EDUC5465

Science Curriculum 1 Assessment 3

James Harris 10322326

YEAR 10 EARTH AND SPACE SCIENCE PROGRAM

Program: Earth and Space Science
Areas: The Universe, Global systems and cycles
Time: 9 weeks
Lessons: Approximately 36 (variable)
Assessments: 2 formal tests (1 for earth science, 1 for space science)
2 investigation reports (1 for earth science, 1 for space science)
1 research essay (space science or earth science)
Textbooks: OS10: Oxford Science 10 (primary textbook)
PS10: Pearson Science 10 (printouts used where required)
SQ10: Jacaranda Science Quest 10 (printouts used where required)
Year 10 Achievement Standard:
According to the Western Australian Curriculum: Science, by the end of Year 10, students:
Describe and analyse interactions and cycles within and between Earths spheres;
Evaluate the evidence for scientific theories that explain the origin of the universe;
Analyse how the models and theories they use have developed over time;
Develop questions and hypotheses and independently design and improve appropriate
methods of investigation;
Analyse data, selecting evidence, and developing and justifying conclusions;
Evaluate the validity and reliability of claims made in secondary sources regarding
currently held scientific views; and
Construct evidence based arguments and select appropriate representations and text
types to communicate science ideas for specific purposes.




Guide to Program
DIFFERENTIATION Indicates material that can be differentiated to allow for students of varying levels.
(LIT) Indicates embedded literacy capability within activity.
(NUM) Indicates embedded numeracy capability within activity.
(ICT) Indicates embedded ICT capability within activity.
(CCP) Indicates embedded Cross-curriculum priority within activity.

Major summative indicated in bold.
ASSESSMENT Other summative in italic.
Formative in plain text.

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

Contrast the terms apparent and Properties of Stars 2: Brightness, Distance and Parallax Student: Socrative lesson review
absolute magnitude; Socrative lesson review and peer marking of homework. OS10 Ch. 6.2 Observe student participation in
Recognise that a light-year is an Introduction Activity: Mini parallax experiment (PS10, p. 216). Think-Pair-Share. Handout: Investigation Worksheet TPS and investigation;
astronomical unit of length; PPT slideshow: Introduce apparent, absolute magnitude and distances. (NUM) String, protractors, 1m ruler, tape Monitor students verbal answers
Investigate parallax; Video: short TED-Ed video [watch until 2:20] video explaining units of distance measure and check distance calculation;
Calculate the distance to nearby in astronomy and how parallax is used to measure distance to stars. Teacher: Assessment 2 write up of
objects using parallax. https://www.youtube.com/watch?v=Op3AYaJc0Xw (ICT) Socrative lesson investigation (due end of Week 2)
Investigation: Parallax students to investigate parallax by determining distance Printout PS10 Ch. 7.1, p. 227
to a nearby object (adapted from PS10, p. 227). (LIT) PPT slideshow: magnitude and
Calculation of distance to object using trigonometry. (NUM) distance (see Appendix A slides
ACSSU188
ACSIS199

DIFFERENTIATION: 23 to 29)
3 o Support: investigation worksheet provides scaffolding to those students
Safety:
that require extra assistance throughout parallax investigation;
o Enrichment: allow mathematically advanced students to derive formula for
Risk assessment: Parallax
parallax calculation on their own using trigonometry, assist other students investigation
by deriving formula on the whiteboard.
In class and H/W: begin writing up investigation for submission end of Week 2.
Key Questions
1. What are you going to measure and how will it help determine the distance to
your chosen object?
WEEK 1

2. How can you confirm that your distance measurements were accurate?
3. What are the limitations of the parallax methods for making measurements in
space?

Understand that electromagnetic Properties of Stars 3: Colour, Spectra and the Electromagnetic Spectrum Student: Socrative lesson review
radiation comes in many forms, of Socrative lesson review. OS10 Ch. 6.2 Monitor student verbal
which visible light is one type; Introduction video: The Electromagnetic Radiation song. [4:16] Printout PS10 Ch. 7.1, p. 218 participation in class discussion
Define spectral class, spectrum https://www.youtube.com/watch?v=bjOGNVH3D4Y (ICT) Label the EM Spectrum worksheet about EM radiation and
and spectroscopy; Introduce EM spectrum with PPT slideshow. (ICT) Emission spectra worksheet, demonstration;
Identify the relationship between Activity: Brainstorm/Class discussion - labelling an EM spectrum diagram. What coloured pencils Collect labelled EM spectrum
a stars colour and its are some types of EM radiation that we encounter in everyday life? (LIT) Teacher: diagram;
temperature. Relate EM spectrum to star colour and introduce spectroscopy. Explain spectral Socrative lesson Homework peer marked and
ACSSU188

class/temperature relationship to students with PPT. (NUM) checked by teacher.

ACSIS204

PPT slideshow: EM spectrum and

4 Video How do we study the stars? [4:45] video from TED-Ed outlines spectral class (see Appendix A
concepts about spectra https://www.youtube.com/watch?v=i7930fj3T54 (ICT) slides 30 to 36)
Class demonstration: Investigating emission spectra (PS10, p. 228). (Predict- Printout PS10
Observe-Explain) Teacher to carry out the demonstration prompting responses Spectrometer, Hodgsons light
to ideas from students. Students to fill in worksheet as the demonstration is box, fluorescent tube
carried out.
In class and H/W: OS10 Ch. 6.2, Check your learning. Safety:
Risk assessment: Investigating
Key Questions emission spectra.
1. How are the filters impacting the spectrum being displayed?
2. How does observing spectra allow us to compare stars?

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

Compare and contrast different Properties of Stars 4: Star Types and Life cycle Student: Socrative lesson review
types of stars; Socrative lesson review and peer marking of homework. OS10 Ch. 6.3 Observe students participation
Recognise that the initial size of a Introduction video: Star types [watch from 0:30 until 3:00] video Printout: PS10 Ch. 7.1, p.220-224 in jigsaw;
star determines its life-cycle. demonstrating sizes of different stars relative to each other. Star type worksheet Monitor verbal responses
Apply Hertzsprung-Russell https://www.youtube.com/watch?v=GoW8Tf7hTGA (ICT) Teacher: during class discussion
diagrams to predict the life-cycle Activity: Star Types Jigsaw students provided with worksheet, working in Socrative lesson following jigsaw;
of different stars. groups of five, broken up into expert groups to discuss specific star types before PPT Slideshow: Life Cycle and HR Collect star type worksheet
coming together to share with their group. from jigsaw activity;
diagrams (see Appendix A slides
ACSSU188

Class discussion: key points of star types are discussed as a group, main points Homework peer marked and
ACSIS208

37 to 44)
5 written on the whiteboard. (LIT) checked by teacher.
PPT slideshow: life cycle of stars and introduction to HR diagrams. (ICT) Safety:
Activity: HR Diagrams students work in pairs using HR diagram web app (Star in N/A
a Box) to predict and model life cycle of various stars.
http://starinabox.lco.global/ (ICT)
In class and H/W: OS10 Ch. 6.3, Check your learning.
Key Questions
What are the axes on an HR diagram?
What are the implications for the life-cycle of the Sun?
WEEK 2

Why are the stars close to Earth similar to the Sun?

Recognise that galaxies are Galaxies: Types, Classifications and Standard Candles Student: Socrative lesson review
collections of stars held together Socrative lesson review and peer marking of homework. OS10 Ch. 6.2 Observe student participation in
by gravity; Introduction: PPT slideshow of Hubble Deep Field images and galaxy types in Printout: PS10 Ch. 7.2, p. 230 Galaxy Zoo activity;
Describe and recognise the three different frequencies. Describe different galaxy types using PPT. Prompt H/W: Printout SQ10 Ch. 6.2, p. Monitor verbal responses during
types of galaxies; students to classify galaxies on slideshow. (ICT) 203 galaxy classification and standard
Understand Cepheid variables and Video: Scale of the Universe [4:08} video from TED-Ed demonstrating scale of Teacher: candle demonstration;
describe how they can be used to the universe by discussing Hubble Deep Field photography Socrative lesson Check homework in a few days
measure distances to stars; https://www.youtube.com/watch?v=WYQ3O8U6SMY (ICT) (students need clear night).
PPT slideshow showing HDF,
ACSSU188

Explain the inverse-square law. Demonstration: (Predict-Observe-Explain) Standard candle demonstration. galaxy types in different
6 Darken room and vary identical light sources around the room. Students to frequencies and standard candles.
predict relative luminosity of sources. (NUM)
Identical light sources with
Introduce standard candles and inverse square law using PPT slideshow. (NUM) variable settings
Activity: Galaxy Zoo students in pairs participate in collaborative online galaxy
classification project. https://www.galaxyzoo.org/#/classify (ICT) Safety:
H/W: Activity seeing the colours of stars (SQ10, p. 203 - printout provided). Risk assessment Standard candle
experiment
Key Questions
1. In Galaxy Zoo, why show the same image to multiple people?
2. What are the benefits of using standard candles as opposed to parallax?
3. Why does the Milky Way galaxy appear so large compared with other galaxies?

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

Describe and compare the Doppler The Expanding Universe Student: Socrative lesson review
Effect and red-shift Socrative lesson review. OS10 Ch. 6.4 Observe students participation in
Relate red-shift to the recession of Introduction demonstration: Exploring the Doppler Effect (OS10, p. 218) Expanding Universe worksheet balloon activity;
galaxies Predict, Observe, Explain. Ask students to hypothesis what will happen as Balloons, string, marker pens Monitor students verbal
Investigate and infer the Doppler Effect apparatus is spun around. (LIT) Teacher: responses during demonstration
relationship between the Introduce Doppler Effect using PPT slideshow relate to EM radiation (red-shift Socrative lesson and class discussion;
recession of galaxies and the and blue-shift). (ICT) Doppler Effect apparatus: tuning Collect graphing from balloon
expansion of the Universe Activity: An Expanding Balloon Universe (PS10, p. 236) - Investigation. Students activity. (NUM)
fork/string
investigate expansion of the Universe by modelling with a balloon. PPT slideshow showing Doppler
ACSIS203, ACSIS204

DIFFERENTIATION: Effect and red-shift relationship

o advanced students or early finishers encouraged to draw a wave on the
ACSSU188

balloon and investigate changes to the wave as balloon is expanded; Safety:

7 Class discussion: Think-Pair-Share students are asked to explain what Risk assessment Exploring the
phenomena the balloon has modelled and what the implications are for the Doppler Effect, An Expanding
evolution of the Universe. (NUM) Universe
Video: Edwin Hubble and red-shift [2:19] Science channel video highlighting
Edwin Hubbles discovery of galaxy red-shift
https://www.youtube.com/watch?v=vsL-JNCjAK0 (ICT)
H/W: OS10 Ch. 6.4, Check you learning. Remember to complete your parallax
investigation report!
Key Questions
WEEK 2

1. How are the Doppler Effect and red-shift related?

2. Why are we measuring the distance between six points instead of one?
3. Is this a suitable model or representation? Why/why not?

Explain what scientists call the Big Cosmological Models the Big Bang Theory Student: Socrative lesson review
Bang Theory; Socrative lesson review and peer marking. OS10 Ch. 6.5 Monitor students verbal
Identify and explain the evidence, Introduction demonstration: Balloon Universe. (Predict-Observe-Explain) Model Printout: SQ10 Ch. 6.4, p.207-208 responses in demonstration and
such as red-shift and CMBR, that evolution of the Universe with a balloon. Prompt students to think about origin Flipped classroom video videos;
supports the Big Bang Theory; and future of the Universe (rapidly deflate balloon/pop balloon). Teacher: Homework peer marked and
Describe how the evolution of the Video: The Beginning of Everything [5:54] video describes evolution of the Socrative lesson checked by teacher;
Universe has continued since the Universe. Pause video intermittently to allow student to make connections with Balloon, markers Assessment 2 write up of
Big Bang. printout. https://www.youtube.com/watch?v=wNDGgL73ihY (ICT) investigation due today (LIT)
PPT slideshow covering BBT and
PPT: review Big Bang Model vs Steady state model with slideshow and introduce (NUM)
ACSSHE191
ACSSU188

CMBR
cosmic microwave background radiation. (ICT) (LIT)
8 Video: CMBR [4:01] video describes origin of CMBR. Pause video intermittently Safety:
to allow student input and questions. N/A
https://www.youtube.com/watch?v=_mZQ-5-KYHw (ICT)
In class and H/W: OS10 Ch. 6.5, Check your learning.
H/W: Flipped classroom Students to watch ten-minute video of teacher
introducing and discussing research topics for next class.
Key Questions
1. Why is the Big Bang not a bang at all?
2. What are the implications for the future of the Universe?
3. Why is the existence of the CMBR important?

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

Summarise the features of current Technology and Cosmology GDC, LHC, WMAP & SKA Student: Observe student engagement in
cosmological projects; Socrative lesson review and peer marking. OS10 Ch. 6.6, Ch. 6 Review research project;
Recognise the importance Introduction video: the work of Nobel Prize winning Australian scientist Brian Printout: PS10 Ch. 7.2, p.234 Monitor verbal responses during
technology plays in advancing Schmidt [1:38]. https://www.youtube.com/watch?v=v6o2bUPdxV0 (ICT) Laptops/tablets presentation;
cosmological advancements; Class Research: students to work in groups of three to create simple A3 poster Fact sheet printouts Homework peer marked and
Recognise that Australian outlining key points of a selected technology and the role that it plays in Teacher: checked by teacher;
scientists are involved in the undertaking cosmological research. Options include: Large Hadron Collider, Collect posters following
PPT: research topics
exploration and study of the Gravity Discovery Centre, Square Kilometre Array, Hubble Telescope, completion of presentations. (LIT)
Additional research material for
ACSSU188, ACSSHE192

Universe. Planck/WMAP, ISS SkyMapper. (CCP) (LIT) (ICT)

ACSIS206, ACSIS208

students, if required.
DIFFERENTIATION:
o allocate topics according to difficulty of concept and availability of research Safety:
resources; N/A
9
o prepare additional resources for students if they are having difficulties
finding information on their topic;
Class Presentation: as groups, students present a short two-minute presentation
outlining their research findings to the class. (LIT)
WEEK 3

H/W: OS10 Ch. 6, Review.

Key Questions
1. Why was the SKA built in Western Australia?
2. What are the benefits in having multiple countries involved in a cosmological
project?
3. What would happen if evidence arose that contradicted the Big Bang or Brian
Schmidts work?

Specific objectives will vary Excursion Gravity Discovery Centre and Observatory Student: Observe student engagement in
depending on available activities (Gravity Discovery Centre, personal communications, 13 April 2017) GDC Activity sheets experiments and interactive
on the day; Introduction to the GDC, program for the day. demonstrations;
Teacher:
Discussion on Einsteinian physics, gravity and gravity waves. (NUM)
ACSSHE192

Define gravity waves; Monitor verbal responses from

ACSSU188

Student list
Investigate gravity and its effects; Guided interactive science exhibits. students during discussions.
10 Directions to GDC
Recognise that Australian Cosmology gallery discussion of history of the Universe.
Day program
scientists are involved in the Leaning Tower exhibit students to conduct gravity experiments.
exploration and study of the Guided experiment pendulums and analysis. (NUM) Safety:
Universe. Observatory tour meet an Astronomer, laser guided tour of the sky, use Permission slips
telescopes. School excursion policy

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

Recognise the evidence for life Aliens Is there intelligent life out there? Student: Observe students engagement
existing in the Universe; Excursion feedback Laptops with ICT activity and SETI activities;
Explain the parameters of the Introduction Discussion survey class about their thoughts on aliens and Copy of Arecibo message Monitor students verbal responses
Drake equation and calculate the possibility of life in the Universe. Dress up as alien. Teacher: during discussions.
probability of intelligent life in the PPT slideshow introducing Drake equation and evidence for life in the solar PPT slideshow outlining Drake
Universe; system. (NUM) equation, evidence for life, SETI
Recognise that scientists are Video: TED-Ed [7:27] Calculating the odds of Intelligent alien life. and Arecibo message
currently engaged in programs to https://www.youtube.com/watch?v=6AnLznzIjSE (ICT) Copy of Arecibo message
find life in the Universe; ICT interactive: students work in pairs using BrainPOP interactive to determine Alien Costume
Propose a message that would be parameters of Drake equation and calculate odds of intelligent life.
ACSHE192
ACSSU188

decipherable by an intelligent life https://www.brainpop.com/games/drakeequation/index.weml (NUM) (ICT) Safety:

11 form. Discussion: Introduce Search for Extra-terrestrial Intelligence (SETI) and N/A
messages transmitted to detect intelligent life. Show image of Arecibo message.
Ask students if they can decipher part of the message. (CCP) (LIT)
Activity: Think-Pair-Share get students to propose an appropriate message that
would be decipherable by an intelligent life-form (Discovery Education, 2017).
(LIT)
Class discussion: students to share their ideas for messages.

Key Questions
1. How do you think we should attempt to communicate with intelligent life?
WEEK 3

2. What about intelligent life that has completely different cognitive processes?
3. How do you think we would respond to the discovery of intelligent life?

Identify the bodies that exist Formation of the Solar System Student: Observe students participation in
within the solar system; Socrative lesson review and peer marking. Printout: PS10 Ch. 7.3 density investigation;
Summarise the process of Introduction brain storm and discussion: The Solar System students in pairs Samples of rocks and metals, Monitor students verbal
planetary formation; brainstorm what they already know about the solar system. Information is balance, displacement can, responses during brain storm and
Explain the Giant Impact discussed as a class and translated to the whiteboard. Makes ties to previous beaker, scales class discussions;
Hypothesis and its implications; lessons. Teacher: Homework peer marked and
Investigate the composition and Demonstration: Interactive model of the solar system Socrative lesson checked by teacher;
density of the Earth. http://www.solarsystemscope.com/#about (ICT) PPT: slideshow describing solar Collect table from density activity.
Show PPT slideshow outlining the various steps in formation of the solar system system, moon and structure (NUM)
ACSSU188
ACSIS205

and earth, the Giant Impact hypothesis, and structures of earth and moon. (ICT)
12 Safety:
Video: Birth of the Solar System [3:06] - illustrates the formation process.
https://www.stem.org.uk/elibrary/resource/26893 (ICT) Risk assessment: Average density
of the Earth
Activity: Average Density of the Earth (PS10, p. 243). Students to investigate

density of the Earth by taking measurements of various rocks and metals. (NUM)
Class discussion: compare results of investigation with actual measured value of
Earths average density. (NUM)
Key Questions
1. What conditions were necessary to facilitate the formation of the Earth?
2. Is the density calculated comparable to the actual measured value? If not, why?
3. What is the significance of asteroid impacts to the Earths surface?

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

Define the terms abiogenesis and Beginnings of life on Earth Student: Socrative lesson review
panspermia; Socrative lesson review. Printout: PS10 Ch. 7.3 Monitor verbal responses
Explain the current models for the Introduction Video: How Did Life Begin [5:13] video of Stephen Hawking laptops during class discussion;
origin of life on Earth and identify explaining models for the origins of life Teacher: Observe student engagement
the evidence supporting them, https://www.youtube.com/watch?v=m1R8-E71wAc (ICT) PPT slideshow models, evidence with ICT activity;
such as the Miller Urey Introduce abiogenesis and panspermia. (LIT) for origin of life and environment Homework peer marked and
experiment; PPT slideshow outlining current models for the origin of life, evidence for models Socrative lesson checked by teacher.
Describe the environment of the and proposed environment of the early Earth where life formation took place.
Earth at the time life was formed. Safety:
Video: Miller Urey experiment [7:29} video explaining how to create amino
ACSSU188

acids from chemicals. https://www.youtube.com/watch?v=NNijmxsKGbc (ICT) N/A

13
Class discussion: Evidence versus Proof. Does the Miller-Urey experiment prove
abiogenesis? Which model is best supported by evidence? Do you know of any
other models for origins of life? (LIT)
ICT interactive: students work in pairs playing with interactive web app exploring
timeline of life on Earth. http://exploringorigins.org/timeline.html (ICT)
In class and H/W: PS10, Ch. 7.3 Unit Review.
Key Questions
1. Why are we all made of stars?
2. What does the Miller Urey experiment inform us about abiogenesis?
WEEK 4

3. Where else in the solar system could we expect to find life?

Investigate and infer the Effect of temperature on life - investigation Student: Socrative lesson review
relationship between temperature Socrative lesson review and peer marking. Printout: PS10 Ch. 7.3, and chapter Monitor verbal responses during
and respiration; Introduction: Think-Pair-Share What sort of impact do we expect temperature review. TPS and class discussion;
Recognise that yeast is a living will have on the life? Tally students to see who thinks it will have no impact, Yeast, sugar, measuring cylinders, Observe participation during
thing. positive impact or negative impact. thermometer, water at various investigation;
Activity: Effects of Temperature on Life Investigation (PS10, p. 244) students to temperatures Evaluation tree;
investigate relationship between temperature and respiration rate of yeast. Post-it notes Homework peer marked and
(NUM) Teacher: checked by teacher.
Class discussion: prompt students to identify the relationship between Socrative lesson
ACSSU188
ACSIS204

temperature and respiration rate. Highlight relevance to origins of life and Earth A2 evaluation tree poster
14 environment at the time of life formation. (LIT)
Evaluation tree: Students place post-it notes on A2 evaluation tree poster to Safety:
indicate areas that they think they are struggling in. Risk assessment: Effect of
H/W: Flipped Classroom Students provided with a selection of five-minute temperature on life
videos revising key points of individual topics. Students can choose to watch the
topics which they require additional help. (ICT)

Key Questions
1. Does that mean that yeast is alive? What sort of living thing is it?
2. What is the reaction that is happening in the experiment?
3. How could we change the experiment to measure the amount of gas produced?

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

Consolidate conceptual Revision of Space Science Student: Socrative review;

understanding of content in Introduction to revision lesson, plan for the lesson. N/A Monitor verbal responses during
previous 14 lessons. Socrative Revision Lesson students will participate in extended Socrative Teacher: discussion time.
review (ICT) Evaluation tree poster Observe participation in Game
Activity: Game Show Revision - students broken up into six groups of five, Socrative lesson Show.
ACSSU188

grouped according to responses to the evaluation tree and final Socrative

15 revision. Students to spend 20 minutes discussing topics that were giving the
class the most difficulty. Final half of the class is spent taking part in a quiz game
WEEK 4

show as a group, answering questions, drawing diagrams posed by the teachers

and working together to answer the questions.
H/W: Study for your test tomorrow
Key Questions will be determined by evaluation tree poster and student
questions posed during the lesson.

Space Science Test Student: Assessment 3 space science test
ACSSU188

55-minute test (LIT) (NUM) N/A (LIT) (NUM)

16
Teacher:
Student tests

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

APPENDIX B - REFERENCES
Australian Curriculum Assessment and Reporting Authority. (2017). Science: F-10
Curriculum. Retrieved from:
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1
Australian Institute for Teaching and School Leadership. (2011). Australian Professional
Teaching Standards.
BrainPOP. (2015). Are We Alone? The Drake Equation. Retrieved from:
https://www.brainpop.com/games/drakeequation/index.weml
Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth,
NH: Heinemann.
Carroll, S. (2011). 2011 Nobel Prize: Dark Energy feat. Sean Carroll. Retrieved from:
https://www.youtube.com/watch?v=v6o2bUPdxV0
Discovery Education. (2017). Lesson Plan Library: Extra-terrestrials. Retrieved from: http://
www.discoveryeducation.com/teachers/free-lesson-plans/extraterrestrials.cfm
Duchesne, S. & McMaugh, A. (2016). Educational Psychology for Teaching and Learning (5th
ed.). South Melbourne, VIC: Cengage Learning Australia.
Freedman, R. A. and Kaufmann III, W. J. (2002). Universe (6th ed.). New York, NY: W. H.
Freeman and Company
Galaxy Zoo. (n.d.). Galaxy Zoo. Retrieved from: https://www.galaxyzoo.org/
Goodrum, D., Hackling, M. & Rennie, L. (2001). The status and quality of teaching and
learning of science in Australian schools: A research report. Canberra: Department of
Education, Training and Youth Affairs.
Hackling, M. W. (2012). Inquiry and investigation in science. In G. Venville and V. Dawson
(Ed.) The Art of Teaching Science: For middle and secondary school (2nd ed.) (pp.
194-209). Sydney, NSW: Allen & Unwin
Hattie, J. (2012). Visible Learning for Teachers. New York, NY: Routledge
Holbrook, J. and Rannikmae, M. (2009). The meaning of scientific literacy. International
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Kurzgesagt. (2013). The Solar System our home in space. Retrieved from:
https://www.youtube.com/watch?v=KsF_hdjWJjo
Kurzgesagt. (2014). The Beginning of Everything The Big Bang. Retrieved from:
https://www.youtube.com/watch?v=wNDGgL73ihY
Linstead, G., Clarke, W., Devlin, J., Madden, D., Rickard, G., & Spencely, M. (2012). Pearson
Science 10: Student Book. Melbourne: Pearson Australia Group Pty Ltd
Lofts, G. and Evergreen, M. J. (2017). Jacaranda ScienceQuest 10: Australian Curriculum
Edition for Victoria. John Wiley & Sons
McMahon, G. (2012). ICT in the science classroom. In G. Venville and V. Dawson (Ed.) The
Art of Teaching Science: For middle and secondary school (2nd ed.) (pp. 194-209).
Sydney, NSW: Allen & Unwin

Year 10 Earth and Space Science

EDUC5465 Science Curriculum 1 Assessment 3
James Harris 10322326

Minute Physics. (2012). Picture of the Big Bang (a.k.a. Oldest Light in the Universe).
Retrieved from: https://www.youtube.com/watch?v=_mZQ-5-KYHw
Morn1415. (2014). Star Size Comparison 2. Retrieved from:
https://www.youtube.com/watch?v=GoW8Tf7hTGA
MrBurtonsScience. (2012). Doppler Effect: Big Bang Theory Style. Retrieved from:
https://www.youtube.com/watch?v=z0EaoilzgGE
Night Sky Network (n.d.). Outreach Resources: Nuclear Fusion in Stars. Retrieved from:
https://nightsky.jpl.nasa.gov/download-view.cfm?Doc_ID=340
Physics is FUN! (2007). The Electromagnetic Radiation Song. Retrieved from:
https://www.youtube.com/watch?v=bjOGNVH3D4Y
Reconciliation Australia. (2016). Welcome to and Acknowledgment of Country. Retrieved
from: https://www.reconciliation.org.au/wp-content/uploads/2016/05/Welcome-
to-and-Acknowledgement-of-Country.pdf
Science Channel (2014a). How the Universe Works: A Star is Born. Retrieved from:
https://www.youtube.com/watch?v=mkktE_fs4NA
Science Channel (2014b). How the Universe Works: Hubbles Revolution. Retrieved from:
https://www.youtube.com/watch?v=vsL-JNCjAK0
Silvester, H. & Yap, S. (2016). Oxford Science 10: Western Australian Curriculum. Melbourne,
VIC: Oxford University Press
Solar System Scope. (n.d.). Retrieved from: http://www.solarsystemscope.com/#about
Space Telescope Science Institute. (n.d.). Hubblesite. Retrieved from: http://hubblesite.org/
Stated Clearly. (2015). What Was the Miller-Urey Experiment? Retrieved from:
https://www.youtube.com/watch?v=NNijmxsKGbc
STEM Learning. (2010). Birth of the Solar System. Retrieved from:
https://www.stem.org.uk/elibrary/resource/26893
TED-Ed. (2012). Calculating the Odds of Intelligent Life. Retrieved from:
https://www.youtube.com/watch?v=6AnLznzIjSE
TED-Ed. (2014a). How do we study the stars? Retrieved from:
https://www.youtube.com/watch?v=i7930fj3T54
TED-Ed. (2014b). Light seconds, light years, light centuries: How to measure extreme
distances. Retrieved from: https://www.youtube.com/watch?v=Op3AYaJc0Xw
TED-Ed. (2017). How small are we in the scale of the Universe? Retrieved from:
https://www.youtube.com/watch?v=WYQ3O8U6SMY
Yardley, J., Lowe, S., Gomez, E., Gomez, H. and North, C. (n.d.). Star in a Box. Retrieved from:
http://starinabox.lco.global/
WeAreStarStuff51. (2011). Stephen Hawking How Did Life Begin? Retrieved from:
https://www.youtube.com/watch?v=m1R8-E71wAc

Year 10 Earth and Space Science