Unit of Inquiry - Spinning in Space
ACARA
Year 3 Level Description
In observing day and night, they develop an appreciation of regular and predictable cycles.
Year 3 Content Descriptors
Earth and space sciences
Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048). Modelling
the relative sizes and movement of the sun, Earth and moon
Spinning in Space Lesson 1
OBJECTIVE:
To introduce unit of inquiry and establish interest. Establish prior knowledge. Build on prior
knowledge of differences of day and night and what causes day and night.
Resources to be ready:
DVD Night and Day
PowerPoint Presentation – first page is scan of the worksheet, then explanation and examples of a
labelled diagram
Worksheet 1 photocopies
Draw a T on whiteboard for columns to write differences between Day and Night.
Example day and night “globe”
Direct students to transition quietly to the carpet. (if necessary) and bring a pencil and your UOI
scrapbooks.
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INTRODUCTION to Lesson - 5 mins
Get attention and quiet – 3-2-1 Ssshhhhh
PRAISE / POINTS
Today we’re going to look at a brand new and exciting UOI – spinning in space.
Lots of activities planned e.g. making models, drawing things, we’re going to see a 3D tour of the
stars via an iPad app, watch some fun movies.
We’re going to go outside and do some fun activities – make a sun dial, play some games.
We’re going to be learning about the sun, the moon and Earth and how the Sun and moon affect our
planet.
Today we’re starting close to home and we’re going to find out what you guys know about night and
day.
Prior knowledge

Nothing to recap as beginning of unit

Assess student knowledge through night and day exercise on whiteboard and worksheet
exercise
MAIN LESSON
We’re about to watch a fun Pixar short film called Night and Day – if you’ve seen Toy Story 3 you
might have already seen it.
It’s about two characters – one is night and one is day – and they discover differences about each
other when they meet.
Try and take note of what they notice about each other because later we’re going to make a list of
the differences between night and day.
Play video
PRAISE /ENCOURAGE /MONITOR
RECAP IMPORTANT INFO / briefly talk about video.

Who noticed the differences in scenes when “day” stood somewhere and then “night” stood
in the same place?

Remember what some of those scenes were? E.g. pool, beach, Las Vegas
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ACTIVITY - 10 minutes
Make list on white board as below:
Day and night differences
DAY
NIGHT
(Take a photo of this list before rubbing off!)
ACTIVITY 2 – “Worksheet – Day and Night: What do you think?”
Slide 1 and 2 of PowerPoint presentation – scan of worksheet 1 – Day and Night: What do you think?
Read through worksheet with students.
Pick the scenario you think makes sense. See if your option still makes sense when you answer the
three questions at the bottom.
Try and picture how each scenario would work in your mind.
Hand out worksheets.
Transition quietly back to desks.
10 minutes working time.
Discuss the answers. Choose some to explain their answers and reasoning.
Encourage participationNo right or wrong answers – just exploring your ideas and what you think at the moment.
When we’ve learned some more about this unit you can compare what you’ve learned to what your
ideas are today.
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ACTIVITY 3 – Draw a labelled diagram 30 minutes
Use PowerPoint presentation to explain labelled diagrams.
There are details and examples in the presentation to follow and expand on.
Students to draw their own labelled diagram with the title “Spinning in Space – the Sun, Earth and
Moon” to record their ideas about sizes, shapes, positions and movements of the Sun, Earth and
Moon.
Leave last slide of presentation on screen to guide students.
Collect worksheets from activity 2.
CONCLUSION
We’ve found out what our new UOI is. We’ve started to think about the Sun and how influences
Earth by thinking about night and day and thinking about what causes night and day.
You’ve had chance to think about the size, position and movement of the Sun, Earth and Moon.
Tomorrow we will do an activity with balls, sizes and distance to see why objects of different sizes
can appear to be the same size when we look at them.
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