The Astonomy I programme will cover the following areas of learning:
(If you would like us to give special focus to any of the specific learning intentions please let us know on 3534573 before the lesson. We are happy to modify our programmes to meet your needs)
Space Odyssey (hands-on programme)
Nature of Science (Level 1-3) All themes
Planet Earth and Beyond (Level 1-3) Astronomical Systems
| Key outcomes |
Specific learning intentions |
|---|---|
| Scientists are curious. Science can help asnwer questions about the world. | Ask questions about astronomical systems before, during and after engaging in scientific investigations. |
| Scientists often carry out observations to understand the world. All ideas matter and scientists often work together to help each other. | Observe phenomena and work collaboratively to construct new knowledge based on their observations. Respect others' ideas. |
|
Scientists often use models to represent and communicate their ideas. |
Use models of astronomical systems and collaboratively construct new knowledge based on their observations. |
| Day and night are caused by the Earth spinning. | Show daytime and night time in New Zealand using models of the Earth, Sun and Moon. |
| The moon orbits around the Earth and the Earth orbits around the Sun. | Demonstrate with models how the Earth-Sun-Moon system works. |
| The moon has different phases. | Name four different phases of the Moon. Explain the Sun's light and movement of the Moon affect the Moon's phases. |
| There are many different things in space - planets, stars, asteroids, meteors, comets... | Name at least four things found in space, for which science has proof that they exist. |
| There are eight planets in our solar system which are all different. | Identify the eight planets in our solar system. Describe one characteristic of each planet. |
| Galaxies are made out of countless stars. The Sun is our nearest star. | Show that the Sun is just a small star in our galaxy. Identify the Sun as a star that provides us with heat and light. |
| (Level 3 only) Stars may have different colours, depending on their temperature. Some stars can be grouped to form pictures, called constellations. | Describe red stars as the coolest stars and blue ones as the hottest. Name at least two constellations. |
Discovery Dome
Nature of Science (Level 1-3) Understanding, Communicating, Participating and Contributing
Planet Earth and Beyond (Level 1-3) Astronomical Systems
| Key outcomes |
Specific learning intentions |
|---|---|
| Scientists are curious. Science can help asnwer questions about the world. | Ask questions about astronomical systems. |
| Scientists often use models to represent and communicate their ideas. Technology can help enhance such models. | Observe digital models of astronomical systems and construct new knowledge based on their observations. Respect others' ideas. |
|
Scientific knowledge is based on evidence. |
Explain howknowledge about astronomical systems was enhanced with the invention of the telescope. |
| The Earth spins on its own axis. This makes the Sun, stars and planets appear to move across the sky. | Describe why the Sun, stars and planets appear to move across the sky. Explain daytime and night time. |
| Some stars can be grouped to form pictures called constellations. | Name at least two constellations. |
| The moon is made of rock and appears to have different shapes at different times. |
Describe why we can see the moon in the sky. Name two shapes of the moon’sphases. |
| There are eight planets in our Solar System including planet Earth. | Name at least two other planets. Describe at least one characteristic of each planet. |
| The Sun is our nearest star. | Identify the Sun as a star that provides us with heat and light. |
| (Level 3 only) Stars may have different colours, depending on their temperature. | Describe red stars as the coolest stars and blue ones as the hottest. |