 

axis 

rotate 

spacecrafts 

space probes 

sun 

star 

moon 

asteroids 

planets 

gas giants 

ice giants 

physical features 

ring systems 

atmospheric 

conditions 

rotational 

period 

revolve/orbit 

orbital period 

exploration 

astronauts 

satellites 

telescopes 

celestial bodies 

(optional) 

R.I.C. Publications® – www.ricpublications.com.au YEAR Science: 

5 A STEM APPROACH 75

Unit overview 

Earth and space sciences 


The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) 

Lesson 1 

What is our solar system 

and what features does it 

have? 

Lesson 2 

How big are the planets in 

our solar system and how 

far apart are they? 

Lesson 3 

Do all planets rotate and 

revolve around the sun at 

the same speed? 

Lesson 4 

What are terrestrial 

planets? 

Lesson 5 

What are Jovian planets? 

Lesson 6 

How do scientists explore 

the planets in our solar 

system? 

Summative assessment 


Solar system documentary 

Students recall their prior knowledge of the solar system 

and its features to record as much information as they can. 

Students then watch a video and answer questions about 

space, including our galaxy, and the planets and dwarf 

planets in our solar system. 

Students view an image of our solar system to predict if 

it is a realistic representation of its size. Students research 

the diameter of each planet, the sun and Earth’s moon, and 

the distance between each planet by multiplying a scaled 

distance by a scale. Students demonstrate the distance 

between planets, using a scale model. 

Students briefly explore the solar system using a 360º video. 

Students then recall their knowledge of Earth’s rotation 

and revolution, before exploring the rotation and orbital 

periods of each planet in our solar system. Students use 

this information to compare the different speeds at which 

planets rotate on their axis and orbit around the sun. 

Students explore what is meant by a terrestrial (or rocky) 

planet and identify which planets in our solar system are 

terrestrial planets—Mercury, Venus, Earth and Mars. In pairs, 

students research the surface and atmospheric conditions 

of one of the terrestrial planets, and create a poster using 

a word processing program. Students then use an online 

dictionary to find the meaning of the term terrestrial planet. 

Students explore what is meant by a Jovian (or gas) planet 

and identify which planets in our solar system are Jovian 

planets—Jupiter, Saturn, Uranus and Neptune. Students 

research each of these planets to identify the difference 

between the conditions on the gas giants, Jupiter and 

Saturn, and the ice giants, Uranus and Neptune. 

Students watch a video of the Apollo moon landing and 

predict how scientists are able to explore terrestrial and 

Jovian planets in our solar system. Students research 

the space probes Curiosity, Juno and Cassini to see how 

scientists have been able to learn about the conditions on 

Mars, Jupiter and Saturn. Students then view a time line of 

significant developments in space exploration. 



Display Copy 

Students demonstrate their knowledge of our solar system 

by labelling a diagram, defining the term solar system, 

identifying the difference between terrestrial and Jovian 

planets and explaining how scientists explore planets in our 

solar system. 

Students create scale models of each planet in our solar 

system, showing colours and features. These models are 

then used to produce a documentary, explaining each 

planet’s size, position, surface features and atmospheric 

conditions, as understood by scientists. 

Pages 

78–81 

82–87 

88–90 

91–93 

94–97 

98–101 

102–104 

105–112 

76 Science: 


YEAR 

5 




Unit overview 

Curriculum scope and sequence 

SCIENCE UNDERSTANDING 

The Earth is part of a system of planets orbiting around a star 

(the sun) (ACSSU078) 

SCIENCE AS A HUMAN ENDEAVOUR 

Science involves testing predictions by gathering data and using 

evidence to develop explanations of events and phenomena and 

reflects historical and cultural contributions (ACSHE081) 

Scientific knowledge is used to solve problems and inform 

personal and community decisions (ACSHE083) 

SCIENCE INQUIRY SKILLS 

Questioning and predicting 

With guidance, pose clarifying questions and make predictions 

about scientific investigations (ACSIS231) 

Lesson 

1 2 3 4 5 6 Assessment STEM project 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 

3 3 

Planning and conducting 

Identify, plan and apply the elements of scientific investigations 

to answer questions and solve problems using equipment and 3 3 3 3 3 3 3 

materials safely and identifying potential risks (ACSIS086) 

Decide variables to be changed and measured in fair tests, and 

observe measure and record data with accuracy using digital 

technologies as appropriate (ACSIS087) 

Processing and analysing data and information 

Construct and use a range of representations, including tables 

and graphs, to represent and describe observations, patterns or 

relationships in data using digital technologies as appropriate 

(ACSIS090) 

Compare data with predictions and use as evidence in 

developing explanations (ACSIS218) 

Evaluating 

Reflect on and suggest improvements to scientific investigations 

(ACSIS091) 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 

3 



Display Copy 

Communicating 

Communicate ideas, explanations and processes using scientific 

representations in a variety of ways, including multi-modal texts 

(ACSIS093) 

3 3 3 3 3 3 3 3 



Lesson 1 



Teacher notes 

Science inquiry focus: 

What is our solar system and what features does it have? 

Science Inquiry Skills: 

• Questioning and predicting QP 

• Planning and conducting PC 

• Processing and analysing data and information PA 

• Communicating C 

Science as a Human Endeavour: 

• Students identify the main features of our solar system as 

explored by astronauts over time. 

Technology/Engineering/Mathematics links: 

• participating in a class online mind map 

• using a QR scanner on an iPad ® to scan a QR code that links 

to an online video 

Background information 

• Many galaxies exist in outer space. The galaxy that our 

solar system is in, is called the Milky Way. 

• A solar system is a system of planets orbiting around a 

star (our sun). Within our galaxy, there are many solar 

systems, with each one containing a system of planets 

orbiting around a different star. 

• Our solar system contains eight planets, five dwarf 

planets, moons, comets, asteroids, dust and gas. In this 

unit, the focus will be on the planets, including their size 

and positioning, their features and/or conditions, and 

how they move around the sun. 

• The eight planets in our solar system all revolve (orbit) 

around the sun. The closest planet to the sun is Mercury, 

then Venus, Earth, Mars, Jupiter, Saturn, Uranus and 

Neptune, which is the furthest. 

• To see a virtual tour of the solar system, download the 

program at onto a computer. 

Assessment focus: 

• Use completed copies of 

page 80 to identify students’ 

prior knowledge of the solar 

system, including the names, 

and features and/or conditions 

of each planet. 

Resources 

• Online mind-mapping tool 

at 

• Online image of the solar 

system at 

• A copy of pages 80 and 81 

for each student 

• An iPad ® with a QR scanner 

for each student 

• Online video—Solar 

System—The Dr Binocs 

show at 

• Online song—We are 

the planets (with lyrics) 

at 



Display Copy 



YEAR 

5 




Lesson 1 

Lesson plan 

Introduction: 

1. Using an online mind-mapping tool, such as the one found at , 

conduct a whole-class brainstorm to identify the features of our solar system. Encourage students 

to think about the features of a day and night sky, and outer space. QP 

Development: 

2. Display the image of the solar system at on an interactive 

whiteboard. This image shows each planet, the asteroid belt and the orbital paths of the planets 

with each feature numbered from 1–12. Using page 80, students predict the name of each celestial 

body (or space object) in our solar system, as represented by each number in the image. Students 

then recall their prior knowledge of the solar system to write as much information as they can about 

each space object on page 80, using the image to prompt their memory. QP 

3. Give each student an iPad ® with a QR scanner installed. Students scan the QR code on page 81 

to watch a video about the solar system. Alternatively, watch as a class at . This video shows Dr Binocs in outer space looking at the Milky Way galaxy before 

zooming into our solar system and exploring the main features of each planet in order from closest 

to furthest from the sun. Students use the information in the video to answer the questions on page 

81. PC PA C 

Differentiation 

• Less capable students can work with a partner to answer the questions on pages 80 and 81 or 

record their answers using a voice recorder or iPad ® . 

• More capable students can be encouraged to describe what the asteroid belt is and what an 

orbit is, as shown by the image in Step 2. 

4. Using the interactive whiteboard, display the same image from Step 2. Students review their 

predictions and place a tick next to each space object they identified correctly, as well as writing 

the correct answer next to any incorrect predictions. PA 

Reflection: 

5. Using a think-pair-share, students answer the question What is the solar system? Students then 

name the planets in order from closest to furthest from the sun. C 

6. Listen to the song We are the planets at . This song reinforces the 

planets of our solar system in the correct order and provides more interesting facts about each. 



Display Copy 



Lesson 1 



Solar system predictions 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

What is the object? 

What do you know about the object? 



Display Copy 

10. 

11. 

12. 



YEAR 

5 




Lesson 1 

Our solar system 

Scan the QR code to watch a video about our solar system. 

1. What is our galaxy called? 

2. What is a solar system? 

3. How many planets are found in our solar system? 

4. Each planet has unique features that scientists use to describe it. Describe the unique 

features for each planet as shown by the video. 

Mercury 

Earth and the moon 

Jupiter 

Uranus 

Venus 

Mars 

Saturn 



Display Copy 

Neptune 

5. What are the names of the five dwarf planets in our solar system? 



Lesson 2 



Teacher notes 


How big are the planets in our solar system and 

how far apart are they? 




• Processing and analysing data and information 

PA 



• Students explore the size of the planets in our 

solar system and the distance of each planet 

from the sun, as discovered by scientists 

through space exploration. 


• The image at is 

not a true representation of the solar system, 

even though it does show some planets 

slightly larger or smaller than others. 

• The order of the planets in our solar system 

from smallest to biggest is: Mercury, Mars, 

Venus, Earth, Neptune, Uranus, Saturn and 

Jupiter. See the relative sizes of each planet, 

minor planet and moon in our solar system 

at . 

• The images on page 84 show the planets of 

our solar system, at a scale of 1 mm = 

1000 km. The letters A–H on page 84, 

represent Neptune, Uranus, Saturn, Jupiter, 

Mars, Earth, Venus and Mercury respectively. 

• The image on page 85 shows the scaled 

distance of each planet from the sun, using a 

scale of 1 mm = 5 000 000 km. At this scale, 

it is impossible to represent both the size 

and distance of the planets, as some planets 

would appear too small for the human eye 

to see. 


• typing a URL into an internet browser to 

research online information about planet sizes 

• using a table to record the diameter of each 

planet 

• using multiplication to find the actual distance 

of each planet to the sun from a scaled 

distance 

• selecting and using measuring devices to 

accurately represent the distance of each 

planet from the sun, using a scale of 

1 cm = 1 000 000 km 


• Use page 85 and students’ science journals 

to assess their ability to calculate the actual 

distance between each planet and the sun. 

• Use observations of the student modelling the 

scaled distance of each planet from the sun, to 

assess their ability to select the most effective 

tool for a given measurement, and their ability 

to measure accurately. 

Resources 

• Online image of the solar system at 

 

• Science journal for each student 

• One copy of page 84 for display on an 

interactive whiteboard. 

• Website—Planetary fact sheet at 

• One copy of page 85 for each student 

• One calculator for each student 

• A selection of measuring tools, including 

various-sized rulers, different tape 

measures and trundle wheels 

• One copy of the planet cards on pages 86 

and 87 (cut out and laminated prior to the 

lesson) 

• One cone or marker per group to 

represent the sun 

• Online video—To scale: The Solar System 

at 



Display Copy 



YEAR 

5 




Lesson 2 

Lesson plan 

Introduction: 

1. Display the image at . Using a think-pair-share, students discuss and 

predict whether this image is a true representation of the size of each planet and its distance from 

the sun. QP 

Development: 

2. Display a copy of page 84 on an interactive whiteboard. In their science journals, students write the 

letters A–H and predict which planet each letter is representing, based on their prior knowledge of 

planet sizes. Note: This is a model of the size of each planet at a scale of 1 mm = 1000 km. QP 

3. Students go to to find the diameter of each planet, as recorded 

by NASA (National Aeronautics and Space Administration). Students create a table, either on a 

computer or in their science journals, to record the diameter of each planet, the sun and Earth’s 

moon. PC PA 

4. Display page 84 on the interactive whiteboard again. Students compare the diameter of each 

planet to the scaled images of each planet on page 84 and mark their predictions as correct or 

incorrect. Students record the correct answers next to their predictions. PA 

5. Display page 85 on the interactive whiteboard. As a class, find the actual distance using a 

calculator. Look at the smaller-scaled image of each planet’s distance from the sun. Note: This 

image does not show the actual sizes of each planet as images of the inner planets would not be 

visible to the human eye at this scale. PC PA 

6. Divide the class into groups of eight and allocate each student in the group a different planet, 

providing them with the corresponding planet card. Using page 85, students look at the 

measurement for their allocated planet at a scale of 1 cm = 1 000 000 km. Students choose a 

measuring tool they think will be effective at measuring the scaled distance of their planet to the 

sun, such as a ruler, a tape measure, a trundle wheel or a combination of these. PC PA 

7. Students collect their chosen measuring tool, a cone or marker and their planet card, and move 

outside to an open space that spans 45 m (in a straight line, if possible). Allocate a tree, a pole or 

an identifiable marker as the sun. Each student measures the relative distance of their allocated 

planet to the sun and stands in position, holding their planet card. When each group has finished 

modelling the solar system, explain that the actual solar system is 100 000 000 000 times larger 

than the model they have created. PC PA 


• Less capable students can be encouraged to model the distance of inner planets, requiring 

smaller measurements. 

• More capable students can be encouraged to model the distance of the outer planets, requiring 

larger measurements and multiple measuring tools. 

Reflection: 



Display Copy 

8. Review the image of the solar system from the Introduction. In pairs, students decide if this image is 

a true representation of our solar system, justifying their response. Watch the online video To scale: 

The Solar System at to see a real-life scale model of the size of our 

solar system. PA C 



Lesson 2 



How big is each planet? 

A 

B 

D 

C 



Display Copy 

F 

E 

G 

H 



YEAR 

5 




Lesson 2 

How far is each planet from the sun? – 1 

1. Using a calculator, multiply the scaled distance by the scale to find the actual 

distance of each planet from the sun. 

Planet 

Scaled distance 

1 cm = 1 000 000 km 

Distance from sun 

Actual distance 

Mercury 57.9 cm 57 900 000 km 

Venus 

Earth 

108.2 cm 

149.6 cm 

Mars 227.9 cm 227 900 000 km 

Jupiter 

Saturn 

778.6 cm 

1433.5 cm 

Uranus 2872.5 cm 2 872 500 000 km 

Neptune 

4495.1 cm 

2. Look at a smaller-scaled representation of each planet’s distance 

from the sun. 

The scale of this image is 1 mm = 5 000 000 km. 

Planet 

Mercury 

Venus 


Mars 

Jupiter 

Saturn 

Uranus 

Neptune 

Scaled distance 

1 mm = 5 000 000 km 

2.895 mm 

5.41 mm 



Display Copy 

7.48 mm 

11.395 mm 

38.93 mm 

71.675 mm 

143.625 mm 

224.755 mm 



Lesson 2 




Mercury 

At a scale of 1 cm = 1 000 000 km, 

Mercury is 57.9 cm from the sun. 

Venus 


Venus is 108.2 cm from the sun. 




Display Copy 


Earth is 149.6 cm from the sun. 

Mars 


Mars is 227.9 cm from the sun. 



YEAR 

5 




Lesson 2 


Jupiter 


Jupiter is 778.6 cm from the sun. 

Saturn 


Saturn is 1433.5 cm from the sun. 

Uranus 



Display Copy 


Uranus is 2872.5 cm from the sun. 

Neptune 


Neptune is 4495.1 cm from the sun. 



Lesson 3 



Teacher notes 


Do all planets rotate and revolve around the sun at 

the same speed? 




• Processing and analysing data and information 

PA 

• Evaluating E 



• Students explore the rotation and orbital periods 

of each planet in our solar system, as discovered 

by scientists through space exploration, to 

compare the speeds at which each planet rotates 

on its axis and orbits the sun. 


• The size of each planet and its position, relative 

to the sun and other planets, impacts the 

amount of gravity acting on the planet to hold 

it in orbit. 

• All planets rotate on their axis and orbit the sun 

at different speeds, depending on the amount 

of gravity and other forces at work. 

• According to NASA, the rotational period of 

a planet is the amount of time, in hours that it 

takes for a planet to make one full rotation on 

its axis, relative to the fixed stars. The orbital 

period of a planet is the amount of time, in 

Earth days, that a planet takes to orbit the sun 

for one full revolution. To see the rotation and 

orbital periods of each planet, go to . 

• Venus and Uranus rotate in the opposite 

direction to Earth and the other planets in our 

solar system. 

• Mercury and Venus orbit the sun faster than 

Earth, as they are smaller and closer to the sun. 

A year on each of these planets has less days 

than Earth. A year on each of the Jovian planets 

is significantly longer than a year on Earth. 


• typing a URL into an internet browser to 

research online information 

• using a table to record the orbital and the 

rotation periods of each planet 

• exploring the solar system using an 

interactive 360º video, where students 

move the camera around to see different 

objects (If VR goggles are available, 

students can use these to imagine they 

are exploring the solar system in real life.) 


• Use page 90 to assess the students’ 

ability to analyse information in a table, to 

order the planets in terms of their orbit or 

rotation speed, from fastest to slowest. 

Resources 

• Online video—Explore the solar 

system: 360 degree interactive tour at 

 

• One copy of page 90 for each 

student 

• Computer access for each student 

to research 

• Online video—Solar system at 



Display Copy 



YEAR 

5 




Lesson 3 

Lesson plan 

Introduction: 

1. Using a computer or iPad ® , students explore our solar system by watching a 360º video at . This video allows students to move around to find the planets in focus. Note: 

If students have access to virtual reality goggles, they will be able to look around the solar system 

using body movements. Alternatively, if resources are limited, this video can be viewed on an 

interactive whiteboard with the teacher moving the screen to see each planet as it’s explained. QP 

Development: 

2. Using a think-pair-share, students recall how Earth rotates on its axis and revolves (or orbits) around 

the sun, to cause day and night and the seasons. Students predict whether all planets rotate and 

orbit at the same speed and if the length of a day and a year are the same on all planets. C QP 

3. Give each student a copy of page 90. Using a computer, students search the website to identify the 

orbital and rotation periods of each planet, and record this information. Students then order the 

planets from having the fastest orbit or rotation speed to the slowest. PC PA 


• Less capable students can be encouraged to work in groups with a teacher to find the relevant 

information on the website and to order the planets. 

• More capable students can be encouraged to use the information to record the orbital velocity 

of each planet on the back of page 90, to show the speed at which each planet orbits the sun in 

kilometres per second. 

4. In pairs, students share their answers to questions 3 and 4 on page 90 and discuss any differences 

in ordering. Students review the information in their tables for any differences, to identify where the 

mistakes were made. PA E 

5. As a class, watch the video at to see the planets of our solar system 

rotating on their axis and orbiting (or revolving around) the sun. Encourage students to look at 

two planets at a time, to compare which is rotating on its axis or orbiting the sun, at a faster speed. 

While students are silently comparing different planets, read the information at the bottom of the 

video aloud to the class. PA 

Reflection 

6. Using a think-pair-share, students answer the questions: Which planets orbit the sun faster than 

Earth? Which planets orbit the sun slower than Earth? Do the four inner planets, Mercury, Venus, 

Earth and Mars, take more or less time to orbit the sun than the four outer planets, Jupiter, Saturn, 

Uranus and Neptune? C 



Display Copy 



Lesson 3 



Orbits and rotations 

Go to to find out the orbital period and the rotation period 

for each planet. 

Orbital period 

Rotation period 

The amount of time it takes for a planet to revolve 360º around the sun. 

The orbital period for each planet is recorded in Earth days or years. 

The amount of time it takes for a planet to rotate 360º on its axis. 

Negative numbers indicate a rotation that is in the opposite direction to 

that of Earth. 

1. What is the orbital period of each planet? 

Planet 

Mercury 

Venus 


Mars 

Orbital period in days or 

years 

2. What is the rotation period of each planet? 

Planet 

Jupiter 

Saturn 

Uranus 

Neptune 

Orbital period in days or 

years 

Planet Day length in hours Planet Day length in hours 

Mercury 

Venus 


Mars 

Jupiter 

Saturn 

Uranus 



Display Copy 

Neptune 

3. Order the planets from that with the fastest orbit speed (least amount of time) to that with 

the slowest orbit speed (most amount of time). 

4. Order the planets from that with the fastest rotation speed (least amount of time) to that 

with the slowest rotation speed (most amount of time). 



YEAR 

5 




Lesson 4 

Teacher notes 


What are terrestrial planets? 







• Students identify the main features of rocky planets as 

discovered by astronauts over time, and identify how they 

have explored Mars in recent times. 


• using a voice recording application to record a prediction 

and a conclusion 

• using a word processing program to create a poster 

• using an online dictionary to define terrestrial planet 


• The eight planets of our solar system are classified into 

two groups—terrestrial planets or Jovian planets. 

• A terrestrial planet, or rocky planet as they are 

commonly known, is a planet that is composed 

predominantly of rocks and metals. Terrestrial planets 

contain a core made mostly of iron and a mantle 

surrounding the core made of rock. 

• Within our solar system, the four rocky planets are 

Mercury, Venus, Earth and Mars. These planets are 

found closer to the sun and are also referred to as inner 

planets. 

• The surfaces of terrestrial planets have mountains, 

craters, canyons, and volcanoes. These features are only 

possible on rocky surfaces. 

• None of the terrestrial planets in our solar system have a 

ring system around them. This is because the magnetic 

pull of gravity from the core of the planet, pulls the 

space debris to the surface of the planet, which 

produces a rocky surface. 

• To learn more, watch a short documentary about the 

inner rocky planets at . 


• Assess the student’s 

understanding of terrestrial 

(or rocky) planets using the 

information in their 

voice recording. 

Resources 

• Online image of terrestrial 

planets at 

• Access to a computer 

or an iPad ® with a voice 

recording application such 

as Chatterbox and a word 

processing program 

• A copy of page 93 for each 

pair (optional) 

• Online video—Explore the 

solar system: The rocky 

planets at 



Display Copy 



Lesson 4 



Lesson plan 

Introduction: 

1. View the online image of terrestrial planets at . Using a think-pairshare, 

students identify which planets are shown in each quadrant of the image. Are these planets 

inner planets (closer to the sun) or outer planets (further from the sun)? QP 

2. Explain that Mercury, Venus, Earth and Mars are all called terrestrial or rocky planets. Using a voice 

recording application such as Chatterbox, students predict what is meant by a rocky planet. QP 

Development: 

3. Divide the class into pairs and allocate a rocky planet to each pair. Students research their rocky 

planet and create a poster using a word processing program or application, such as Microsoft ® 

Word ® or Keynote ® . The poster must include text and images showing what the planet’s surface is 

like, the temperatures and climatic conditions, and other interesting facts about it. Students should 

ensure their information comes from reliable websites and nonfiction books. Alternatively, use the 

poster template provided on page 93. PC PA 


• Less capable students can be allocated a more familiar planet to create a poster for, such as 

Earth, using simple sentences to write the information on their poster. Alternatively, students can 

use the poster template provided on page 93. 

• More capable students can be encouraged to write their information using short, clear and 

concise paragraphs. 

4. Display the posters around the classroom or on an interactive whiteboard for other students to 

read. Encourage them to think about and discuss why each of these four planets is called a rocky 

planet. QP 

5. Using an online dictionary, students find the meaning of terrestrial planet. If resources are limited, 

students may find the meaning of the word terrestrial in a dictionary and apply the meaning to 

planets. PA 

6. Watch the video Explore the solar system: The rocky planets at . This 

video briefly explains what each of the four rocky planets is like, as well as revising the sun and the 

solar system. 

Reflection: 



Display Copy 

7. Students listen to their prediction about what a rocky planet is and make another voice recording 

stating what is meant by a rocky planet, in their own words, based on the information learnt during 

the lesson. Students share their recorded definition with the class and submit it to the teacher. 

PA C 

8. Watch the video Human exploration on Mars at . This video 

describes how scientific knowledge, technology and mathematics skills have helped scientists to 

explore the physical features and atmospheric conditions on Mars. 



YEAR 

5 




Planets 

Lesson 4 

Name: 

Location: 

Inner planet 

planet from the sun 

Outer planet 

Description of the planet’s conditions: 

Image: 

Orbital period: 

Rotation period: 

Interesting facts: 



Display Copy 



Lesson 5 



Teacher notes 


What are Jovian planets? 





• Communicating 


C 

• Students identify the main features of Jovian planets, as 

explored by astronauts over time. 


• using a QR scanner on an iPad ® to scan a QR code that links 

to online information 

• using a digital application, such as Popplet or ShowMe, to 

record information (optional) 


• The eight planets of our solar system are classified into 

two groups—terrestrial planets or Jovian planets. 

• A Jovian planet has a thick atmosphere, comprised mostly 

of gases. Jovian planets are the four planets furthest from 

the sun and are also referred to as giant planets. They 

include Jupiter, Saturn, Uranus and Neptune. 

• Jovian planets were once all referred to as gas giants. 

With recent space exploration, some scientists now refer 

to Uranus and Neptune as a special type of gas giant, 

called an ice giant. 

• Scientists have discovered that the composition of gases 

on Jupiter and Saturn are different to those on Uranus and 

Neptune. To see the composition of gases on gas giants 

and ice giants go to . 

• While Saturn is noted as the planet with rings, all Jovian 

planets have ring systems made of tiny rocks, dust and ice. 

They also all have numerous moons. To see the moons of 

all planets, go to . 

• To read or listen to more information about the conditions 

on each Jovian planet, scan the QR codes on page 96 

prior to the lesson. 


• Use students’ science journals 

to assess their understanding of 

Jovian planets. 

Resources 

• Online image—Jovian 

planets at 

• Science journal for each 

student 

• An iPad ® with a QR scanner 

installed, for each student 

• A copy of page 96 per 

group, with each research 

card cut out prior to the 

lesson 

• A copy of page 97 for each 

pair 

• Online image—Gas giants 

and ice giants at 

• Online video—Explore the 

solar system: The gas giants 

at 



Display Copy 



YEAR 

5 




Lesson 5 

Lesson plan 

Introduction 

1. Revise the names of the four terrestrial planets of our solar system. What are the names of the four 

remaining planets that are not terrestrial planets? Are these planets inner planets (closer to the sun) 

or outer planets (further from the sun)? Explain that Jupiter, Saturn, Uranus and Neptune are all 

called Jovian planets. QP 

Development 

2. View the image at to see a four-quadrant image showing each 

Jovian planet. Using a think-pair-share, students compare the colours of the planets and think 

about each of the Jovian planets’ positions from the sun. Explain that these four Jovian planets 

have ring systems and thick, dense atmospheres. Jovian planets are often referred to as gas giants 

because of the large amounts of gases present in their atmosphere. Uranus and Neptune are 

special types of gas giants, which have different gases to those of Jupiter and Saturn. They are also 

referred to as ice giants. PC PA 

3. Divide the class into groups of four and give each student a different Jovian planet research card, 

from page 96. Individually, students use an iPad ® to scan QR codes which link to videos and online 

information about their allocated planet. In their science journals or using a digital application, such 

as Popplet, students record information about the physical features and atmospheric conditions of 

their allocated planet. PC PA 


• Less capable students may be limited to viewing the videos for their planet, instead of both the 

videos and the online text. 

• More capable students can be encouraged to conduct their own additional research to find out 

more information about their allocated planet. 

4. Students then work with the person in their group, that researched the same type of planet (Jupiter 

with Saturn, and Uranus with Neptune). They describe their allocated planets to each other and 

then compare each planet’s conditions, to identify the common conditions of their type of Jovian 

planet. The Venn diagram provided on page 97 may be used to help students compare each 

planet’s conditions. PC PA 

5. In their groups, each pair shares information about their type of Jovian planet (gas giant or ice 

giant). Students compare the two types of planets to predict the difference between gas giants and 

ice giants. QP PA 

6. Groups share their predictions about the difference between gas giants and ice giants with the 

class. View the online image at to briefly show the difference 

between gas giants and ice giants, in terms of their composition. PC PA 

Reflection 



Display Copy 

7. Watch the online video Explore the solar system: The gas giants at . 

Students can evaluate their research, based on the information shown in the video. 

8. Students decide which Jovian planet they find most fascinating and, in their science journals or 

using a digital application, such as ShowMe, list reasons for their choice, based on the planet’s 

conditions. PA C 



Lesson 5 

Jovian planets 



Jupiter 

Scan these QR codes to learn about Jupiter. 

Watch a video 

Uranus 

Read information 

Saturn 

Scan these QR codes to learn about Saturn. 

Watch a video 

Neptune 




Display Copy 

Scan these QR codes to learn about Uranus. 

Scan these QR codes to learn about Neptune. 

Watch a video 


Watch a video 




YEAR 

5 




Lesson 5 

Jovian planets comparison 



Display Copy 



Lesson 6 



Teacher notes 


How do scientists explore the planets in our solar system? 





• Communicating 


C 

• Students research how scientists were able to gather data 

and develop ideas about the solar system, through the use of 

technology devices such as space probes. 

Technology/Engineering/Mathematics link: 

• using a computer to type URLs into a web browser, to link to 

online videos 

• conducting online research to identify how technological 

advances have assisted scientists to explore terrestrial and Jovian 

planets in our solar system 

• using a digital application, such as Seesaw, to communicate 

information (optional) 


• Early astronomers developed ideas about the world based 

on observations of the sky, including the sun, moon, stars, 

comets and other objects in the solar system. They used 

mathematical calculations to predict events relating to 

astronomy. 

• With the invention of telescopes, astronomers were able to 

view different planets in our solar system from Earth. 

• With the advancement of satellite, space exploration and 

space flight technologies, scientists have been able to 

observe the physical features and atmospheric conditions on 

each planet in our solar system, to identify possibilities of life 

on other planets. 

• A space probe is an unmanned robotic spacecraft that 

travels through space, to collect information about celestial 

bodies in our solar system, and send this data back to Earth 

for scientists to study. Space probes include interplanetary 

probes, such as the Voyager probes; orbiters, such as Juno 

and Cassini; and landers (including rovers), such as Huygens 

and Curiosity. 

• For more information, go to . 


• Use pages 100 and 101 to 

assess students’ researching 

skills, including notetaking 

and synthesising 

information. 

• Use students’ answers to 

the Reflection question, to 

assess their understanding 

of how technological 

advances have assisted 

scientists to explore planets 

in our solar system. 

Resources 

• Online video—First 

moon landing 1969 at 

 

• Individual science 

journals or an iPad with 

Popplet 

• An iPad ® with a QR 

scanner installed for 

each pair 

• A copy of pages 100 

and 101 for each pair 

• Website—Where our 

Curiosity took us at 

 

• Online image—Space 

exploration time line 

overview at 



Display Copy 



YEAR 

5 




Lesson 6 

Lesson plan 

Introduction 

1. As a class, watch the video at to see the 1969 space mission, Apollo 

moon landing. Individually, students reflect on their prior knowledge of space exploration to 

predict how scientists explore other planets in our solar system. Prompt students with questions 

including: How did scientists explore Earth’s moon in the past? What technology do they use to 

explore the solar system? How do scientists explore terrestrial planets? How do scientists explore 

gas planets when there is no surface to land on? Students record their predictions in their science 

journals or use an iPad ® application such as Popplet. QP 

Development 

2. Divide the class into pairs. Using a computer, students type the URLs on pages 100 and 101 into a 

web browser to research how scientists have explored gas giants in the past. Students learn about 

space probes, including Cassini and Juno, and how scientists have used these in recent times 

to explore the gas giants, Jupiter and Saturn. Students summarise their research to answer the 

questions on pages 100 and 101. PC PA 


• Less capable students can conduct an interview in pairs, to answer the questions on pages 100 

and 101. Students record their answers using an audio or video-recording application on an 

iPad ® . 

• More capable students can be encouraged to view the online interactive time line of the space 

exploration project Voyager at . Using their science journals, 

students record key information relating to the exploration of all four gas giants, rather than 

learning about Cassini and Juno. 

3. Using a think-pair-share, students answer the questions: How did Cassini and Juno travel around 

the gas giants? How did Neil Armstrong move along on the surface of the moon? What kind of 

robot do you think scientists would need to explore Mars—a land-based robot or an air-based robot? 

Students justify their opinion based on their knowledge of terrestrial and Jovian planets. QP C 

4. As a class, go to to discover how scientists have used the rover, 

Curiosity, to explore the surface of Mars. Students look at the images and footage of the rover and 

take turns to read the information, as the teacher scrolls down the page. Discuss the aim of the 

rover’s mission and how it was used to collect evidence of the conditions on Mars. PA 

Reflection 



Display Copy 

5. View a time line of significant developments in space exploration at . 

In their science journals or using a digital application, such as Seesaw, students individually answer 

the question How have advances in technology assisted scientists to explore terrestrial and Jovian 

planets in our solar system? PA C 



Lesson 6 



Space probes – 1 

Conduct internet research about space probes to answer the following questions. 

1. What is a space probe? 

2. What is a space probe used for? 

3. Which Jovian planets did each of these space probes explore? 

(a) 

(b) 

Juno 

Cassini 

Type into a web browser to watch a video about Juno. Click 

and drag the mouse on the video to look around the solar system. 

4. What did Juno discover during its mission? List as much information as possible using 

bullet points. 



Display Copy 



YEAR 

5 




Lesson 6 

Space probes – 2 

Type into a web browser to watch a video about the Cassini– 

Huygen space mission. 

1. How many years did it take Cassini to reach Saturn? 

2. Record the key events in the Cassini-Huygen space mission. These are shown in text 

throughout the video. 

15 October, 1997 

14 January, 2005 

8 July, 2009 

26 April, 2017 

15 September, 2017 

3. How many dives did Cassini make between Saturn and its rings, 

before the mission ended? 

4. Why did scientists program Cassini to dive between the rings, knowing that it would not 

survive? 



Display Copy 

5. Using the images in the video, after Cassini entered into Saturn’s atmosphere, draw or 

write your observations of Saturn. 



Assessment 



Teacher notes 

Science knowledge 

The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) 

Indicators 

• Identifies and labels the sun and the planets correctly on an image of our solar system. 

• Identifies that circular lines on an image of the solar system represent orbital paths. 

• Defines solar system. 

• Identifies the names of the terrestrial and Jovian planets in our solar system, and the features and/ 

or conditions of each group of planets. 

• Identifies how scientists explore planets in our solar system that cannot be accessed by humans. 

• Identifies the planets that space probes Cassini, Curiosity and Juno, have been exploring in recent 

times. 

Assessment answers 

Pages 103 and 104 

1. 

Neptune 

Mars 

Saturn 


Venus 

Mercury 

Earth’s moon 

The Sun 

Uranus 

Jupiter 

2. The lines on the diagram represent the orbital 

paths of each planet. 

3. A solar system is a system of space (or celestial) 

objects that orbit around a star (the sun). 

4. 

Name the 

planets in 

each group. 

Describe 

the 

conditions 

and/or 

features of 

each group 

of planets. 

Terrestrial planets 

Mercury 

Venus 


Mars 

Terrestrial planets are 

those that are made 

mostly of rocks and 

metals. They have a 

rocky surface which 

may contain mountains, 

craters, canyons or 

volcanoes. Terrestrial 

planets do not have ring 

systems but may have a 

small number of moons. 


Gas giants Ice giants 

Jupiter 

Saturn 

Uranus 

Neptune 

Jovian planets are those 

with a thick atmosphere 

made mostly of gas. 

They are divided into two 

groups—gas giants and 

ice giants—depending on 

the type of gases in the 

atmosphere. Jovian planets 

all have ring systems made 

of tiny rocks, dust and 

ice. They also all contain 

multiple moons. 

5. Teacher check—Answer should reflect: 

Scientists use technologies, such as space 

probes, to explore planets that cannot be 

accessed by humans. These space probes 

can be interplanetary probes, orbiters or 

landers. 

6. Cassini Mars 



Display Copy 

Curiosity 

Juno 

Jupiter 

Saturn 



YEAR 

5 




Assessment 

1. Label the space objects on the diagram. 



Display Copy 

2. What do the dotted circular lines on the diagram represent? 



Assessment 




3. What is a solar system? 

4. Complete the table. 

Terrestrial planets 


Name the 

planets in 

each group. 

Describe the 

conditions 

and/or 

features of 

each group 

of planets. 

Gas giants 

Ice giants 

5. How do scientists learn about the physical features and atmospheric conditions of 

planets that cannot be accessed by humans? 



Display Copy 

6. Match each space probe to the planet it has been exploring. 

Cassini 

Curiosity 

Juno 

Mars 

Jupiter 

Saturn 



YEAR 

5 






STEM project overview 

Students create scale models of each planet in our solar system, showing colours and features. 

The models are then used to produce a documentary explaining each planet’s size, position, 

surface features and atmosphere conditions, as understood by scientists. 

Concepts overview: 

Science 

• Apply knowledge of the planets in our solar system and how scientists learn about these planets 

through space exploration. 

• Use science inquiry skills to plan and conduct an investigation to research and create 

a scientific representation of each planet in our solar system. 

• Communicate information about our solar system clearly, concisely and correctly throughout 

a documentary. 

Technology/Engineering 

• Apply the design process to plan, create and evaluate a model of each planet in our solar system 

and a documentary explaining what each planet is like. 

• While working collarboratively, use project management processes to ensure accountability of 

each group member when planning, organising, controlling resources, monitoring time lines and 

meeting design criteria. 

• Create a documentary using a digital camera or an iPad ® to describe the information scientists 

have learnt about each planet in our solar system. 

• Upload a documentary to a web-based system, such as a vlog or class website to share information. 

Mathematics 

• Use multiplication to convert centimeters to millimetres to create a scale model of each planet, 

using a scale of 1 mm = 100 km. 

• Use formal measurements to measure the diameter of each planet’s model. 

Alternative project ideas: 



Display Copy 

• Students design and create a model of a space probe that could navigate around a terrestrial 

or Jovian planet, to provide information to scientists about the features and conditions of the 

planet. Students create proportionally-sized tools that the space probe will use to collect and 

record data, including cameras and thermometers. Students use digital technologies, such as 

presentation apps or software, to explain the features and abilities of their model space probe. 

• Students design and create a stop-motion animation of an adventure story or video game, set 

in outer space. The characters in the story or video game must explore each planet in the solar 

system and answer three quiz questions about the planet, before they continue on their journey 

to the next planet. 






Science Understanding 

STEM curriculum links 

SCIENCE CURRICULUM 

• The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) 

Science as a Human Endeavour 

• Science involves testing predictions by gathering data and using evidence to develop explanations of events and 

phenomena and reflects historical and cultural contributions (ACSHE081) 

• Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083) 

Science Inquiry Skills 

Planning and conducting 

• Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using 

equipment and materials safely and identifying potential risks (ACSIS086) 

Processing and analysing data and information 

• Construct and use a range of representations, including tables and graphs, to represent and describe observations, 

patterns or relationships in data using digital technologies as appropriate (ACSIS090) 

Communicating 

• Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multimodal 

texts (ACSIS093) 

TECHNOLOGIES CURRICULUM 

Design and Technologies Knowledge and Understanding 

• Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and 

evaluate the impact of their use (ACTDEK023) 

Design and Technologies Processes and Production Skills 

• Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to 

achieve intended designed solutions (ACTDEP024) 

• Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and 

graphical representation techniques (ACTDEP025) 

• Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed 

solutions (ACTDEP026) 

• Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027) 

• Develop project plans that include consideration of resources when making designed solutions individually and 

collaboratively (ACTDEP028) 

Digital Technologies Processes and Production Skills 

• Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create 

information (ACTDIP016) 



Display Copy 

• Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and 

technical protocols. (ACTDIP022) 

MATHEMATICS CURRICULUM 

Number and Algebra 

• Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written 

strategies and appropriate digital technologies (ACMNA100) 

• Recognise that the place value system can be extended beyond hundredths (ACMNA104) 

Measurement and Geometry 

• Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108) 



YEAR 

5 





STEM project: 

Teacher notes 

Students create scale models of each planet in our solar system, showing colours and features. 

The models are then used to produce a documentary explaining each planet’s size, position, 

surface features and atmosphere conditions, as understood by scientists. 

Estimated duration: 4–6 weeks 

1. Introduce the project 

• Watch the online video Could we move 

to Earth 2.0? at to encourage students to think 

about what life could be like on other 

planets. 

• Divide the class into groups of four. 

• Display page 108 on a whiteboard or 

give each group a copy. Read through 

the problem, the task and the criteria and 

clarify any queries students have. 

• Give each group a copy of page 109, so 

students can manage and assess their 

progress. 

• Give each group a copy of pages 84 and 

110, to plan the size and appearance of 

the models of each planet. Discuss where 

to find art and craft supplies and remind 

students about resource management. 

2. Investigate 

• In their groups, each student is allocated 

a terrestrial and a Jovian planet to 

research, which they will be responsible for 

discussing during the documentary. 

• Students research their planets using the 

information listed in the Investigate section 

on page 109. 

3. Design, plan and manage resources 

• Students plan the models by calculating 

the scaled diameter of each planet in 

millimetres, using page 110; and colouring 

images of each planet, using page 84. 

• Students plan their documentary, using a 

storyboard of each scene. Students then 

record the information for each scene, on 

palm cards. 

4. Create 

• Students create their models and 

decorate them according to each planet’s 

appearance. 

• Students create their documentary, 

explaining the information recorded on 

their palm cards while they film the models 

of each planet, in order from closest to 

furthest from the sun. 

5. Evaluate and refine 

• Students evaluate their models and their 

documentary to ensure they meet all the 

criteria listed on page 108. Any necessary 

changes should be made. 

6. Communicate 

• Students share their documentary with an 

audience by uploading it to a class vlog or 

website, or emailing it to a parent/carer. 

• Individually, students complete the selfassessment 

on page 111 to evaluate how 

well their team cooperated together to 

produce their documentary. 



Display Copy 






The problem 

Project brief 

SOLAR SYSTEM DOCUMENTARY 

Famous scientists have received feedback from 

space probes which show what the conditions 

are like on each planet. The space probes have 

flown through the solar system orbiting around, 

and landing on, different planets. These space 

probes have sent photographic evidence and test sample results to the 

scientists. The scientists now need to explain what they have learnt about 

each planet to the public. Could we live on any other planet? 

The task 

Create a scale model of each planet in our solar system, 

showing colours and features. Using these models, 

produce a documentary explaining each planet’s size, 

position, surface features and atmosphere conditions, as 

understood by scientists. 

Things to consider 

• You must work in groups of four, with each group 

member researching, creating and speaking about one terrestrial and one 

Jovian planet. 

• Each model must be created using the scale: 1 mm on the model 

represents 100 km in the real world. 



Display Copy 

• You must write the name and the actual diameter of each planet on a label 

and attach it to each model. 

• During the documentary, you must describe each planet in order from 

closest to furthest from the sun. When introducing each planet, you must 

explain its distance from the sun. 

• During the documentary, for each planet you must explain the type 

(terrestrial or Jovian), its features and/or conditions, and its rotation and 

orbital periods. 

• The documentary must have a duration of between 5 and 10 minutes. 



YEAR 

5 





Investigate 

Project steps 

Decide which terrestrial and Jovian planet each group member will research and speak 

about. 

Identify which planets are terrestrial planets and which are Jovian planets. 

Revise the size, features and/or conditions of each planet. 

Revise the distance between each planet and the sun, and the order of each planet from 

closest to furthest from the sun. 

Revise the rotation and orbital periods of each planet. 

Design, plan and manage resources 

Calculate the diameter of each model using the scale: 1 mm on the model represents 

100 km in the real world. 

Decide on, and collect the materials you will use to make the models. 

Colour an image of each planet to show how each model will look. 

Plan your documentary by creating a storyboard of each scene. 

Write palm cards for each scene, explaining the required information in your own words. 

Make sure you include all necessary information and can read the palm cards clearly. 

Create 

Create a model of each planet using the scale. 

Decorate each planet to show its colours and features. 

Create labels, including the planet’s name and actual diameter. 

Rehearse your documentary. Time it to make sure it is between 5 and 10 minutes long. 

Film your documentary. 

Evaluate and refine 

Ensure each model meets the criteria. 

Ensure your documentary meets the criteria. 

Communicate 



Display Copy 

Upload your documentary to a class blog or email it to a parent/carer. 






Modelling the planets 

1. Multiply the model size (cm) by ten to find the model size (mm). For example: 4.879 cm x 

10 = 48.79 mm. 

Planet 

Actual 

diameter 

(km) 

Scaled diameter (cm) 

1 cm on the model 

represents 1000 km in the 

real world. 

Mercury 4 879 km 4.879 cm 

Venus 12 104 km 12.104 cm 

Earth 12 756 km 12.756 cm 

Mars 6 792 km 6.792 cm 

Jupiter 142 984 km 142.984 cm 

Saturn 120 536 km 120.536 cm 

Uranus 51 118 km 51.118 cm 

Neptune 49 528 km 49.528 cm 

Scaled diameter (mm) 

1 mm on the model 

represents 100 km in the real 

world. 



Display Copy 

2. What materials will you use to make each model the correct size and shape? 

3. What materials will you use to decorate each model so that it looks like the planet it is 

representing? 



YEAR 

5 





Self-assessment 

Student name: 

Date: 

STEM project: 


1. Colour a face to rate how cooperatively your team worked. 

All group members contributed ideas to the team. 

All group members listened carefully to the ideas 

of others. 

All group members encouraged others to 

contribute their thoughts and opinions. 

Group members all spoke respectfully to other 

group members. 

Group members compromised (when needed) to 

create the best possible product. 

2. List three ways the team helped each other to create the product. 

3. List one difficulty the group encountered when working as a team. 



Display Copy 

4. How could a similar issue be resolved in future projects? 

5. What was the most enjoyable part of the project? 

6. What was the least enjoyable part of the project? 






CRITERIA 

Group members: 

Project task: 

Produce a documentary to demonstrate what other planets in our solar system are like. 

Create a scale model of each planet to film and explain during the documentary. 

Science knowledge 

Applies knowledge of our solar system, including each planet’s name, size, features/ 

conditions, rotation and orbital periods, and the distance of each planet from the sun, in 

order. 

Science as a Human Endeavour 

Researches how scientists are able to develop ideas about the solar system through space 

exploration. 

Science skills 

Researches information about each planet using reliable websites. 

Uses a table to record the model size of each planet. 

Communicates science understanding correctly, clearly and concisely, using a scientific 

representation of each planet. 

Technology/Engineering skills 

Plans and designs models of each planet and a documentary that meet the given criteria. 

Investigates and uses a range of materials to create and decorate the model of each 

planet. 

Creates a model of each planet using the correct size, colours and observable features. 

Evaluates designed products to ensure they meet the criteria and makes any necessary 

changes. 

Plans and creates a documentary to describe the information scientists have learnt about 

each planet in our solar system. 

Uploads a documentary to a web-based system to share information. 

Mathematics skills 

Converts a scaled diameter of each planet (centimetres) to millimetres and uses these 

measurements to create each model. 

Creates a documentary with a duration of 5–10 minutes. 

Group skills 

All group members contributed fairly and appropriately. 

Group assessment rubric 

All group members collaborated and communicated effectively. 

Group members were able to resolve conflicts independently. 

1 = Below expectations 

2 = Meeting expectations 

3 = Above expectations 



Display Copy 



YEAR 

5

20390_Science_with_STEM_Year_5_Earth_and_Space_Sciences_We_are_all_spinning_in-circles

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?