Science sample unit: Off the planet

Stage 4 Duration: 10 weeks

Unit context

Living on another planet may be a real possibility in the future. What problems would need to be overcome to enable humans to live away from Earth? What might be some of the different
viewpoints held by people and the ethical considerations that would influence decisions to colonise other planets?

Outcomes

A student:
SC4-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and technology, including
ethical considerations
SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge
SC4-5WS collaboratively and individually produces a plan to investigate questions and problems
SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions
SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems
SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations
SC4-10PW describes the action of unbalanced forces in everyday situations
SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system
SC4-14LW relates the structure and function of living things to their classification, survival and reproduction

Unit overview

In teams, students design and produce a creative presentation to raise public awareness and debate about the proposal to send people to live on another planet in the solar system, based
on scientific evidence gathered during investigations. Students conduct a survey to gather information about the range of views, including social, economic and ethical issues, associated
with the proposal to have humans live on another planet. They devise their own questions about the planet’s environment and identify some problems associated with living there. Students
investigate forces including gravity, the requirements of humans and how they interact with other living organisms, to help them solve problems associated with establishing an artificial
ecosystem on their chosen planet. As part of a rich task or extension activity in conjunction with Technological and Applied Studies, students could design and construct a model of a
building that may be used to support human life on another planet.

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Content Teaching, learning and assessment

Skills – Working Scientifically Introducing the team project

Planning Investigations Teacher background
WS5.1 Students identify data to be collected in an investigation by: Teacher presents the context and focus of the team project to the class.
a. identifying the purpose of the investigation An international consortium of major businesses has employed project teams from the class to investigate the
possibility of sending humans to live on another planet in the solar system. Each project team will survey people’s
views on the proposal, identify the problems to be solved and gather relevant information from their own scientific
investigations and secondary sources.
The evidence gathered by each team of four students will form the basis of a short, scientifically accurate,
creative advertising campaign to raise public awareness and/or debate about the proposal. The team project
and presentation will be assessed on:
 suitability for the intended audience
 scientific accuracy of information
 use of persuasive language
 creativity of the presentation
 teamwork.
Throughout the unit, each student will establish and maintain a digital and/or hard copy portfolio. The portfolio
will be used as evidence for students to monitor and reflect on their own learning and for the teacher to provide
feedback. Time should be allocated throughout the unit for students to record findings and reflections in their
portfolio and for the team’s ongoing design and development of their presentation.

Group activity
As a model of a self-sustaining ecosystem, students set up and observe a terrarium throughout the unit.

Skills – Working Scientifically Designing and conducting a survey

Planning Investigations Teacher background
WS5.2 Students plan first-hand investigations by: To assist students to identify the audience for their team presentation, they design a survey to gather and analyse
a. collaboratively and individually planning a range of investigation data on a range of community views about the proposal for humans to live on another planet.
types, including fieldwork, experiments, surveys and research
(ACSIS125, ACSIS140) Class activity
What do people think about living on another planet?
Conducting Investigations With teacher guidance, the class designs and produces a short survey (4–6 questions) to gather data about
WS6 Students conduct investigations by: community views on the proposal to send humans to live on another planet. The survey should provide
d. following the planned procedure, including in fair tests, measuring opportunities to take into account social, economic and ethical considerations.
and controlling variables (ACSIS126, ACSIS141)

Processing and Analysing Data and Information Each student:

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Content Teaching, learning and assessment

WS7.1 Students process data and information by:  within the agreed timeline, uses the questions to survey 3–5 family members and/or friends from a variety
a. summarising data from students’ own investigations and of age groups using a range of methods, including digital technologies
secondary sources (ACSIS130, ACSIS145)  analyses their survey information to identify the range of views
WS7.2 Students analyse data and information by:  shares their analysed data/information with the class.
c. identifying data which supports or discounts a question being The class collates the data/information and discusses the range of views to identify the groups that make up
investigated or a proposed solution to a problem potential audiences.
In individual portfolios, students:
 keep a record of their own and the class data and ideas
 prepare a summary of the range of views about living on another planet and how this relates to
potential audiences.

Skills – Working Scientifically Questioning and predicting: Identifying problems associated with living on another planet
Questioning and Predicting Teacher background
WS4 Students question and predict by: Students identify questions that can be investigated to solve problems associated with the possibility of living
a. identifying questions and problems that can be investigated on another planet.
scientifically (ACSIS124, ACSIS139)
b. making predictions based on scientific knowledge and their own Class activity
observations (ACSIS124, ACSIS139) As stimulus for discussion, students view a short excerpt from a documentary, movie, video or YouTube that shows
real or fictional images and representations of conditions that impact on living on another planet.
Communicating In project teams, students:
WS9 Students communicate by:  identify questions relating to the possibility of living on another planet that they could investigate scientifically
a. presenting ideas, findings and solutions to problems using  make predictions about the problems to be solved if people are to live on other planets.
scientific language and representations using digital technologies In discussion with each team, the teacher questions the students about their ideas, provides feedback and
as appropriate (ACSIS133, ACSIS148) encourages students to share their ideas with another group to extend and refine their questions and predictions.
The teams share their questions and predictions about problems that could be investigated. With teacher guidance,
they discuss and summarise broad areas to investigate in addressing their questions, including:
 planetary physical conditions, eg gravity, atmosphere, temperature and distance
 technological advances that have produced evidence that has increased scientific understanding of these
planetary conditions.
Each student keeps records in their individual portfolio of suggested questions that can be investigated, the
problems to be solved and the main ideas/conclusions from the class discussion.

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Content Teaching, learning and assessment

Skills – Working Scientifically Gathering and processing data and information about planets
Questioning and Predicting Teacher background
WS4 Students question and predict by: To provide students with scientific knowledge on which to make an informed decision about the planet that will be
b. making predictions based on scientific knowledge and their own the focus of their team project, they identify data that needs to be collected about each planet in the solar system,
observations (ACSIS124, ACSIS139) locate reliable sources of information, and record and discuss the data/information collected.

Planning Investigations Project team activity

WS5.1 Students identify data to be collected in an investigation by: Students:
b. proposing the type of information and data that needs to be  discuss the data that needs to be collected about the physical (non-living) conditions on each planet in the
collected in a range of investigation types, including first-hand solar system (eg mass and gravity compared to Earth, distance from Earth, length of a day, mean temperature,
and secondary sources dimensions, composition of the atmosphere, etc)
c. locating possible sources of data and information, including  propose possible, reliable sources of data/information
secondary sources, relevant to the investigation  select a method by which the team will record and collate the data, eg table, spreadsheet
 allocate planets to each team member.
Processing and Analysing Data For each allocated planet, the team members:
WS7.1 Students process data and information by:  locate a variety of resources and extract relevant information about their planets
b. using a range of representations to organise data, including  use the agreed method to organise and record relevant data/information about the physical (non-living)
graphs, keys, models, diagrams, tables and spreadsheets conditions on the planets
c. extracting information from diagrams, flowcharts, tables,  record sources of information using an acceptable method.
databases, other texts, multimedia resources and graphs
Each project team:
including histograms and column, sector and line graphs
d. accessing information from a range of sources, including using  collates the data/information collected by team members
digital technologies  uses the data to review their questions and predictions about problems likely to be faced if people were
to live on each planet in the solar system
 uses the data to reach a consensus and justify the choice of the planet that will be the focus for their
team project.
Each student records, in their individual portfolio, the team findings and ideas.

Skills – Working Scientifically Processing and analysing information about technological advances
Problem Solving Teacher background
WS8 Students solve problems by: To provide evidence to support their ideas about the major problems faced by living on another planet in the solar
d. using cause-and-effect relationships to explain ideas and system, students access a variety of secondary sources to extract information about technological advances that
findings have led to an increased scientific understanding of the solar system and planetary conditions. After collating the
information, the class creates a visual presentation to display their findings.
Communicating
WS9 Students communicate by:
Class activity
c. using a recognised method to acknowledge sources of data
and information With teacher guidance, students:

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Content Teaching, learning and assessment

d. constructing and using a range of representations to honestly,  propose some examples of technological advances, both historical and recent, that have provided evidence
clearly and/or succinctly present data and information including of planetary conditions, eg development of telescopes, advances in computer technology, research and
diagrams, keys, models, tables, drawings, images, flowcharts, simulations on Earth, developments in space craft, planetary space stations and deep space probes
spreadsheets and databases  agree on a method of collecting and summarising information and the type of visual presentation
(eg timeline, multimedia) to be created by the class.
Knowledge and Understanding In pairs, students:
Earth and Space  access, extract and record information from a variety of reliable secondary sources about how at least
ES2 Scientific knowledge changes as new evidence becomes one technological advance has increased scientific understanding of the solar system
available. Some technological developments and scientific  summarise and present the gathered information using the agreed method for inclusion in the class
discoveries have significantly changed people’s understanding visual representation
of the solar system.
 acknowledge sources of information using an acceptable method.
Students:
The class collates the information provided by each team, to create a visual representation describing how a range
d. describe some examples of how technological advances have of technological advances have led to discoveries and increased scientific understanding of the solar system.
led to discoveries and increased scientific understanding of the
solar system
Project team activity
Students use their own and relevant information from the visual presentation to:
 describe the major challenges that people will face by living in the physical conditions on their chosen planet,
eg gravitational force compared to Earth and different atmospheric conditions
 brainstorm some solutions that could be used to overcome these challenges
 construct and use an appropriate method to record their ideas about challenges, and suggest possible solutions
for surviving these challenges on their selected planet.
In their individual portfolios, students record their own and team findings about the technological advances
investigated and ideas about challenges and solutions for survival on the selected planet.

Skills – Working Scientifically Conducting investigations about forces

Conducting Investigations Teacher background
WS6 Students conduct investigations by: A major problem that the students are likely to identify will be the difference in gravity on their chosen planet
b. assembling and using appropriate equipment and resources to compared with that on Earth. To assist them in proposing some solutions to managing this problem in their
perform the investigation, including safety equipment team project, students undertake first-hand investigations about unbalanced forces including gravity,
d. following the planned procedure, including in fair tests, measuring
and controlling variables (ACSIS126, ACSIS141) Pair activity: Investigating unbalanced forces
e. recording observations and measurements accurately, using Students follow the procedures to undertake teacher-selected, first-hand investigations about forces that have
appropriate units for physical quantities been set up at workstations around the laboratory. In their individual portfolios, students record for each practical
activity, the question investigated, the method used, their results and conclusions.
Processing and Analysing Data and Information Students compare their results and conclusions with another pair and discuss questions raised with their peers
and teacher.
WS7.1 Students process data and information by:
Students reflect on the feedback, review their findings and record a summary about forces including:
a. summarising data from students’ own investigations and

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Content Teaching, learning and assessment

secondary sources (ACSIS130, ACSIS145)  different types and examples of unbalanced forces that exist on Earth
b. using a range of representations to organise data, including  changes that take place when particular forces are acting
graphs, keys, models, diagrams, tables and spreadsheets  their predictions about the effect of unbalanced forces acting in everyday situations
e. applying simple numerical procedures, eg calculating means
 gravity as an unbalanced force acting at a distance that pulls objects towards the Earth.
when processing data and information, as appropriate
WS7.2 Students analyse data and information by:
Pair activity: Investigating the difference between mass and weight
b. constructing and using a range of representations, including
graphs, keys and models to represent and analyse patterns or Students conduct a first-hand investigation process and analyse data to answer the question ‘How is mass
relationships, including using digital technologies as appropriate different from weight?'
(ACSIS129, ACSIS144) Students:
d. using scientific understanding to identify relationships and draw  record the known densities of cubes of different materials, eg wood, foam, metal
conclusions based on students’ data or secondary sources  measure and record the weight of each cube
(ACSIS130, ACSIS145)
 measure and record the volume of each cube, eg by displacement of water
e. proposing inferences based on presented information and
observations  repeat the measurements and average results to increase reliability
 determine the mass of each cube using the relationship mass = density x volume
Problem Solving  tabulate collected data using appropriate units for mass and weight
WS8 Students solve problems by:  share results with other pairs and the class
d. using cause-and-effect relationships to explain ideas and  compare collated class results with own results and account for differences
findings  use class results to construct a graph to show the relationship between mass and weight, eg Excel
 use the graph to describe the relationship between mass and weight.
Knowledge and Understanding – Physical World
PW1 Change to an object’s motion is caused by unbalanced forces
Project team activity
acting on the object. (ACSSU117)
Students conduct a first-hand investigation and use gathered data from secondary sources to answer the question
Students:
‘How will weight change on another planet?’
a. identify changes that take place when particular forces are acting
Students:
b. predict the effect of unbalanced forces acting in everyday
 use the collated class data to calculate, tabulate and compare the weight of 1 kg of potatoes and/or their own
situations
weight on various planets
PW2 The action of forces that act at a distance may be observed and
related to everyday situations.  use the relationship between mass and weight to explain their answer to the question posed
Students:  make and record their findings, predictions and inferences about how changes in an object’s weight would
affect people’s lives on different planets
e. identify that the Earth’s gravity pulls objects towards the centre
of the Earth (ACSSU118)  use gathered data and their own results to explain and account for their ideas.
f. describe everyday situations where gravity acts as an Students undertake self-assessment of their learning using a teacher-provided evaluation sheet. The teacher
unbalanced force reviews and provides feedback on individual student portfolios.
g. distinguish between the terms ‘mass’ and ‘weight’

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Content Teaching, learning and assessment

Skills – Working Scientifically Problem solving: Developing ideas for the design of the team presentation
Planning Investigations Teacher background
WS5.1 Students identify data to be collected in an investigation by: To assist students in developing and designing their team presentation, they evaluate features of successful
a. identifying the purpose of the investigation advertising and public information campaigns.

Problem Solving Class activity

WS8 Students solve problems by: The teacher invites a guest speaker (eg a person in the advertising industry, a member of the English staff) to talk
about strategies used in advertising and in promotional and public information campaigns.
a. using identified strategies to suggest possible solutions to
a familiar problem AND/OR
b. describing different strategies that could be employed to solve Using teacher-provided and/or student-selected examples of creative advertising and public information campaigns,
an identified problem with a scientific component eg from YouTube, TV advertisements, etc, students:
 use a scaffold to identify the key features and strategy used to promote a product, eg pictures, symbols,
persuasive language
 identify the features of the potential audience for each advertisement/campaign
 identify, discuss and record key elements or criteria of a successful advertisement/campaign
 review their gathered survey data/information on the range of views about living on another planet to identify
the audience for whom their presentation will be designed
 generate, develop and record some strategies for the design of their presentation based on the selected
audience and data collected about successful campaigns.

Skills – Working Scientifically Conducting investigations about the requirements for survival of living things
Planning Investigations Teacher background
WS5.1 Students identify data to be collected in an investigation by: To assist students to gather information that provides evidence for how the basic needs of people on their chosen
a. identifying the purpose of an investigation planet might be met, students undertake first-hand investigations relating to the requirements of living things for
survival, eg gases, water and disposal of wastes.
Students plan and conduct simple, teacher-selected first-hand investigations relating to the requirements of living
Conducting Investigations things. Possible practical experiences could include:
WS6 Students conduct investigations by:
 observations over several weeks of a self-sustaining land ecosystem, eg terrarium
a. collaboratively and individually conducting a range of investigation
 requirements for photosynthesis and respiration
types, including fieldwork and experiments, ensuring safety and
ethical guidelines are followed (ACSIS125, ACSIS140)  the role of microbes in decomposition.
b. assembling and using appropriate equipment and resources to For each investigation students record in their portfolios the purpose, method used, results obtained and, based
perform the investigation, including safety equipment on the data collected, an explanation of how their findings relate to the survival of living things.
d. following the planned procedure, including in fair tests, measuring
and controlling variables (ACSIS126, ACSIS141)
e. recording observations and measurements accurately, using
appropriate units for physical quantities

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Content Teaching, learning and assessment

Processing and Analysing Data and Information

WS7.2 Students analyse data and information by:
d. using scientific understanding to identify relationships and
draw conclusions based on students’ data or secondary sources
(ACSIS130, ACSIS145)
e. proposing inferences based on presented information and
observations

Knowledge and Understanding

Living World
LW2 Cells are the basic units of living things and have specialised
structures and functions. (ACSSU149)
Students:
a. identify that living things are made of cells
c. outline the role of respiration in providing energy for the
activities of cells
LW3 Multicellular organisms contain systems of organs that
carry out specialised functions that enable them to survive and
reproduce. (ACSSU150)
Students:
a. identify the materials required by multicellular organisms for the
processes of respiration and photosynthesis
LW5 Science and technology contribute to finding solutions to
conserving and managing sustainable ecosystems.
Students:
c. describe examples of beneficial and harmful effects that
micro-organisms can have on living things and the environment

Skills – Working Scientifically Problem solving: Planning and designing a sustainable artificial ecosystem on the chosen planet
Processing and Analysing Data and Information Teacher background
WS7.1 Students process data and information by: Taking into account the physical conditions on their chosen planet and the evidence gathered about the
a. summarising data from students’ own investigations and requirements for survival of living things, students propose a plan for the organisms and materials that would
secondary sources (ACSIS130, ACSIS145) be needed to establish a self-sustaining ecosystem on the planet.
b. using a range of representations to organise data, including Students process and analyse data and information from their investigations and from secondary sources about
graphs, keys, models, diagrams, tables and spreadsheets Australian ecosystems and an artificial ecosystem, eg Biosphere 2 project, to develop their understanding of
interactions between producers, consumers and decomposers in food chains and food webs.
d. accessing information from a range of sources, including using
digital technologies

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Content Teaching, learning and assessment

WS7.2 Students analyse data and information by: In project teams, students:
c. identifying data which supports or discounts a question being  relate ideas about the requirements of living things to the solution of problems faced by living things on their
investigated or a proposed solution to a problem chosen planet
d. using scientific understanding to identify relationships and  propose inferences based on the findings from their investigations about solutions to managing a sustainable
draw conclusions based on students’ data or secondary sources ecosystem on their chosen planet, such as:
(ACSIS130, ACSIS145)
 the source of energy for the ecosystem
e. proposing inferences based on presented information and
 the processes occurring within the ecosystem (photosynthesis, respiration, decomposition)
observations
 the recycling of non-living materials (gases, water)
Problem Solving  construct food chains and food webs
WS8 Students solve problems by:  describe the interrelationships between the non-living and living components of ecosystems.
d. using cause-and-effect relationships to explain ideas and
findings Students summarise data and information extracted from secondary sources about Australian land and water
e. evaluating the appropriateness of different strategies for solving ecosystems to identify examples of:
an identified problem  sustainable management by local Aboriginal communities and other Indigenous peoples
 human activities that have had an adverse impact on these ecosystems.
Knowledge and Understanding They record, in individual portfolios, examples of human environmental impact on interactions in food chains and
Living World food webs in Australian land or marine ecosystems.
LW5 Science and technology contribute to finding solutions to In project teams, students use information gathered from their research and investigations to:
conserving and managing sustainable ecosystems.  outline the organisms and non-living components that would be needed for a self-sustaining ecosystem on
Students: the planet
a. construct and interpret food chains and food webs, including  discuss ways in which the effects of human activity could be reduced or eliminated in the artificial ecosystem
examples from Australian ecosystems to be established on their chosen planet.
b. describe interactions between organisms in food chains
and food webs, including producers, consumers and
decomposers (ACSSU112)
d. predict how human activities can affect interactions in food chains
and food webs, including examples from Australian land or marine
ecosystems (ACSSU112)

Skills – Working Scientifically Communicating: Preparing and presenting the team project
Problem Solving Teacher background
WS8 Students solve problems by: Using summaries and evidence gathered from their individual portfolios, students produce a short, scientifically
c. using scientific knowledge and findings from investigations to accurate, creative advertising campaign to raise public awareness and/or debate about the proposal to send
evaluate claims (ACSIS132, ACSIS234) humans to live on another planet in the solar system.
e. evaluating the appropriateness of different strategies for solving Each project team:
an identified problem  discusses the choice of audience and selects, from strategies recorded by the team members, the one
to be used for the presentation

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Content Teaching, learning and assessment

 selects, reviews and justifies the scientific knowledge and findings to include in their presentation using
Communicating appropriate text types
WS9 Students communicate by  develops and presents their production to the class and/or to their identified audience
a presenting ideas, findings and solutions to problems using  assesses the effectiveness of the processes used by the team and the contribution of each team member
scientific language and representations using digital technologies  uses feedback from the audience and teacher to evaluate the effectiveness of their advertising/public
as appropriate (ACSIS133, ACSIS148) awareness-raising campaign.
b. using appropriate text types in presentations, including a Using a teacher-developed scaffold, each team presentation is assessed by the class/audience and teacher
discussion, explanation, exposition, procedure and recount using the criteria:
d. constructing and using a range of representations to honestly,  suitability for intended audience
clearly and/or succinctly present data and information, including
diagrams, keys, models, tables, drawings, images, flowcharts,  scientific accuracy of information
spreadsheets and databases  use of persuasive language
 creativity of presentation
 teamwork.

Class activity
In the role of reporting back to the international consortium that employed the project team, the class
discusses/debates, based on the scientific evidence, the possibility of humans living successfully on another
planet in the future.

Skills – Working Scientifically Reflecting on the team presentation and on individual learning
Processing and Analysing Data and Information Teacher background
WS7.2 Students analyse data and information by: Students reflect on how their team project could be improved and on their personal learning during the unit.
f. reflecting on the method used to investigate a question or solve With teacher guidance, each team reflects on the results of the assessment process in terms of:
a problem, including evaluating the quality of the data collected  how well the team addressed the criteria
(ACSIS131, ACSIS146)
 what could have been done differently to ensure that the advertising campaign raised sufficient awareness
and/or debate about the proposal to send humans to live on another planet in the solar system.
Students reflect on their own learning by:
 identifying new learning acquired during the unit
 identifying new learning acquired from each team presentation
 comparing and contrasting the team presentations
 identifying what they learned from working with others in a group.
Through their portfolios and team discussion, the teacher assesses the ability of individual students to reflect on the
design process, the effectiveness of their advertising campaign and their own learning.

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Resources Assessment overview
Materials and equipment required for hands-on practical investigations, including: Assessment opportunities could include:
 constructing terrariums  student records and reflections in individual portfolios
 investigating forces  practical techniques and records of practical investigations
 investigating mass and weight, eg density cubes, measuring cylinders, balances, wood,  processing and analysing data
foam and metal  student self-assessment of learning using a teacher-provided evaluation sheet
 investigating photosynthesis, respiration and decomposition.  cause-and-effect reasoning
 use of digital applications
Online file sharing: Google Docs, SkyDrive, School Portal
 use of listed criteria to assess team presentations
Applications: Excel and Numbers Spreadsheets
 ability of each student to reflect on the design process and their own learning.
Presentation applications: PowerPoint, SMART Notebook, Storybird
Word-processing/Publishing: Word, Publisher, Pages
Survey software: SurveyMonkey, LimeSurvey, Kwik Surveys
Scootle: Resources for Australian Curriculum Science Years 7 and 8

Websites
 National Assessment Program –
www.nap.edu.au/NAPLAN/About_each_domain/Writing/index.html (guide to writing,
including persuasive writing)
 NASA – www.nasa.gov (technological advances)
 Infrared Processing and Analysis Centre – www.ipac.caltech.edu
 University of Arizona Biosphere 2 – www.b2science.org/
 Euronews – www.euronews.com/2011/05/03/first-ever-biosphere-project-is-20-years-old
 Windows to the Universe (National Earth Sciences Teachers’ Association) –
www.windows2universe.org/our_solar_system/planets_table.html (data table solar
system, interactives)
 NASA – Curiosity Has Landed (on Mars)
 www.youtube.com/watch?v=N9hXqzkH7YA

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