‘How Science Works – Space topic’ [Lesson 1]
Big Question: What are models and analogies?
Lesson Objectives
HSW Strand
Objective
Key process
Transferable
skills
Scientific thinking:
developing
explanations using
ideas and models
Using models and
analogies
Evaluate models and
analogies
2.3 - Communication
PLT
Key Skills
Resources: Web access, strengths and weaknesses sheet
Lesson Plan
STARTER: Models and Analogies are offered to provide insights. Show
some scientific examples: an electrical circuit is like a system of water
pipes; a DNA molecule is like a ladder; a cell is like a factory; a heart is
like a force pump; a kidney is like a waste filter; an eye is like a camera; a
pulsar is like a lighthouse; and photosynthesis is like baking bread. Ask
pupils to explain the similarities and differences between these
models.
MAIN:
1. Place pupils into differentiated groups. Give each group an example
of a phenomenon which they are familiar with. Each group must
come up with a model that explains the phenomenon. Groups record
ideas on an OHP so they can present to the class. Examples of
phenomena to use: crowded corridors, shopping madness during
sales, a fight at a football match, delusional X-factor contestants,
sneezing fits etc.
2. Groups present models to each other. Give each pupil a sheet with:
Phenomenon
Model used
Strengths of
Weaknesses of
model
model
Pupils complete sheet during presentations.
3. Get feedback from strengths/weaknesses columns – discuss what
makes a model useful, and why models may change over time as
more evidence is discovered. Can give the example of the solar
system model here – humans used to think Earth was at centre of
the solar system but as we learnt more about space we realised the
Sun was, so the model had to be changed.
PLENARY: Give pupils 5 minutes to come up with a terrible analogy. See
http://www.etni.org.il/farside/analogies.htm for some examples, e.g. ‘The
little boat gently drifted across the pond exactly the way a bowling ball
wouldn't.’
Assessment Opportunities
Pupils peer-assess each other’s analogies and offer feedback
Notes:
‘How Science Works – Space topic’ [Lesson 2]
Big Question: Using data and evidence
Lesson Objectives
HSW Strand
Developing
explanations,
challenge and
limitations
Objective
Different explanations
can come from individual
bias, not everything can
be explained by the
scientific process
Key process
2.1 Practical and
enquiry skills, 2.3
communication
Transferable skills
PLT
Key Skills
Resources: Web access – poster materials
Lesson Plan
STARTER: Pupils write 5 places where you might find scientific evidence.
Can think-pair-share. Show evidence in paper/magazine/journal/internet
etc. Discuss whether scientific evidence is always reliable….
MAIN: Ask students to google: ‘Dark Sucker’ http://home.netcom.com/~rogermw/darksucker.html
This website is all about a mock (yet totally plausible) explanation of light
and dark. Students work in groups to make a presentation about the
theory (can split it up into different areas if large group).
PLENARY: Use a ‘value continuum’ line – students stand along the
imaginary line to show their response to different questions: was the
theory believable? Reliable? Can then discuss how evidence can be made
more reliable, and how scientific bias is important to recognise.
Assessment Opportunities
Notes:
‘How Science Works – Space topic’ [Lesson 3]
Big Question: Scientific research – is it worth it?
Lesson Objectives
HSW Strand
Objective
Key process
Key concept
Transferable
skills
Applications,
implications and
cultural
understanding
Recognise the
impact of
science and
technology on
individuals,
recognise that
science can be
fallible
2.3
communication,
2.2 critical
understanding
of evidence
1.3 cultural
understanding
PLT
Key Skills
Resources:
Lesson Plan
STARTER: Can show students the following news story:
http://news.bbc.co.uk/1/hi/talking_point/552655.stm
Nasa scientists have lost contact with the latest unmanned spacecraft sent to
Mars, the $165m Mars Polar Lander.
In September, the $125m Mars Climate Orbiter mission also failed, after an
embarrassing mix-up over metric and imperial measurements.
The history of failed missions to Mars stretches back 40 years, so are they a
waste of taxpayers' money, which would be better spent on more earthly
needs?
MAIN: What are the benefits and drawbacks of research into space?
Ask students to prepare an argument either in favour or against research
into space. Select spokespeople and chair people, and conduct a debate
into the issue.
PLENARY: Students write a letter to the President/Prime Minister about
their thoughts on the issue.
Assessment Opportunities:
Notes:
‘How Science Works – Space topic’ [Lesson 4,5]
Big Question: What impact would an asteroid make on Earth?
Lesson Objectives
HSW
Strand
Planning an
approach,
Selecting
and
managing
variables
Objective
Key process
Key concept
Transferable
skills
Describe an approach to
answer a scientific
question making relevant
observations or
measurements,
Recognise the range of
variables involved in an
investigation and decide
which to control
2.1 Practical and
enquiry skills
1.1 - Scientific
Thinking
PLT
Key Skills
Resources:
Lesson Plan
STARTER: Show some pictures/animations of asteroids striking the
Earth. Ask students to choose 5 things that they would save from the
Earth if it was to be destroyed.
MAIN: Ask students the question ‘how would the height an asteroid falls
from affect the width of its crater?’ Discuss with students how this
could be investigated.
Asteroid investigation – use ice cream tubs full of sand to simulate earth,
golf balls for asteroids, and rulers. Students should first identify the
variables, and how to control them. There are also issues as to how the
width of the crater can be accurately measured – ask students to come
up with a method for this.
Students should record their evidence accurately and systematically, and
afterwards draw graphs of their results – use these to discuss trends –
did they match the prediction made?
PLENARY:
What’s wrong with the graph? Use AKSIS materials for students to
identify good and bad features of various graphs.
Assessment Opportunities
Notes:
‘How Science Works – Space topic’ [Lesson 6]
Big Question: How can secondary evidence be used to explain things?
Lesson Objectives
HSW Strand
Objective
Key process
Key concept
Transferable
skills
Critical
interpretation
and evaluation
of secondary
evidence
Link secondary
evidence
presented to the
prediction or
conclusion
drawn,
Describe patterns
and trends in
secondary data
2.2 - Critical
understanding of
evidence
1.3 - Cultural
Understanding
PLT
Key Skills
Resources:
Lesson Plan
STARTER: How were the dinosaurs wiped out? Students show prior
learning by drawing a picture on mini-whiteboards, of how they think the
dinosaurs died.
MAIN: Present groups of students with different scenarios of how the
dinosaurs died out, each with some kind of evidence to support it. Some
of these scenarios could be realistic, and some outrageous. Students must
convince the class that their argument is the real one by describing it
persuasively.
Show students some evidence about two main theories about the dinosaur
extinction – the crater at Chicxulub, and the Basalt layers in India. Ask
students to consider the strengths and weaknesses of each theory.
PLENARY: Show students a range of photos/pictures of animals and ask
them to identify them as being extinct or not.
Assessment Opportunities
Notes: