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UNIT OF WORK PACING GUIDE

Earth's past: significant Australian landforms - Without providing any explanations or formal definitions this first lesson is planned to elicit Ss
prior knowledge. In this lesson Ss with talk about the characteristics of different Australian landforms e.g. Wave Rock in WA, Twelve Apostles
in VIC, and Karlwe Karlwe or Devils Marbles in NT etc.
Week one

Expected outcomes from the lesson Description of learning experience(s)


By the end of the lesson Ss will learn about different landforms Brainstorm ideas about what features of create a journal entry to
including mountains and rock formations around Australia. represent and communicate their ideas. Ss will also identify possible
questions for investigation on a TWLH chart. They will also become
exposed to a range of new vocabulary and contribute to class word wall
Explore : different rock formations - During week two lesson students will be exposed to a grange of hands-on, investigative experiences.
This lesson is planned to provide students with a collaborative, inquiry-based learning experiences.
Week Two

Expected outcomes from the lesson Description of learning experience(s)


By the end of this lesson Ss should have a fair understanding of the Ss will closely analyse different types of rocks (igneous, sedimentary
term "geology." They will learn that "geology" is studying how the and metamorphic) they will become familiar with their names and their
Earth works; it is the study of rocks in the Earth's crust. SS will also physical characteristics. Through hands-on investigations Ss will discuss
learn about different types of rocks including, igneous, sedimentary the rocks similarities and differences; explain how they look, feel, and
and metamorphic. will discuss their colour variations.
Explore: Erosion at the beach - Like the previous week, in this lesson Ss will be exposed to a grange of hands-on, investigative experiences.
Through a range of collaborative, inquiry-based learning experiences, Ss will become familiar with the process and definition of "erosion". Ss
will conduct an experiment to deepen their understanding of erosion, with connection to their real-life experiences at the beach.
Expected outcomes from the lesson Description of learning experience(s)
Week three

By the end of the lesson Ss will be able to identify the causes of Ss will become familiar with the science behind erosion at the beach.
change in landscapes, including weathering, erosion and human They will predicts and conduct an investigate to make evidence-based
activity. Ss will be able to define "erosion" and name a few different claims about the water erosion. They will observe how water changes
landforms. They will be able to contribute to class discussion and the sand and record their observations.
state how/what are all the landforms shaped by.
UNIT OF WORK: TEACHING & LEARNING SEQUENCE
Teaching and Learning Experiences Lesson one (differentiation in italics)

Engage - Earth's past: significant Australian landforms


Before the lesson T displays printed and laminated photos of:
- Wave Rock in Western Australia
- Twelve Apostles in Victoria
- Karlwe Karlwe or Devils Marbles in Northern Territory
- Ayers Rock in Northern Territory
- Bald Rock in New South Wales
- Three Sisters in New South Wales
Around the classroom with butchers paper provided underneath. T invites Ss to walk around classroom, put their "thinking caps" on and analyse the images. T
encourages Ss to write anything they know about the images on the butcher's paper. (10 mins)
T encourages collaboration and group discussions to elicit the Ss preconceptions. Ss analyse images and brainstorm ideas. Using a prepared TWLH chart Commented [sT1]: demonstrates my understanding of
template (Appendix 1), T asks Ss to share "what they know" about any of the images - T records Ss responses on the TWLH chart. (10 min) different assessment strategies. Similar to my planning for any
other key learning areas, in this unit I have aimed to assess students
T then invites Ss to sit in a circle on the floor to discuss their idea. T goes through every individual image and explain the location and features of the site. (10 learning before, during and after the learning activities.
mins) In this lesson plans I have utilised diagnostic assessment strategies
to elicit and assess students students pre-connections; to gain
By accessing the YouTube video link:<< www.youtube.com/watch?v=FN6QX43QB4g>> insight on students learning needs and plan effective differentiation
strategies.
T plays video. Throughout the video T pauses and provides more explanation if necessary. Recording the new unfamiliar words on a piece of butcher's paper, T
displays the word wall in the classroom, accessible to the Ss. Words examples: landscape, erosion, texture, mountain, soil, landforms, slate, clay, minerals,
compression, deformation, formation, erode, geologist, geology etc. (10 mins)
Using a TWLH chart template (Appendix 1), T asks Ss to share and "what they like to know" (5 mins).
T explains Ss to think pair share and write a paragraph about the lesson discussion in the Science journals. T distributes journals one by one and instructs Ss to
go back to their desks. T encourages Ss to collaborate and share ideas with their peers (15 mins). Commented [sT2]: Formative assessment to assess students
learning and adjust teaching strategies to implement different
Differentiation: T may assist Ss with special needs (e.g. ADHD)to remain focused. T may Observe the oral interactions of ELD Ss and assist/explain if necessary methods or materials
e.g. visual representation of different landforms etc. For high achieving Ss - T instructs them to write 2 paragraphs in their journals.
Assessment Strategies KLA Links
Diagnostic assessment Geography - places and environments
Monitoring Ss understanding and providing appropriate feedback. Observation of group corporations and English - (TWLH chart/journal writing)
collection of Ss journal writing to assess and recorded Ss understanding of scientific concepts, vocabulary
knowledge and language conventions Commented [sT3]: This section demonstrates my use of
diagnostic assessment to determine students strengths and
Resources - Organisation Outcomes weaknesses prior to the introduction of the new science content
For the class: Science worksheets, Science journals, printed and laminated images of Australian landforms, ST2-8ES, ST2-4WS, ST2-1VA, EN2-1A , EN2-
butchers paper, ICT- computer or tablets, TWLH chart, Word wall, 2A
For each team: -
UNIT OF WORK: TEACHING & LEARNING SEQUENCE
Teaching and Learning Experiences Lesson Two (differentiation in italics)

Explore - different rock formations.


Reminding Ss of the BTN episode <<http://www.abc.net.au/btn/story/s2685424.htm>> they watched in the English lesson on "Geo-girl" and how a young girl has
explored different landforms around Australia, T explains to Ss that "Geology" is studying how the Earth works; it is the study of rocks in the Earth's crust. T explain
that people who study geology are called geologists, and in this lesson they are going to be one. (5 mins)
By accessing the YouTube video link: << https://www.youtube.com/watch?v=17l2LrjZi9oAbZdo >>T helps Ss to become familiar with 3 different forms of rocks.
After video T ask Ss questions like:
- What sort of rocks Grandpa Geologist had listed in his letter to Mr Smart?
- Where did Mr Smart travel to, to find igneous rocks?
- Do you remember how igneous rocks are formed?
- What did the Indigenous boy tell Mr Smart about sedimentary rocks? How are they formed?
- What did the Indigenous boy tell Mr Smart when he ask him about Metamorphic rocks? (15 mins) Commented [sT4]: Inquiry questions to assess students
T explains to Ss that he/she will be giving them a set of different rocks and wants them to closely analyse and talk about the similarities and differences, explain understanding of the new scientific concepts

how they look, feel, discuss their colour variations.


For safety considerations, T reminds Ss to be sensible and not have the rocks close to their eyes or mouth or lick them. T distributes rock containers with magnifiers.
(15 mins including exploration time)
T asks Ss to describe the rocks physical properties. Ss contribute and give their answers. T records Ss ideas on the board. (10 mins)
T explain to Ss that now they will get a worksheet, which they have to fill out and record their findings. T places a copy of the worksheet on the board and goes
through each section. T ensures Ss understand the concepts and what's expected of them. T distributes worksheets. T encourages collaboration and team work. Commented [sT5]: formative assessment to assess students
Ss work together to complete worksheet. When Ss are done, T checks their works and instructs Ss to paste the worksheets in their science journals. On the mat T learning and adjust teaching strategies to implement different
methods or materials
opens a discussion about the worksheet and rocks physical properties and asks Ss to volunteer and share their ideas with their peers. (15 mins)
Differentiation: T may assist Ss with special needs (e.g. ADHD) to remain focused and in case of any misbehaviour, remind them of their behavioural contract. T
may Observe the oral interactions of ELD Ss and assist/explain the worksheet if necessary.

Assessment Strategies KLA Links


Formative assessment: Geography - places and environments
Observation of Ss contribution during class discussion and monitoring their efforts in developing English - (Journal writing/worksheet)
understanding that extends their learning using inquiry based rubric (Appendix 2). Also, assessment of
worksheets and journal writing to monitor students learning. Commented [sT6]: this section presents an example of a
formative assessment that I have implemented in my unit of work
to monitor students learning through analysis and observation of
Resources - Organisation Outcomes their discussions and contribution to class and monitoring their
efforts in developing their knowledge and understanding of the
For the class: worksheet, Science journals, ICT- computer or tablets ST2-8ES, ST2-4WS, ST2-1VA, EN2-1A, EN2-2A concepts
For each team: Rocks, containers, worksheets, magnifiers
UNIT OF WORK: TEACHING & LEARNING SEQUENCE
Teaching and Learning Experiences Lesson Three (differentiation in italics)

Explore - Erosion at the beach.


T starts the lesson on the mat. T reminds Ss of the previous lesson, when Mr Smart and the Indigenous boy talked about how natural processes like wind and rain
change the Earth's surface and lead to formation of sedimentary rocks.
T explains to Ss that they are going to learn more about this process. T explain to Ss that we live in a world that is constantly changing. Displaying an image of
erosion on the smart board << https://www.nationalgeographic.org/encyclopedia/erosion>> T asks Ss what they think about the image. What do they think has
happened? How it has happened? and what do they think has cause it? (5mins)
T explains to Ss that "erosion" is. By accessing the YouTube video link: https://www.youtube.com/watch?v=G5Rp9MJJGCU T familiarises Ss with the process and
definition of "erosion".
As Ss are watching the video, T sets up inquiry space around the classroom for the next activity. (10 mins) Each table will be set up with sand containers to
represent the beach, (T ensures containers are tilted and secured to avoid any accidents.) water bottles that are mixed with some blue food colouring to represent
the ocean and worksheets. (Safety Considerations, this activity should be done away from electricity sources)
After the video T asks Ss to volunteer to answer questions. T asks Ss different questions base on the learning intentions:
- Can you name a few different landforms?
- What are all the landforms shaped by?
- What is erosion? Do you remember what "Billy Blue Hair" said erosion is like? Commented [sT7]: Inquiry questions to assess students
T informs Ss that they are going to become geologists again and do some group work to learn more about the ways natural processes change the Earth's surface. understanding of the new scientific concepts

using the jigsaw strategy T divides Ss and instructs each group to go their allocated table (eg. Ones Ss go to table one, Twos Ss go to table two etc.) T instructs the
Ss to follow the instructions on the worksheet (Appendix 3 )and record their findings. Following the worksheet instructions, Ss will have add water to the sand
container and observe any changes. Ss add more water to the sand container and describe the changes to the sand. using a paddle pop stick, Ss will then draw a
line on the sand to represent the shoreline, and make some waves in the water and observe the changes.
After, T instructs Ss to sit on the mat, T encourages Ss to share their findings. T records Ss inputs on a piece of butchers paper and displays it on the science wall.
T recaps lesson content, and encourages Ss to show their understanding of the concepts so far by show of thumbs. Using the TWLH chart T instructs Ss to write
about what they have learnt during the past few lessons. (20 mins) Commented [sT8]: this section demonstrates the use of simple
"thumbs up" as an indicator of students understanding of the
Differentiation: T may assist Ss with special needs (e.g. ADHD)to remain focused- provide written instructions or visual cues if necessary. T may Observe the oral content and utilisation of TWLH charts as an assessment tool to
interactions of ELD Ss and assist/explain if necessary or provide examples. T may assist Ss with understanding the worksheet e.g. unknown vocabulary. For high measure students knowledge acquisition

achieving Ss - T instructs them to complete the "extension" section of the worksheet if they complete their work prior to their peers.
Assessment Strategies KLA Links
Formative assessment: Geography - places and environments
Observation of Ss contribution during class discussion and monitoring their efforts in developing English - (Journal writing)
understanding that extends their learning using inquiry based rubrics. TWLH charts are to be assessed. Commented [sT9]: This section is an example of formative
assessment that i have utilised in my lesson planning to monitor
Resources - Organisation Outcomes students learning through analysis of their work samples
For each team: Sand, disposable aluminium trays/containers, water bottles (1 L), paddle pop sticks ST2-8ES, ST2-4WS, ST2-1VA, EN2-1A, EN2-2A
For the Class: TWLH chart, word wall, worksheets, ICT- computer or tablet