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Students should be able to explore a
scientific model to illustrate the origin of the
universe.

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NoS1, NoS3, NoS6, NoS9, CW3

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This document provides links to other learning outcomes on the Junior Cycle Science specification. This also includes ways in which they can be linked in with the E&S2 outcome.

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This template provide by the JCT was used to unpack the E&S2 Learning Outcome. This includes understanding, skills and values. Also included are possible assessment ideas and links to the Nature of Science.

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Big Bang Theory Theme song - This resource is a fun one to engage students and motivate them about the topic as this is a tv show which they have all heard of.

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Theme From The Big Bang Theory (Original Television Version)

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This resource discusses the technological applications involved in investigating our universe. This resource also discusses the origins of the universe and the evidence to support this model.

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Teachers TV: Our Universe and the Big Bang

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Astronomers on the universe and the Big Bang for KS3/4 pupils. How Big is the Universe?: it is impossible for the human mind to grasp just how big the universe is, b

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Unit of Learning including the E&S2 Learning Outcome.

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Useful information on the big bang for students to engage in during research.

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For centuries, humans have gazed at the stars and wondered how the universe developed into what it is today. It's been the subject of religious, philosophical, and scientific discussion and debate. People who have tried to uncover the mysteries of the universe's development include such famous scientists as Albert Einstein, Edwin Hubble and Stephen Hawking. One of the most famous and widely accepted models for the universe's development is the big bang theory.

Although the big bang theory is famous, it's also widely misunderstood. A common misperception about the theory is that it describes the origin of the universe. That's not quite right. The big bang is an attempt to explain how the universe developed from a very tiny, dense state into what it is today. It doesn't attempt to explain what initiated the creation of the universe, or what came before the big bang or even what lies outside the universe.

Another misconception is that the big bang was a kind of explosion. That's not accurate either. The big bang describes the expansion of the universe. While some versions of the theory refer to an incredibly rapid expansion (possibly faster than the speed of light), it's still not an explosion in the classic sense.

Summing up the big bang theory is a challenge. It involves concepts that contradict the way we perceive the world. The earliest stages of the big bang focus on a moment in which all the separate forces of the universe were part of a unified force. The laws of science begin to break down the further back you look. Eventually, you can't make any scientific theories about what is happening, because science itself doesn't apply.

So what's the big bang theory in a nutshell?

The Big Bang Theory FAQ

Who discovered the big bang theory?

How did the big bang happen from nothing?

What is the big bang theory in simple terms?

What does the big bang theory tell us?

How did the big bang start?

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For centuries, humans have gazed at the stars and wondered how the universe developed into what it is today. It's been the subject of religious, philosophical, and scientific discussion and debate. People who have tried to uncover the mysteries of the universe's development include such famous scientists as Albert Einstein, Edwin Hubble and Stephen Hawking.

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Lesson Plan - the origin of the universe

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Lesson Plan - the origin of the universe

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This is an introductory lesson plan to the origin of the universe including the events before, during and after the Big Bang

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This video explains in a very basic and simple matter how the universe was formed - making reference to the big bang and the timeline of events which followed.

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Space & Astronomy | How’s our Universe Created? | The Big Bang Explained in 1 Min | Science for Kids

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Ideas for Teachers teaching the Big Bang

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Ideas for Teachers teaching the Big Bang

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May be useful for science explaining the big bang.

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3 Activities to Teach the Big Bang Theory

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Students can feel overwhelmed by the formation of our solar system so use these 3 activities to teach grade 6 7 8 the Big Bang Theory.

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I believe inquiry based science is an integral part of learning and should be incorporated in all science classrooms from a young age. In relation to my planning - I would be encouraging inquiry based learning in terms of researching a question. For example: What is dark matter?

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What is Inquiry-Based Science?

Dr. Robyn M. Gillies is a professor in the School of Education at The University of Queensland, Brisbane, Australia. For over 20 years, she has researched the effects of cooperative learning on students' learning in science, mathematics, and social science content areas at the elementary and secondary levels. She has researched inquiry-based science in the classroom and has published her findings in many international journals, including the International Journal of Educational Research, Pedagogies: An International Journal, and Teaching Education. The extent of Dr. Gillies work in education is far reaching; she is the author of over 80 journal articles, two books, and nearly 20 book chapters. The SSEC recently contacted Dr. Gillies in hopes that she could provide valuable insight for our LASER i3 teachers. Dr. Gillies graciously agreed. Thank you, Dr. Gillies!
First, can you explain your interest in education and in inquiry-based science, specifically?
For about 20 years I have been researching the effects of cooperative learning on students' learning in science, mathematics, and social science content areas in elementary and secondary schools, and the majority of the findings have indicated that cooperative learning where students work together to investigate a problem or solve a dilemma can be used successfully to promote student engagement, socialization, and learning. Parallel to this research has been my interest in science and my concerns that teachers often seem reluctant to teach it in a way that is problem-based where student have opportunities to work together to investigate a topic. I have also been concerned for some time in the relatively mediocre performances of many students in Australia, the USA, and the UK on standardized international tests such as PISA and TIMMS, particularly when I see how consistently successful Finland, Singapore, the Republic of Korea, Chinese Taipei, and Japan have been on these same tests. In a sense, I've realized that cooperative learning with its emphasis on group cooperation and investigation can be used as a tool to help teachers teach science in a way that taps into students' natural curiosity to explore their world.
What is inquiry-based science?
Inquiry-based science adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition. In this sense, inquiry-based science involves students doing science where they have opportunities to explore possible solutions, develop explanations for the phenomena under investigation, elaborate on concepts and processes, and evaluate or assess their understandings in the light of available evidence. This approach to teaching relies on teachers recognizing the importance of presenting problems to students that will challenge their current conceptual understandings so they are forced to reconcile anomalous thinking and construct new understandings.
How does inquiry-based science help students?
Inquiry-based science challenges students' thinking by engaging them in investigating scientifically orientated questions where they learn to give priority to evidence, evaluate explanations in the light of alternative explanations and learn to communicate and justify their decisions. These are dispositions needed to promote and justify their decisions. In short, "Scientific inquiry requires the use of evidence, logic, and imagination in developing explanations about the natural world" (Newman et al., 2004, p.258).
How does a teacher know if he/she is successfully teaching science using an inquiry-based approach?
Teachers can gauge the success of their teaching through students' level of engagement with the topic and each other, the scientific language they use to communicate their ideas, and the quality of the work they produce. Subtle comments such as "Are we doing science today? I really liked the way we did...." Are typical of the types of comments students will make when they have enjoyed participating in science investigations.

Does inquiry-based science look different in a lower-elementary classroom than in a middle-school classroom?
The principles are the same -- the need to excite and engage students' attention so they want to investigate the topic is critically important at any age. However, the way teachers actually teach it has to be more hands-on, directive or guided, and concrete for younger children.
What are some common misconceptions that teachers have regarding inquiry-based science?
... Teacher[s] often think they are 'doing inquiry' because they are out at the front of the classroom directing the inquiry or investigation or demonstrating how to do it. This is not inquiry science. Inquiry science requires teachers to be able to excite the students' interest in a topic and then provide them with opportunities to undertake the investigation either by themselves or preferably in collaboration with others. The teacher, though, needs to remain active in the lesson, guiding the students and asking questions to help them consolidate their understandings. Providing feedback is critically important to helping students understand how they are progressing.
You have observed many teachers over the years. Can you describe any teachers and/or students who exemplified inquiry-based science?
Good teachers engage students' interest through novelty, something unusual that spurs their curiosity and then they use language that is very dialogic or language that lets the student know that they are interested in what they think or want to say about the topic. Good teachers then carefully guide students as they begin to explore or investigate the topic, being careful not to dominate the conversation but allow student time to develop responses or think about the issue more carefully. In this sense they give students the time to reflect and think more carefully about the issue. However, good teachers are always careful to ensure that the inquiry-based science lesson moves forward and they do this be asking questions that probe and challenge students' thinking as well as giving them feedback that is meaningful and timely. Teachers who do inquiry well tend have a very good understanding of both the content they are teaching and the processes involved. They tend to use language that is very collaborative and friendly and take a genuine interest in what students are doing. They ask questions that challenge students' thinking and they acknowledge students' efforts.
What advice do you have for teachers who do not have a lot of time to teach science?
Recognize your limitations but try to optimize on what time you have. Be well prepared and try to ensure that science activities are interesting -- stimulate students' interest in science. If they are interested, they will continue to be interested even if they have not covered the full curriculum.
Can you provide an example of higher-level thinking and problem-solving questions that you may see with 7 and 8 year-old students?
Children will engage in higher-level thinking if teachers give them time to talk about a topic. Angela O'Donnell (Rutgers University) demonstrated how this can be achieved through her approach to Scripted Cooperation where two students work together on a topic. One then asks the other to recount as much as possible what they have learned while the listener asks the speaker questions. The students then switch roles and again they recount and ask each other questions. Over time, the questions become more complex so the respondent is compelled to provide more elaborate explanations.

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Dr. Robyn M. Gillies is a professor in the School of Education at The University of Queensland, Brisbane, Australia. For over 20 years, she has researched the effects of cooperative learning on students' learning in science, mathematics, and social science content areas at the elementary and secondary levels.

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This document links the JC key skills and well-being indicators to the E&S2 Learning Outcome.

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This resource by Nasa explains in simple terms the formation of planets.

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Exoplanet Exploration: Planets Beyond our Solar System

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Planets emerge from the dense disk of gas and dust encircling young stars. Credit: NASA

The dust around a star is critical to forming celestial objects around it. Dust around stars contains elements such as carbon and iron which can help form planetary systems.

When a star is in its forming disk, otherwise known as the T Tauri phase, it is ejecting extremely hot winds dominated by positively charged particles called protons and neutral helium atoms. Although much of the material from the disk is still falling on the star, small groups of lucky dust particles are crashing into one another, clumping into larger objects.

Dust clumps become pebbles, pebbles become larger rocks that grind together to expand. The presence of gas helps particles of solid material stick together. Some break apart, but others hold on. These are the building blocks of planets, sometimes called "planetesimals."

Scientists think planets, including the ones in our solar system, likely start off as grains of dust smaller than the width of a human hair. They emerge from the giant, donut-shaped disk of gas and dust that circles young stars. Gravity and other forces cause material within the disk to collide. If the collision is gentle enough, the material fuses, growing like rolling snowballs. Over time, dust particles combine to form pebbles, which evolve into mile-sized rocks. As these planetesimals orbit their star, they clear material from their path, leaving tracks of space empty but for fine dust. At the same time, the star gobbles up nearby gas and pushes more distant material farther away. After billions of years, the disk will have totally transformed, much of it now in the form of new worlds. Watch the video to see this process unfold.

Where the disk is colder, far enough from the star that water can freeze, tiny fragments of ice hitch a ride with dust. Dirty snowballs can amass into giant planetary cores. These colder regions also allow gas molecules to slow down enough to be drawn onto a planet. This is how Jupiter, Saturn, Uranus and Neptune, the gas giants of our solar system, are thought to have formed. Jupiter and Saturn are thought to have formed first and quickly within the first 10 million years of the solar system.

In the warmer parts of the disk, closer to the star, rocky planets begin to form. After the icy giants form there's not a lot of gas left for the terrestrial planets to accrete. Planets that are rocky like Mercury, Venus, Earth and Mars may take tens of millions of years to form after the birth of the star. The details of exactly where planets prefer to form in disks is still a mystery and an ongoing area of research.

Once planets form around a star they are referred to as planetary systems, which are defined as sets of gravitationally bound objects that orbit a star. They can consist of one or more planets, but may also include dwarf planets, asteroids, natural satellites, meteoroids, and comets. The Sun and its planets, including Earth, is known as the solar system. The term "extrasolar" system and "exoplanet" system refer to planetary systems other than our own.

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national aeronautics and space administration

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How do planets form? - Exoplanet Exploration: Planets Beyond our Solar System

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The dust around a star is critical to forming celestial objects around it.

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This provides some clear and simple evidence for the big bang.

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Evidence for the Big Bang | The Schools’ Observatory

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Astronomers think the Big Bang is the best way to explain how the Universe started and how it changed over time. All science is based on evidence. So what is the evidence for the Big Bang?

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What's This Big Bang All About?

In 1927, an astronomer named Georges Lemaître had a big idea. He said that a very long time ago, the universe started as just a single point. He said the universe stretched and expanded to get as big as it is now, and that it could keep on stretching.

What an Idea!

The universe is a very big place, and it's been around for a very long time. Thinking about how it all started is hard to imagine.

Some More Information

Just two years later, an astronomer named Edwin Hubble noticed that other galaxies were moving away from us. And that's not all. The farthest galaxies were moving faster than the ones close to us.

This meant that the universe was still expanding, just like Lemaître thought. If things were moving apart, it meant that long ago, everything had been close together.

Everything we can see in our universe today-stars, planets, comets, asteroids-they weren't there at the beginning. Where did they come from?

A Tiny, Hot Beginning

When the universe began, it was just hot, tiny particles mixed with light and energy. It was nothing like what we see now. As everything expanded and took up more space, it cooled down.

The tiny particles grouped together. They formed atoms. Then those atoms grouped together. Over lots of time, atoms came together to form stars and galaxies.

The first stars created bigger atoms and groups of atoms. That led to more stars being born. At the same time, galaxies were crashing and grouping together. As new stars were being born and dying, then things like asteroids, comets, planets, and black holes formed!

A Super Long Time

How long did all of this take? Well, we now know that the universe is 13,800,000,000 years old-that's 13.8 billion. That is a very long time.

What's in a Name?

That's pretty much how the universe began. Because it got so big and led to such great things, some people call it the " Big Bang." But maybe a better name would be the " Everywhere Stretch." What do you think?