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here I have attached the unit of learning for this learning outcome. it is based on a second year class group. The unit of learning includes other learning outcomes which link to this one.

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I found that the textbook which the students used contained great information for this specific topic. although there was a lot of information which was not relevant it gave key facts in simply easily understood English. when creating power points I referred back to the textbook a lot as it was a reliable source.

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for this particular article I especially liked the section exploring why I teach scientific enquiry. I found that it showed the importance of inquiry at a deep level while also discussing all the different levels of inquiry. the part which I referred to the most was the part discussing how scientific knowledge is the product of creative thinking. this for me truly shows why we should encourage students creativity.

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below are some papers which I made good use of when designing lesson plans and this particular unit of learning. they mainly focus on inquiry

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this particular article gives great insight into the use of inquiry and I made great use of it when trying to find various methods of inquiry based teaching to include in lessons. it can often be hard to think of new ways to bring in opportunities for students creativity to really peak but i found that this text really highlights the importance of doing so.

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reflection on the new science specification

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reflection on the new science specification

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here is a reflection on my thoughts regarding the new science specification, the use of inquiry and the nature of science strand.

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for this learning outcome I wish to include a project at one point which allows students to design their own model of a chosen celestial object, here is an example of how to design a model of the solar system which may be useful for them.

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Building a solar system model at home is a hands-on way for students to visualize the positions and size relationships of the planets. Just note that it's not practical to build a correctly scaled model. According to Guy Ottewell of the National Optical Astronomy Observatory, if you use an 8-inch ball to represent the sun, Earth would be the size of a peppercorn. And the dwarf planet Pluto? The size of a pinhead. Not to mention, the entire model would have a diameter of 1.58 miles. Here's how to pull off this simple school project.

Lay the cardboard box on its side so that the opening faces you. Paint the inside black or a very dark blue. Add a few stars and galaxies with white paint, or with glow-in-the-dark paint for more effect.

Sort the plastic foam balls into four sizes. The largest ball should be the sun. The next largest should be Jupiter and Saturn, followed by Uranus and Neptune, and then Mercury, Venus, Earth, Mars and Pluto.

Paint the balls with tempera paints in these colors:

Cut four rings out of poster board. They should be large enough to make the planetary rings for Jupiter, Saturn, Uranus and Neptune. Cut a fifth ring large enough to fit between the orbits of Mars and Jupiter; this is the asteroid belt.

Glue the planetary rings to Jupiter, Saturn, Uranus and Neptune. Glue the sun and the planets to the tips of straws. While the glue dries, draw asteroids on the asteroid belt with felt markers.

Cut two pieces of fishing line to the length of the width of the box opening. Using scissors, punch two holes into the center of the top of the display box. Drop each end of each fishing line through the opposite holes so that all ends fall to the same height. Tie off the each fishing line with a knot at the display's ceiling so they don't slide around.

Glue the straws supporting the sun and the planets to the bottom of the display. Place the sun in the center, then moving outward from there, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. Tie the ends of the fishing line to the asteroid belt's quarter points.

Leave enough space between Mars and Jupiter to hang the asteroid belt. Pluto is now considered a dwarf planet, so it's OK to exclude it from your display.

Use an apron or old clothes while working with tempera paints. They do not wash out completely.

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How to Make a Solar System Model at Home for a School Project

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Building a solar system model at home is a hands-on way for students to visualize the positions and size relationships of the planets. Just note that it's not practical to build a correctly scaled model. According to Guy Ottewell of the National Optical Astronomy Observatory, if you use an 8-inch ball to represent the sun, Earth would be the size of a peppercorn.

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this guide by G.Petty was extremely useful to me when planning lessons, I found it contained information on a lot of subject areas like differentiation and classroom management and it was very helpful to refer to when I was stuck on things or needed guidance. if i was to only recommend one text to read when teaching it would definitely be this as i feel it covers nearly all questions one might ask themselves as a teacher.

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2010 G.Petty - Teaching Today A Practical Guide 4th Ed

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I have linked a website which shows strange things in our universe which it think the students would find interesting especially when completing projects on the topic of celestial objects.

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The 12 Strangest Objects in the Universe

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A gallery taking a look at some of the strangest objects in the universe.

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Lights in the Sky

For eons, mankind has looked to the heavens and wondered at the lights in the sky. Ancient people believed they could see shapes among the stars. They identified both animals and people, and each had its own story. These chance alignments of the stars are known as constellations. Today, the 88 constellations are used by astronomers to organize the night sky and to identify the locations of the stars. Stars are the most plentiful objects in the visible universe. They provide the light and energy that fuels a solar system. They also create the heavy elements that are necessary to form life. Without stars, there would be no life. The Sun provides energy for nearly every living thing on Earth. It also warms our planet's surface to create a virtual oasis in the coldness of space. A star's brightness is known as its magnitude. Astronomers rate the magnitude of a star with a scale that gives brighter stars a low number and dim stars a higher number. Each whole number on this scale is 2.5 times dimmer than the previous number. The brightest star the night sky is Sirius. With a magnitude of -1.46, it is almost 15 times brighter than a star with a magnitude of zero. Stars with a magnitude of 8 or more are too dim to see with the naked eye. Stars are identified by their color, which indicates their temperature. They are divided into what are known as spectral classes. These classes are O, B, A, F, G, K, and M. Class O stars are the hottest and are blue in color. The coolest stars are identified as class M and are red in color.

Contrary to popular belief, stars do not actually twinkle. This phenomenon is a result of atmospheric interference. The effect is similar to what takes place on a hot summer day when you look across hot pavement or a parking lot. The rising air causes images to waver. This is what causes the twinkling effect in stars. The lower a star is in the sky, the more it will twinkle because its light must pass through more of the atmosphere.

A Nuclear Furnace

A star is like a gigantic nuclear furnace. The nuclear reactions inside convert hydrogen into helium by means of a process known as fusion. It is this nuclear reaction that gives a star its energy. Fusion takes place when the nuclei of hydrogen atoms with one proton each fuse together to form helium atoms with two protons. A standard hydrogen atom has one proton in its nucleus. There are two isotopes of hydrogen, which also contain one proton, but contain neutrons as well. Deuterium contains one neutron while Tritium contains two. Deep within the star, A deuterium atom combines with a tritium atom. This forms a helium atom and an extra neutron. In the process, an incredible amount of energy is released. When the star's supply of hydrogen is used up, it begins to convert helium into oxygen and carbon. If the star is massive enough, it will continue until it converts carbon and oxygen into neon, sodium, magnesium, sulfur and silicon. Eventually, these elements are transformed into calcium, iron, nickel, chromium, copper and others until iron is formed. When the core becomes primarily iron, the star's nuclear reaction can no longer continue. This is because the temperature required to fuse iron is much too great. The inward pressure of gravity becomes stronger than the outward pressure of the nuclear reaction. The star collapses in on itself. What happens next depends on the star's original mass.

The Circle of Life

Stars begin their lives as clouds of dust and gas called nebulae. The gravity of a passing star or the shock wave from a nearby supernova may cause the nebula to contract. Matter in the gas cloud will begin to coalesce into a dense region called a protostar. As the protostar continues to condense, it heats up. Eventually, it reaches a critical mass and nuclear fusion begins. This begins the main sequence phase of the star. It will spend most of its life in this stable phase. The life span of a star depends on its size. Very large, massive stars burn their fuel much faster than smaller stars. Their main sequence may last only a few hundred thousand years. Smaller stars will live on for billions of years because they burn their fuel much more slowly. Eventually, the star's fuel will begin to run out. It will expand into what is known as a red giant. Massive stars will become red supergiants. This phase will last until the star exhausts its remaining fuel. At this point, the pressure of the nuclear reaction is not strong enough to equalize the force of gravity and the star will collapse. Most average stars will blow away their outer atmospheres to form a planetary nebula. Their cores will remain behind and burn as a white dwarf until they cool down. What will be left is a dark ball of matter known as a black dwarf. If the star is massive enough, the collapse will trigger a violent explosion known as a supernova. If the remaining mass of the star is about 1.4 times that of our Sun, the core is unable to support itself and it will collapse further to become a neutron star. The matter inside the star will be compressed so tightly that its atoms are compacted into a dense shell of neutrons. If the remaining mass of the star is more than about three times that of the Sun, it will collapse so completely that it will literally disappear from the universe. What is left behind is an intense region of gravity called a black hole.

The nebula that was expelled from the star may continue to expand for millions of years. Eventually, the gravity of a passing star or the shock wave from a nearby supernova may cause it to contract, starting the entire process all over again. This process repeats itself throughout the universe in an endless cycle of birth, death, and rebirth. It is this cycle of stellar evolution that produces all of the heavy elements required for life. Our solar system formed from such a second or third generation nebula, leaving an abundance of heavy elements here on Earth and throughout the Solar System. This means that We are all made of star stuff. Every atom in our bodies was created either in the nuclear furnace of a star or in the cataclysmic explosion of a supernovas.

Types of Stars

A star is like a gigantic nuclear furnace. The nuclear reactions inside convert hydrogen into helium by means of a process known as fusion. It is this nuclear reaction that gives a star its energy. Fusion takes place when the nuclei of hydrogen atoms with one proton each fuse together to form helium atoms with two protons. A standard hydrogen atom has one proton in its nucleus. There are two isotopes of hydrogen, which also contain one proton, but contain neutrons as well. Deuterium contains one neutron while Tritium contains two. Deep within the star, A deuterium atom combines with a tritium atom. This forms a helium atom and an extra neutron. In the process, an incredible amount of energy is released. When the star's supply of hydrogen is used up, it begins to convert helium into oxygen and carbon. If the star is massive enough, it will continue until it converts carbon and oxygen into neon, sodium, magnesium, sulfur and silicon. Eventually, these elements are transformed into calcium, iron, nickel, chromium, copper and others until iron is formed. When the core becomes primarily iron, the star's nuclear reaction can no longer continue. This is because the temperature required to fuse iron is much too great. The inward pressure of gravity becomes stronger than the outward pressure of the nuclear reaction. The star collapses in on itself. What happens next depends on the star's original mass.

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For eons, mankind has looked to the heavens and wondered at the lights in the sky. Ancient people believed they could see shapes among the stars. They identified both animals and people, and each had its own story. These chance alignments of the stars are known as constellations.

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here is a worksheet which I found online which relates to planets and their orbiting of the sun. I think this could be a good form of in class assessment which students could correct with their peers

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The social side of science: A human and community endeavor

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In opposition to its stereotype, science much more typically works something like this: After reading up on the recent work of other scientists studying animal behavior, a scientist in Brazil gets an idea for a new bird song experiment while playing a word game with her kids.

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Our solar system has one star, eight planets, five officially recognized dwarf planets, at least 290 moons, more than 1.3 million asteroids, and about 3,900 comets.

It is located in an outer spiral arm of the Milky Way galaxy called the Orion Arm, or Orion Spur. Our solar system orbits the center of the galaxy at about 515,000 mph (828,000 kph). It takes about 230 million years to complete one orbit around the galactic center.

We call it the solar system because it is made up of our star, the Sun, and everything bound to it by gravity - the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune; dwarf planets Pluto, Ceres, Makemake, Haumea, and Eris - along with hundreds of moons; and millions of asteroids, comets, and meteoroids.

Our solar system is the only one we know of that has a planet that supports life. So far, we only know of life on Earth, but we're looking for life on other worlds.

NASA's Europa Clipper

Send Your Name to Jupiter

You're invited to #SendYourName to Jupiter's moon Europa by signing a poem by U.S. Poet Laureate Ada Limón that will travel aboard NASA's Europa Clipper spacecraft.

Saying Farewell: Which Spacecraft are Leaving Our Solar System?

Only two spacecraft have reached interstellar space, the space between stars. Three other spacecraft have achieved enough velocity to eventually travel beyond the boundaries of our solar system.

Voyager 1 went interstellar in 2012 and Voyager 2 joined it in 2018. Both spacecraft, launched in 1977, are still in communication with Earth.

NASA's New Horizons spacecraft is currently exploring an icy region beyond Neptune called the Kuiper Belt. It eventually will leave our solar system.

Pioneer 10 and Pioneer 11 also will ultimately travel silently among the stars toward the galactic core. The spacecraft used up their power supplies decades ago.

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Solar System Overview Our solar system has one star, eight planets, five officially recognized dwarf planets, at least 290 moons, more than 1.3 million asteroids, and about 3,900 comets. It is located in an outer spiral arm of the Milky Way galaxy called the Orion Arm, or Orion Spur.

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this is a lesson plan which can be used for this specific learning outcome, it explores various celestial objects and incorporates key skills along with new teaching strategies like the jigsaw method.

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developing key skills is very important for all students and within this learning outcome students have the opportunity to use key skills such as 'managing information and thinking' - students have the opportunity to explore their curiosity surrounding space and also gathering information and reviewing it.
another key skill which they can develop is 'being creative' students can explore their creative side when making projects on chosen celestial objects.
another important key skill which will be explored during the teaching of this learning outcome will be working with others - students will use more group work for example the jigsaw method which showcases the importance of working with others and listening to them.

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BWE&S3 -  (Students should be able to interpret data to compare the Earth with other planets and moons in the solar system, with respect to properties including mass, gravity, size, and composition) there is an obvious link here as this learning outcome explores earths link to other planets and in this learning outcome the students are learning about the planets in the solar system.
NOS10 - (Students should be able to appreciate the role of science in society; and its personal, social and global importance; and how      society influences scientific research) - this LO explores students appreciation for the science all around them. Earth and Space make up our universe and its important for students to understand how science has helped us to understand the universe that we live in.
PW2 - (Students should be able to identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power) - if students are given questions about comparing planets or celestial objects they should know how to calculate their measurements.
BW10 - (Students should be able to evaluate how humans can successfully conserve ecological biodiversity and contribute to global food production; appreciate the benefits that people obtain from ecosystems Building) - i believe there is some what of a link here as earth is home to all of the ecosystems that we study and it shows how humans can affect the world around them which in turn affects our planet.

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The effectiveness of the jigsaw technique.

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The effectiveness of the jigsaw technique.

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this article showcases some of the great benefits of using the jigsaw method in teaching and why it should be incorporated into lessons more often.

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The effects of the Jigsaw technique on learning

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here is the power point presentation which I used in the first lesson for this particular learning outcome. it includes a link to a fun learning video and also questions which were used at the end of the lesson for a quiz where the students answered using mini whiteboards.

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here are the worksheets which I made out for the students to use during the jigsaw method section of the lesson. there are paragraphs of information about stars, moons, planets and asteroids. I gathered most of this information from the students textbook - 'exploring science'

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Introduction

Visual thinking, learning and teaching are near and dear to me heart - as well as being important to my professional practice. I have been working with teachers and students, teaching graduate courses, and providing professional development on how to incorporate visual learning across grade levels and subject areas for the past 25 years. Recently, I wrote Visual Learning and Teaching: An Essential Guide for Educators K-8, published by Free Spirit Publishing, to provide educators with the materials they need to meaningfully engage students in visual literacy, visual language, and visual communication. By introducing meaningful visual elements to the curriculum, educators can help students more completely engage the multitude of visual messages they receive daily. And becoming fluent in visual communication can help students build the skills necessary to succeed in almost all areas of their lives. The teachers that I have worked with, who use visual methods with their students, consistently report better student scores on quizzes and tests as well as stronger essays projects, and papers.

Background

People have innate tendencies to express themselves visually, and visuals play a big part in how we process information. From prehistoric images to the printing press, humans have sought to communicate. Primitive cave drawings show a primal desire to use pictures in an effort to convey thought, feeling, and meaning. Even today, most toddlers seek to make meaningful marks, drawing rudimentary pictures to show what's going on in their heads.

Despite the early inclination to express ourselves visually, however, our classrooms often default to verbally dominated instruction. For centuries, many educators have relied on lecturing, storytelling, and the written word to convey information. Standardized tests, in written form, emphasize verbal learning. But in a world filled with laptops, smartphones, tablets, and virtual reality machines - all tools with graphic-centric interfaces - it becomes paramount to proactively teach students to "read" and create visual texts and to embrace this instinct more fully or to risk falling behind. As such, many teachers find themselves without the resources needed to give 21st century students the skills they'll need to thrive in an increasingly visual world.

The Benefits of Visual Learning and Teaching

Introducing a consistent visual component to the curriculum can:

help students better engage with the materials

increase retention by 29-42%

develop higher-order thinking skills

hone fundamental abilities that enable students to see and conceptualize visuals clearly

enhance tactile hand-eye-mind connections that improve the ability to recall facts and retain learning

serve the unique needs of learners who process information primarily through visuals, as well as increase learning for all students

provide new opportunities to some students with learning differences and challenge students who are gifted or twice exceptional

be an integral part of best-practice intervention methods with individuals on the autism spectrum

Defining Visual Terms

To fully understand visual learning and teaching, we need to discuss visual literacy, visual language, and visual communication.

Visual literacy has been defined many ways. As applied to classroom learning, I have developed the Visual Triad Model that describes visual literacy as the ability to do three things:

Decode - to understand and translate communications made with visual imagery
Imagine - to create, interpret, and manipulate mental models of imagery
Encode - external images that we create

In addition, visual literacy includes the ability to be an informed critic of visual information, able to ethically judge accuracy, validity, and worth. For example, when visually literate students encounter graphs and charts in their text, they often have the ability to read and analyze the visual and verbal message, comprehend meaning, question irrelevant or misleading data, and create a visual/verbal response to it.

Visual language is a form of communication that isn't aural, written, or gestural. By excluding the spoken word and signed words, visual language relies on marks, forms, design, color, and shapes to convey messages. Pictograms, hieroglyphs, and ideograms are simple forms of visual language. Signs and symbols for trains, planes, busses, restrooms, restaurants, and more are readily understood visual communications that don't rely on language to comprehend. Basic depicting and doodling are simple forms of visual language; visual language in the classroom can expand to more advanced graphic forms, including: mind maps, one pagers, presentations, picture books, and more. Recent research indicates that doodling can be an important part of visual learning and teaching (Andrade, ****). Once thought to mean simply dallying, doing nothing, or scribbling absentmindedly, doodling has more recently been defined by Sunni Brown, author of The Doodle Revolution, as making marks to help yourself think. Infodoodling integrates words and images that are designed to record and communicate concepts and processes. Depicting refers to a broader range of ways to show or to illustrate that includes detailed sketches, illustrations, designs, diagrams, photography, digital content, videos, and more. Doodling and depicting will take center stage throughout this book as important tools on the path to visual literacy. Visual Learning and Teaching presents skills and activities to build upon students' innate abilities to doodle and depict.

Visual communication is something we take part in everyday, both actively and inactively. We actively rely on visual communication to perform day-to-day tasks (for example, driving to work, we follow directions on road signs). But sometimes, we are unaware of our participation in the visual conversation because we receive messages via visual communication constantly: images in advertising, photos in magazines, icons within emails, or colors in the background of product packaging. Visual Learning and Teaching introduces skills to help you and your students become active visual communicators.

The Path to Visual Learning

With this in mind, we can begin to understand the roots of visual learning. Simply put, visual learning is a way of learning in which information is associated with reading, analyzing, interpreting, and creating images, symbols, icons, and other forms of visual input. It's sometimes referred to as spatial learning, or visual-spatial learning when applied to 3-dimensional objects and space. On their own, verbal instructions on the whiteboard are not an example of visual language or communication. Visual learning begins when simple yet meaningful doodles or depictions are added alongside the verbal instructions. It continues when text and visual elements appear together in the form of a graph or other diagram or an illustrated text such as a picture book or graphic novel.

It's important to note that visual literacy is not new. As infants, we take in a tremendous amount of information visually and quickly begin learning through the visual mode. For young children, visuals are an important part of how they interact with the rest of the world. Invite a child to share-"Please tell me about your picture"-and a whole story will unfold. In fact, until we become proficient at written and spoken language, most of us rely on depictions to communicate our ideas and wants.

Over time, however, our visual skills - observing, looking closely, analyzing images, imagining, doodling, and otherwise depicting - can sometimes diminish as our focus turns to other forms of communication (verbal and written). But, as noted, the demands of the new century and the rise of technology suggest we need to integrate opportunities to learn, teach, and interact visually within education contexts. This book will help educators re-energize and build upon these innate abilities in both themselves and their students.

Visual Learners and Visual Learning

When educators introduce any new technique of teaching and learning, the goal is to help students better understand the material in an assigned curriculum. Visual teaching and learning are unique methods in that they can simultaneously address the needs of an underserved learner population (those who excel at processing information visually) as well as potentially assist all students increase their learning. Let's look first at how visual techniques can help students whose learning style is more visual-centric.

In her book, Upside-Down Brilliance: The Visual-Spatial Learner, Linda Silverman identifies two types of learners-auditory-sequential learners and visual-spatial learners-and discusses the different learning preferences and characteristics of each. Silverman states that auditory-sequential learners work well with words, linear organization, and order. Visual-spatial learners work well with images, big-picture thinking, and possibilities. For our purposes, we'll look at students with an auditory-sequential or a visual-spatial preference, as most students work with both modalities but have a preference for one or the other.

Consider this comparison of auditory-sequential and visual-spatial strengths below.

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Visual thinking, learning and teaching are near and dear to me heart - as well as being important to my professional practice. I have been working with teachers and students, teaching graduate courses, and providing professional development on how to incorporate visual learning across grade levels and subject areas for the past 25 years.

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here are some resources which can be used when planning lessons for example the nasa website was a great source of information for the earth and space topic and there are some great clips on youtube which make information a lot easier to understand for students as they use simple language. another resource I used was the active science book which was the textbook that the students used in school.

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the nasa website is a great source of information for this topic, although some of the language may be hard to understand their is student friendly options which simply language.

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Our solar system has one star, eight planets, five officially recognized dwarf planets, at least 290 moons, more than 1.3 million asteroids, and about 3,900 comets.

It is located in an outer spiral arm of the Milky Way galaxy called the Orion Arm, or Orion Spur. Our solar system orbits the center of the galaxy at about 515,000 mph (828,000 kph). It takes about 230 million years to complete one orbit around the galactic center.

We call it the solar system because it is made up of our star, the Sun, and everything bound to it by gravity - the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune; dwarf planets Pluto, Ceres, Makemake, Haumea, and Eris - along with hundreds of moons; and millions of asteroids, comets, and meteoroids.

Our solar system is the only one we know of that has a planet that supports life. So far, we only know of life on Earth, but we're looking for life on other worlds.

NASA's Europa Clipper

Send Your Name to Jupiter

You're invited to #SendYourName to Jupiter's moon Europa by signing a poem by U.S. Poet Laureate Ada Limón that will travel aboard NASA's Europa Clipper spacecraft.

Saying Farewell: Which Spacecraft are Leaving Our Solar System?

Only two spacecraft have reached interstellar space, the space between stars. Three other spacecraft have achieved enough velocity to eventually travel beyond the boundaries of our solar system.

Voyager 1 went interstellar in 2012 and Voyager 2 joined it in 2018. Both spacecraft, launched in 1977, are still in communication with Earth.

NASA's New Horizons spacecraft is currently exploring an icy region beyond Neptune called the Kuiper Belt. It eventually will leave our solar system.

Pioneer 10 and Pioneer 11 also will ultimately travel silently among the stars toward the galactic core. The spacecraft used up their power supplies decades ago.

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Solar System Overview Our solar system has one star, eight planets, five officially recognized dwarf planets, at least 290 moons, more than 1.3 million asteroids, and about 3,900 comets. It is located in an outer spiral arm of the Milky Way galaxy called the Orion Arm, or Orion Spur.

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this is an educational song which I incorporated into the lesson as I thought it was a fun way of learning while making some difficult information easy to understand.

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E&S1. Students should be able to describe the    relationships between various celestial     objects including moons, asteroids, comets, planets, stars, solar systems, galaxies and space