8561RB AC Science Year 6 revised edition LR watermark

More documents

Recommendations

Info

Teacher notes How to use this book Each book is divided into units corresponding to the sub-strands of the Science understanding strand of the curriculum. Each unit is divided into a number of four-page lessons, each covering a particular aspect and following a consistent format. The lessons are numbered for ease of reference and can be followed sequentially, although it is not essential. Each four-page lesson consists of a: • teacher page • student page 1, which is a science literacy text about the concept, with relevant diagrams, images and questions • student page 2, which contains questions and activities related to the text • student page 3, which involves a hands-on activity, usually an experiment or investigation. The Science as a human endeavour strand is integrated into the lessons where possible, and is listed in the Content focus box, at the top of each lesson’s teacher page (if applicable). The Science inquiry strand is integrated into all lessons. The scope and sequence charts on pages x and xi show all the strands, sub-strands and content descriptions covered in each of the lessons. At the end of each unit, an assessment page is provided, which relates to the achievement standards for that sub-strand, as set out by the Australian Curriculum. • Science understanding sub-strand name/unit title. • Lesson title. • A brief description of the Content focus for the lesson, the Science as a human endeavour substrand and the science inquiry skills used in the lesson. • Background information, relevant to the lesson or the topic, is provided for the teacher. • Preparation required by the teacher is listed. This could include guidance for locating websites, online resources, books, or a list of equipment required for the hands-on activity. Earth and space sciences Can scientists cooperate in space research? Content focus: The International Space Station (ISS) Science as a Nature and development of science human endeavour: Science inquiry: Lesson 5 Processing, modelling and analysing | Communicating Background information The lesson • The ‘space race’ became a way for countries to exert their • Pages 45 and 46 are to be used together. supremacy over others, especially during the Cold War, when • Allow the students to read the text on page 45 independently. they did not physically fight each other. Assist them with any unfamiliar vocabulary such as ‘milestones’, • The European Union is an economic and political union of 27 ‘trusses’, ‘modules’, ‘arrays’, ‘biology’, ‘chemistry’, ‘physiology’, (as of 2022) member states located in Europe. Its members ‘physics’ and ‘meteorology’. If necessary, then discuss the are Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech information and concepts. Republic, Denmark, Estonia, Finland, France, Germany, • To complete the research activity on page 47, students will need to Greece, Hungary, Italy, Latvia, Lithuania, Luxembourg, Malta, navigate the NASA, International Space Station website, and search Netherlands, Poland, Portugal, Republic of Ireland, Romania, through the topic of Research and technology. Students could also Slovakia, Slovenia, Spain and Sweden. design their own research rather than using page 47, if there is • Data from the crew of the space station is sent daily to a topic about the International Space Station that they find more scientists on Earth. Experiments are conducted each day interesting, such as ‘15 benefits of Space Station Research’. and can be modified easily. The findings are published each month. Answers • Research on the space station includes finding out about the Page 46 long-term effects of space habitation on the body (relating to bone loss and muscle wasting), how to provide medical 1. People’s Republic of China, the European Union, Japan, India, care in space, what effect near-weightlessness has on USA, Russia the internal processes of plants and animals, how protein 2. the high cost of building a space station by individual nations crystals are formed in space, fluid investigations, and knowledge about combustion which may affect energy use 3. The components of the space station are launched into space on on Earth. board spacecraft. • Microgravity is a state in which gravity is reduced to almost 4. 20 solar panels non-existent levels, such as during a space flight. 5. laboratories, docking ports, nodes (connecting passageways), • Students can get updated information about activities on the airlocks, living quarters, robotic arms ISS by looking at NASA’s International Space Station website 6. NASA, ESA, Roscosmos, JAXA, CSA or social media pages. 7. The crew fly missions, conduct experiments and repair and Preparation replace parts of the space station. They also do educational demonstrations, such as experiments for students on Earth. • It will be beneficial to explore and become familiar with NASA’s International Space Station website. 8. Answers will vary but might include that the space station will provide a base for excursions to objects in space further from • Access to a dictionary may be useful to assist students with Earth; it may help to reduce the risks involved in space exploration any unfamiliar vocabulary. by being able to repair spacecraft in space rather than having to return to Earth; it will provide knowledge about how space travel affects humans and therefore make it safer. Do your students require an extension task? Consider asking students to find out about space technology which has been adapted for use in everyday life, such as: mattress materials; satellite television; satellite imaging for weather forecasts; virtual reality; water purification systems; baby food; athletic shoes; scratch-resistant lenses; solar energy; the cochlear implant; digital cameras. Measure in a minute Ask students to explain to a partner what they think is the most important reason for the existence of the International Space Station. 44 Australian Curriculum Science (Year 6) 978-1-923005-13-6 R.I.C. Publications ® ricpublications.com.au • The lesson instructions; these could relate to the literacy text, the question page or the delivery of the hands-on activity. • Answers for the student pages are provided, where applicable. © R.I.C. Publications Low resolution display copy • Ponder point suggestion, to assist with differentiating the lesson or ensuring inclusion. See page viii for more information. • Quick assessment option for after the lesson, to gauge student understanding. vi Australian Curriculum Science (Year 6) 978-1-923005-13-6 R.I.C. Publications ® ricpublications.com.au
Teacher notes Student page 1 Student page 2 Student page 3 Earth and space sciences Lesson 5.1 Can scientists cooperate in space research? – 1 Since the beginning of space exploration in the 1950s, superpowers such as the United States of America and Russia (then the USSR) have competed to achieve milestones in space research. The first humanbuilt object to orbit Earth was Sputnik 1, launched by the USSR on 4 October 1957. The first human landing on the Moon was accomplished by the Apollo 11 spacecraft of the USA on 20 July 1969. Earth and space sciences Lesson 5.2 Can scientists cooperate in space research? – 2 1. Which individual groups and nations are planning future space exploration missions? 2. What was one cause of the merger among the nations when they created the International Space Station? Earth and space sciences Lesson 5.3 What have we learnt from the ISS? Using the table below, find out what we have learnt from the International Space Station and who has been a part of the research. Compile the information into a digital presentation. Field of research People involved and their role Although nations and groups of nations (including the People’s Republic of China, the European Union, Japan, India, USA and Russia) still plan individual future space exploration, the findings from all missions expand the knowledge of scientists around the world. The best example of multinational cooperation in space is the International Space Station. The International Space Station (ISS) is a research facility assembled in Earth’s orbit. In the early 1990s, the idea of merging a number of high-cost space station projects into a single multinational program was devised. Construction of the station commenced in 1998 with the launch of the first Russian module, Zarya. Since then, the parts, including pressurised modules, external trusses and other components, have been launched by several nations and groups, including the USA, Russia, Canada, Japan and the European Union. By May 2010, 14 pressured modules were completed as well as the complete integrated truss structure. The station is powered by 20 solar panels mounted on the external trusses. The station consists of pressurised modules for laboratories, docking ports, connecting passageways called ‘nodes’, airlocks, living quarters and robotic arms. The space station orbits Earth at an average altitude of 435km, travels at an average speed of about 28 000km/h and orbits Earth almost 16 times each day. Construction of the space station was completed in 2011. The first crew took up residence in 2000 and the ISS has since had continuous human presence. The space station is a joint project among five space agencies—the American National Aeronautics and Space Administration (NASA), the European Space Agency (ESA), the Roscosmos State Corporation for Space Activities (Roscosmos), the Japanese Aerospace Exploration Agency (JAXA) and the Canadian Space Agency (CSA). Sections of the station are controlled by mission control centres on Earth. Scientists from different countries are able to conduct experiments in biology, chemistry, medicine, physiology, physics, astronomy, technology and meteorology in a special microgravity environment in the completed modules. The space station is used to test spacecraft systems for missions to the Moon and Mars. Crews of six astronauts and cosmonauts fly long missions, conduct experiments and learn how to repair and replace parts of the station. The crews also make educational demonstrations for students on Earth, and show them how to do experiments like those on the space station. The space station holds the record for the longest uninterrupted human habitation of space. The International Space Station, which can be seen from Earth, is the largest built satellite ever to orbit Earth, and a fine example of cooperation among scientists of many nations. 45 Australian Curriculum Science (Year 6) 978-1-923005-13-6 R.I.C. Publications ® ricpublications.com.au Science literacy text The text should be used to introduce the lesson topic. It can be read as a class, in groups, in pairs or individually, depending on student abilities and the year level. In some cases, discussion questions are included, designed to encourage student thinking, and to gauge their existing understanding of the topic. Integrated unit assessment 3. How do the different components of the space station get to the location of the space station? 4. What power source for the station is housed on the external trusses? 5. List the components of the completed modules of the International Space Station. 6. Write the abbreviations for the five space agencies involved in setting up and operating the International Space Station. • • • • • 7. What are the main activities carried out by the crew of the space station? 8. Explain how learning to repair and replace parts of the space station can help future space exploration. 46 Australian Curriculum Science (Year 6) 978-1-923005-13-6 R.I.C. Publications ® ricpublications.com.au Question page A series of questions or activities, which relate to the literacy text. They aim to gauge student understanding of the concepts presented in the text. Many of these questions relate to overarching ideas relevant to a specific year level, as stated in the Australian Curriculum. Summary of findings Why it is significant How does it help humans back on Earth? Other interesting facts 47 Australian Curriculum Science (Year 6) 978-1-923005-13-6 R.I.C. Publications ® ricpublications.com.au Hands-on activity page The third student page provides a handson activity in the form of an experiment, craft activity, research activity or similar. The title of the activity is different to the lesson title, but it is related to the lesson’s topic. An optional integrated unit assessment is provided at the end of each unit. This can be used to assess the content taught throughout the unit and is based on the achievement standards set out by the Australian Curriculum, as stated at the top of each assessment page. • The page name indicates this is the start of the unit assessment. Earth and space sciences Achievement standard: integrated unit assessment By the end of Year 6, students model the relationship between the Sun and planets of the solar system and explain how the relative positions of Earth and the Sun relate to observed phenomena on Earth. 1. (a) List the planets in the solar system, in order from the Sun. (Hint: use a mnemonic, such as, My Very Excited Monster Just Surprised Us Now). (b) True or false: The planets are always lined up in a straight line when they orbit the Sun. True False 2. Explain the importance of gravity in terms of the Sun and how the planets move around the solar system. Earth and space sciences 3. (a) Label this diagram with the correct seasons. June • July • August S N March • April • May Suns shine directly on the Northern Hemisphere. (b) Explains how the tilt of Earth’s axis contributes to seasons. S S Sun shines equally on the Northern and Southern Hemispheres. N N Suns shine directly on the Southern Hemisphere. December • January • February September • October • November (c) Explain what the patterns in this data show about daylight hours in different seasons. Sunrise am Sunset pm integrated unit assessment © R.I.C. Publications Low resolution display copy Jan. Feb. March April May June July Aug. Sept. Oct. Nov. Dec. 5.38 6.05 6.26 6.47 7.07 7.18 7.08 6.38 5.58 5.23 5.04 5.12 7.21 6.53 6.18 5.42 5.22 5.21 5.38 5.58 6.17 6.39 7.06 7.25 S N 52 Australian Curriculum Science (Year 6) 978-1-923005-13-6 R.I.C. Publications ® ricpublications.com.au 53 Australian Curriculum Science (Year 6) 978-1-923005-13-6 R.I.C. Publications ® ricpublications.com.au R.I.C. Publications ® supports sustainable practices. Your choices can make a difference. Please consider the environment by printing only what you need and recycling worksheets after use. Together we can help reduce paper waste. R.I.C. Publications ® ricpublications.com.au 978-1-923005-13-6 Australian Curriculum Science (Year 6) vii
Page 1 and 2: © R.I.C. Publications Low resoluti
Page 3 and 4: Foreword Australian Curriculum Scie
Page 5: Teacher notes Australian Curriculum
Page 9 and 10: Teacher notes There are many strate
Page 11 and 12: Scope and sequence Physical science
Page 13 and 14: Biological sciences AC9S6U01 invest
Page 15 and 16: Biological sciences Lesson 1.1 What
Page 19 and 20: Biological sciences Lesson 2.1 How
Page 21 and 22: Biological sciences Lesson 2.3 Best
Page 25 and 26: Biological sciences Lesson 3.3 Foul
Page 27 and 28: Biological sciences Lesson 4.1 Why
Page 29 and 30: Biological sciences Lesson 4.3 Migr
Page 33 and 34: Biological sciences Lesson 5.3 How
Page 35 and 36: Biological sciences integrated unit
Page 37 and 38: Earth and space sciences AC9S6U02 d
Page 39 and 40: Earth and space sciences Lesson 1.1
Page 57 and 58:
Earth and space sciences Lesson 5.3
Page 59 and 60:
Earth and space sciences Lesson 6.1
Page 61 and 62:
Earth and space sciencesLesson 6.3
Page 63 and 64:
Earth and space sciences integrated
Page 65 and 66:
Physical sciences AC9S6U03 investig
Page 67 and 68:
Physical sciences Lesson 1.1 What i
Page 69 and 70:
Physical sciences Lesson 1.3 Safety
Page 71 and 72:
Physical sciences Lesson 2.1 How do
Page 73 and 74:
Physical sciences Lesson 2.3 Connec
Page 75 and 76:
Physical sciences Lesson 3.1 How ca
Page 77 and 78:
Physical sciences Lesson 3.3 Make i
Page 79 and 80:
Physical sciences Lesson 4.1 What a
Page 81 and 82:
Physical sciences Conductor or insu
Page 83 and 84:
Physical sciences Lesson 5.1 How do
Page 85 and 86:
Physical sciences Electromagnetism
Page 87 and 88:
Physical sciences integrated unit a
Page 89 and 90:
Chemical sciences AC9S6U04 compare
Page 91 and 92:
Chemical sciences Lesson 1.1 What h
Page 93 and 94:
Chemical sciences Clean dirty water
Page 95 and 96:
Chemical sciences Lesson 2.1 How ca
Page 97 and 98:
Chemical sciences First Nations Aus
Page 99 and 100:
Chemical sciences Lesson 3.1 What i
Page 101 and 102:
Chemical sciences The effect of par
Page 103 and 104:
Chemical sciences Lesson 4.1 What c
Page 105 and 106:
Chemical sciences Just add salt! In
Page 107 and 108:
Chemical sciences Lesson 5.1 Why do
Page 109 and 110:
Chemical sciences Lesson 5.3 Rustin
Page 111 and 112:
Chemical sciences Lesson 6.1 How is
Page 113 and 114:
Chemical sciences Lesson 6.3 Recycl
Page 115 and 116:
Integrated unit assessment answers
show all

8561RB AC Science Year 6 revised edition LR watermark

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

Delete template?

Save as template?