Section 2 - Trans Unit Science

Name: Vyanah Lethbridge
Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: How do local landforms change over time?
Level of schooling: 4
School and class context: Country school in Port Lincoln
Links with the Australian Curriculum: Science

Strand: Science Understanding Sub- Strand: Earth Space and Science
Descriptor: Achievement Standards: General capability
Earth’s surface changes over time as a They discuss how natural processes o Literacy
result of natural processes and human and human activity cause changes to -Comprehending text through listening,
activity (ACSSU075) Earth’s surface. reading and viewing
-Word Knowledge
o Sustainability
o Intercultural Understanding
o Critical and Creative Thinking
-Inquiring – Identifying, exploring and
organising information and ideas.
Strand: Science as a Human Endeavour Sub- Strand: Nature and development of science
Science involves making predictions and Students follow instructions to o Numeracy
describing patterns and relationships identify investigable questions -Recognising and use patterns and
(ACSHE061) about familiar contexts and make relationships
predictions based on prior knowledge.
Strand: Science as a Human Endeavour Sub- Strand: Use and influence of science
Science knowledge helps people to They identify when science is used to o Literacy
understand the effect of their actions understand the effect of their actions. o Personal and Social Capability
(ACSHE062) -Social awareness
o Ethical Understanding
-Understanding ethical concepts and issues
-Reasoning in decision making and actions
Strand: Science Inquiry Skills Sub- Strand: Planning and Conducting

With guidance, plan and conduct They describe ways to conduct o Literacy
scientific investigations to find answers to investigations and safely use -Compose text through speaking, writing and
questions, considering the safe use of equipment to make and record creating
appropriate materials and equipment observations with accuracy.
-Word Knowledge
(ACSIS065)
o Numeracy
They use formal and informal ways to
communicate their observations and -Using measurement
findings. o Critical and Creative thinking
-Generating ideas, possibilities and actions
-Analysing, synthesising and evaluating
reasoning and procedures
o Information and Communication
Technology
-Investigating with ICT
o Personal and Social Capability
-Self management
-Work independently and show initiative
-Become confident, resilient and adaptable.
©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Strand: Science Inquiry Skills Sub- Strand: Processing and analysing data
and information
Use a range of methods including tables They use formal and informal ways to o Literacy
and simple column graphs to communicate their observations and findings. -Compose text through speaking,
represent data and to identify patterns and writing and creating
trends (ACSIS068) They use provided tables and column graphs
-Word Knowledge
to organise data and identify patterns.
Compare results with predictions, -Visual Knowledge
suggesting possible reasons for Students suggest explanations for o Numeracy
findings (ACSIS216) observations and compare their findings with -Recognising and use patterns and
their predictions. relationships
-Interpreting statistical information
o Critical and Creative thinking
-Inquiring – Identifying, exploring and
organising information and ideas.
-Analysing, synthesising and
evaluating reasoning and procedures
o Information and Communication
Technology
-Investigating with ICT
Strand: Science Inquiry Skills Sub- Strand: Evaluating

Reflect on investigations, including whether They suggest reasons why a test was fair or o Critical and Creative thinking
a test was fair or not (ACSIS069) not. -Reflecting on thinking and processes
o Literacy
-Word Knowledge
-Visual Knowledge
o Numeracy
-Interpreting statistical information

Links with the Australian Curriculum: Mathematics
Strand: Statistics and Probability Sub- Strand: Data Representation and Interpretation
Content Descriptor: Proficiencies (for Mathematics) General capability
Select and trial methods Understanding Literacy
for data collection, including survey Students build a robust knowledge of adaptable and  Navigate, read and view
questions and recording transferable mathematical concepts. They make connections learning area texts
sheets (ACMSP095) between related concepts and progressively apply the familiar  Comprehend texts
to develop new ideas. They develop an understanding of the  Compose spoken, written,
Construct suitable data displays, with and relationship between the ‘why’ and the ‘how’ of mathematics. visual and multimodal
without the use of digital technologies, Students build understanding when they connect related ideas, learning area texts
from given or collected data. Include when they represent concepts in different ways, when they  Compose texts
tables, column graphs and picture identify commonalities and differences between aspects of  Understand learning area
graphs where one picture can represent content, when they describe their thinking mathematically and vocabulary
many data values (ACMSP096) when they interpret mathematical information  Understand how visual
elements create meaning
Evaluate the effectiveness of different Fluency
displays in illustrating data features Students develop skills in choosing appropriate procedures;
including variability (ACMSP097) carrying out procedures flexibly, accurately, efficiently and Numeracy
appropriately; and recalling factual knowledge and concepts  Interpret data displays
readily. Students are fluent when they calculate answers
efficiently, when they recognise robust ways of answering Critical and Creative
questions, when they choose appropriate methods and Thinking
approximations, when they recall definitions and regularly
 Consider alternatives
use facts, and when they can manipulate expressions and
Achievement Standards:
equations to find solutions.  Pose questions
 Organise and process
Students describe different methods information
Problem Solving
for data collection and representation,  Identify and clarify
Students develop the ability to make choices, interpret,
and evaluate their effectiveness. information and ideas
formulate, model and investigate problem situations, and
 Reflect on processes
communicate solutions effectively. Students formulate and
solve problems when they use mathematics to represent  Evaluate procedures and
They construct data displays from given or unfamiliar or meaningful situations, when they design outcomes
collected data. investigations and plan their approaches, when they apply
their existing strategies to seek solutions, and when they Information and
verify that their answers are reasonable. Communication Technology
(ICT) Capability
Reasoning
Students develop an increasingly sophisticated capacity for  Generate solutions to
logical thought and actions, such as analysing, proving, challenges and learning area
evaluating, explaining, inferring, justifying and generalising. tasks
Students are reasoning mathematically when they explain  Locate, generate and access
their thinking, when they deduce and justify strategies used data and information
and conclusions reached, when they adapt the known to the  Define and plan information
unknown, when they transfer learning from one context to searches
another, when they prove that something is true or false, and
when they compare and contrast related ideas and explain
their choices.

Strand: Measurement and Geometry Sub- Strand: Using units of measurement
Understanding
Use scaled instruments to measure and Students build a robust knowledge of adaptable and
compare lengths, masses, capacities and transferable mathematical concepts. They make Literacy
temperatures (ACMMG084) connections between related concepts and progressively  Comprehending texts through
apply the familiar to develop new ideas. They develop an listening, reading and viewing
understanding of the relationship between the ‘why’ and  Interpret and analyse learning
Elaborations: the ‘how’ of mathematics. Students build understanding area texts
when they connect related ideas, when they represent  Navigate, read and view learning
concepts in different ways, when they identify area texts
Reading and interpreting the graduated commonalities and differences between aspects of
scales on a range of measuring content, when they describe their thinking Numeracy
instruments to the nearest graduation mathematically and when they interpret mathematical
 Using measurement
information
 Estimate and measure with metric
units.
Fluency
Achievement Standards:
Students develop skills in choosing appropriate
procedures; carrying out procedures flexibly, accurately,
Students use scaled instruments to efficiently and appropriately; and recalling factual
measure temperatures, lengths, shapes and knowledge and concepts readily. Students are fluent
objects. when they calculate answers efficiently, when they
recognise robust ways of answering questions, when they
choose appropriate methods and approximations, when
they recall definitions and regularly use facts, and when
they can manipulate expressions and equations to find
solutions.
Problem Solving
Students develop the ability to make choices, interpret,
formulate, model and investigate problem situations, and
communicate solutions effectively. Students formulate
and solve problems when they use mathematics to
represent unfamiliar or meaningful situations, when they
design investigations and plan their approaches, when
they apply their existing strategies to seek solutions, and
when they verify that their answers are reasonable.
Reasoning
Students develop an increasingly sophisticated capacity
for logical thought and actions, such as analysing,
proving, evaluating, explaining, inferring, justifying and
generalising. Students are reasoning mathematically
when they explain their thinking, when they deduce and
justify strategies used and conclusions reached, when
they adapt the known to the unknown, when they transfer
learning from one context to another, when they prove
that something is true or false, and when they compare
and contrast related ideas and explain their choices.

Strand: Measurement and Sub- Strand: Using units of measurement
Geometry
Understanding Critical and creative thinking
Use simple scales, legends and Students build a robust knowledge of adaptable  Reflecting on thinking and processes
directions to interpret information and transferable mathematical concepts. They  Transfer knowledge into new contexts
contained in basic make connections between related concepts and  Analysing, synthesising and evaluating
maps (ACMMG090) progressively apply the familiar to develop new reasoning and procedures
ideas. They develop an understanding of the  Apply logic and reasoning
relationship between the ‘why’ and the ‘how’ of  Inquiring- identify, exploring and organising
mathematics. Students build understanding when information and ideas
they connect related ideas, when they represent  Identify and clarify information and ideas
Elaborations: concepts in different ways, when they identify  Organise and process information
commonalities and differences between aspects  Analysing, synthesising and evaluating
Identifying the scale used on maps of of content, when they describe their thinking reasoning and procedures
cities and rural areas in Australia and mathematically and when they interpret  Reflect on thinking and processes
a city in Indonesia and describe the mathematical information
difference. Literacy
Fluency
 Grammar knowledge
Using directions to find features on a Students develop skills in choosing appropriate
 Use knowledge of sentence structures
map procedures; carrying out procedures flexibly,
accurately, efficiently and appropriately; and  Navigate, read and view learning area texts
recalling factual knowledge and concepts  Comprehend texts
Achievement Standards: readily. Students are fluent when they calculate  Compose spoken, written, visual and
answers efficiently, when they recognise robust multimodal learning area texts
Students interpret information ways of answering questions, when they choose  Compose texts through speaking, writing and
contained in maps. appropriate methods and approximations, when creating
they recall definitions and regularly use facts,  Understand learning area vocabulary
and when they can manipulate expressions and  Understand learning area vocabulary
equations to find solutions.
Numeracy
Problem Solving  Using spatial reasoning
Students develop the ability to make choices,  Interpret maps and diagrams
interpret, formulate, model and investigate
problem situations, and communicate solutions Intercultural Understanding
effectively. Students formulate and solve  Recognising culture and developing
problems when they use mathematics to respect
represent unfamiliar or meaningful situations,  Explore and compare cultural
when they design investigations and plan their knowledge, beliefs and practices.
approaches, when they apply their existing
strategies to seek solutions, and when they verify
that their answers are reasonable.
Reasoning
Students develop an increasingly sophisticated
capacity for logical thought and actions, such as
analysing, proving, evaluating, explaining,
inferring, justifying and generalising. Students
are reasoning mathematically when they explain
their thinking, when they deduce and justify
strategies used and conclusions reached, when
they adapt the known to the unknown, when they
transfer learning from one context to another,
when they prove that something is true or false,
and when they compare and contrast related
ideas and explain their choices.

Learning focus Science:
Science Concept(s): Thinking and Working Scientifically:

Geology is the study of the Earth, of the rocks that comprise the
Earth and how they change over time.
The outer crust of the Earth is made up of rock. In places the rock Understand the word ‘rock’ and how they can be classified
is covered by soil or water.
The word ‘rock’ in common usage can refer to large cliffs and Pose questions to inform an investigation about their local environment.
boulders as well as to small stones or pebbles.
Rocks are made up of a variety of minerals put together in different Make predictions and make links to findings.
ways resulting in different colours and textures.
Rocks can be classified based on their texture and composition. Identify and collect evidence of change from local landforms, rocks or fossils.
Soil is composed of small particles of rocks and minerals, plus Consider and investigate how the rocks in a particular environment have been
varying amounts of organic material, water and air. The mixture of formed and at what rate this is occurring.
the particles gives soil its texture.
Colour is a simple method of classifying soil. Investigate the characteristics of different soils, within a specific environment,
through identifying its colour, texture and composition.
The surface of the Earth is constantly changing due to events, such Classify rock samples based on their texture and compositions.
as earthquakes and volcanos and through the processes of
weathering and erosion.
The rate at which weathering occurs depends on three main Identify the purpose of the soil (Eg. planting) and investigate possible uses for
factors: climate, the susceptibility of minerals to weathering and the landscape.
the amount of surface exposed to the atmosphere.
The rock cycle is when different types of rocks break down, Consider location, climate, amount of surface exposed, susceptibility of
change and are made into new types of rocks minerals to weathering and human activities and consider ways to preserve the
local environment.
Human activity can change the Earth’s surface.
Key manipulative / algorithmic skills being developed
Through engaging with this unit, students are able to develop their ability to;
 Keep an ongoing Journal.

 Conduct scientific investigations that enable them to make predictions, investigate, collect evidence, test and make relevant conclusions.
 Display their knowledge of understanding of how to measure length and temperature.
 Develop their knowledge of collecting, representing and interpreting data
 Collecting data using different methods
 Test rocks to identify what family they belong to.
 Verbal and written communication of ideas
 Use digital technologies to display information

Learning focus Mathematics: Data Representation and Interpretation
Mathematics Concept(s): Thinking and Working Mathematically:

Strategies such as surveys or questionnaires can be conducted Understand and implement different ways of collating data and use tally charts and
in order to obtain and collect data. tables to document findings.
Tally charts and tables are ways of recording collected data. Design and formulate a variety of graphs including column and picture graphs to
represent data.
A graph is a way of showing and comparing information. Use digital technologies to display information.
A variety of graphs can be used to represent data, particularly Investigate real world situations and communicate their findings through visual
column graphs and picture graphs. and written modes.
Graphs have key features including a title, labels of axis and a Interpret and evaluate information from a variety of graphs
scale to make it easy for the readers to interpret the
information.
Information can be easily interpreted by viewing different Verify the data provided from a variety of graphs to ensure that the information
forms of data representation. presented is reasonable.
Through solving simple data problems, students are able to develop their ability to;
- Read mathematical problems that are presented in different ways
- Locate data in written text
- Solve worded problems
- Arrange data in a variety of ways to be easily interpreted and understood
-
- Use digital technologies to display information
- Collecting data using different methods
- Verbal and written communication of ideas
- Scale information
- Interpret and evaluate information from a variety of graphs
Dispositions:
By the end of year 3:
- Students are able to conduct simple data investigations for categorical variables.
- Students are able to identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and
recording.
- Students are able to collect data, organise into categories and create displays using lists, tables, picture graphs and simple column
graphs, with and without the use of digital technologies.
- Students can interpret and compare data displays.

Learning focus Mathematics: Measuring Length

Length is a measure of distance which shows how long something is Understand the meaning of length through engaging in a range of exploratory and hands on
from end to end. activities.
To measure is to find out the size of something. Make predictions about the length of an object based on its appearance and their knowledge
of informal and formal measurement tools.
The unit of length is a base unit. Make predictions regarding what has the largest length (objects of varying in shapes and
sizes).
Formal and informal measuring tools can be used to identify the length Use appropriate instruments (30cm rulers, measuring wheels) to measure lengths of a variety
of an object. of objects.
Record and compare findings to predictions.
Read and interpret the graduated scales on a range of measuring instruments to the nearest
graduation.
- Engage in exploratory activities
- Use and understand a range of scaled instruments for measuring length.
- Collect data
- Estimate and trial.
- Arranging objects based on their lengths
- Predicting the length of an object
- Comparing predictions with findings
- Compare lengths of objects.
Learning focus Mathematics: Measuring Temperature

Temperature is how hot or cold something is. Understand that water freezes at 0o and boils at 100o
Temperature is measured using a thermometer, usually in the degrees Use thermometers to measure temperature accurately
Celsius scale.
Estimate, measure and compare temperature using metric units and scaled instruments.
- Engage in exploratory activities
- Use and understand a range of scaled instruments for measuring temperature.
- Collect data
- Estimate and trial.
- Comparing predictions with findings
- Compare temperatures.
- Ability to estimate the temperature
- Predicting the temperature

How will the students engage with this learning?
TERM 4 OVERVIEW SCIENCE & MATHEMATICS

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Science Earth and Space Science: Transdisciplinary Unit
Mathematics Mental and Written Strategies Maps Chance Data Display data Interpreting Mental and
collection own data Written
displays Strategies
Number Word problems
sentences involving
involving multiplication
addition and and division
subtracting.
*Earth and Space science will be taught to the children over the whole 10 weeks of term 4.
*1-2 double lessons a week will be dedicated to science
*Throughout this unit plan, double lessons are broken up into single lessons (1-2 double lessons a week = 2-4 single lessons per week)
*Place-based experience will begin in week 3 after theory has been successfully understood by the students.
*Week two will have a lesson dedicated to safety when conducting investigations
-Safe use of appropriate materials and equipment
-Personal Safety
*Mathematics will be taught for 1-2 lessons per day.
*Data Representation and Interpretation will begin to be taught in week 6 and will link specifically to the transdisciplinary unit. Note this topic has
begun to be explicitly taught previously in the year.
*Measurement or length and temperature as well as Maps have already been explicitly taught and explored previously throughout the year.
Prior Knowledge/Engagement Learning Experiences (s):

Week 1 – Lesson 1&2
Topic: Exploring Soil & Rocks
Concept:
o Colour is a simple method of classifying soil.
o Rocks can be classified based on their texture and composition.
Lesson Overview:
As a class, we will complete the first two columns of a TWLH chart which will assist the teaching and learning cycle of the unit.
Students will work collaboratively in learning teams to observe and record a variety of soil and rock samples in their science journal.
*In the Engage phase, do not provide any formal definitions or correct students’ answers as the purpose is to elicit students’ prior knowledge*
Learning Experience 1: TWLH Chart
o Introduce the topic of Rock and Soil and inform students about how the teaching and learning will be sequenced throughout the term.
o Introduce Science Journals: The purpose of these Journals is to record what we see, think, hear, feel. This journal will encompass all our
learning activities over the term and will include: written work, pictures, measurements, labelled diagrams, tables and graphs.
o Introduce the TWLH chart and discuss its purposes and features.
Topic What we think we know What we want to learn What we learned How we know
Earth Surface
Soil
Rocks
Landscapes
o As a class discuss and record students’ comments in the first 2 columns. This information will be used to inform the teaching and learning
cycle of the rest of the unit.
o Ask questions such as: What do we know about...? Where do they come from? How do they change?
o Ask students to suggest questions they have about soils, rocks, landscapes and how they change.
o Students will record the discussion in their science journals.
o Use the appropriate words and develop a class word wall. This will be added to at the end of every science lessons based on what the
students have learnt. Students will record words in their science journal.

Learning Experience 2: Observing Soil and Rock Samples
o Explain that students will be working in collaborative learning teams to observe soil and rock samples.
o Group rotations will allow all groups to move around to different samples and record their thoughts and ideas.
o Draw student’s attention to the magnifying glasses that they might choose to use to help their discovery.
o Allow time for learning teams to investigate the samples and record their thoughts in their science journals before sharing responses as a
whole class. Questions include:
o Have you seen something like this before?
o Where do you think this came from?
o How would you describe this?
o What features does it have?
o How deep beneath your feet do you think it is from?
o If you left it outside, do you think it would look the same in 10 years?
*Add any new terminology to our class word wall.
Exploratory /Explore & Explain Learning Experiences:

Week 1 – Lesson 3
Topic: What is Geology??
Concept:
o Geology is the study of the Earth, of the rocks that comprise the Earth and how they change over time
o The outer crust of the Earth is made up of rock. In places the rock is covered by soil or water.
o The word ‘rock’ in common usage can refer to large cliffs and boulders as well as to small stones or pebbles.
Thinking and Working Scientifically:
o Understand the word ‘rock’ and how they can be classified.
Lesson Overview:
Students develop an understanding of what the science of geology is, what geologist do and make connections to why it is important to our lives.
o Ask students to make suggestions about what they think the science of geology is.
o List student responses and group similar ideas on the board.
o Inform and Explain:

-That the science of geology is the study of the rocks that comprise the Earth and how they change over time.
-Studying rocks helps us to understand more about the Earth and its landscapes.
o Ask students to make suggestions about what they think geologist do.
o List student responses and group similar ideas on the board.
o Inform and Explain to students that geologists:

-work in a number of areas such as mining or on building development projects
-conduct field studies and collect samples such as rocks and fossils
-study landforms such as mountains to determine how they were formed
-study local areas to determine their history
-study rocks to determine how they age.
o Show students ‘Secrets of the Earth or hidden in rock’ (Watch from 1:28) http://education.abc.net.au/home#!/media/30618/
o Ask students what they found interesting about the video and any knew knowledge they have gained.
o Inform students that we will become geologist over the course of this unit and that we will be identifying and classifying different rocks
and soils.

Topic: Exploring Rocks and Minerals
Concept:
o Rocks are made up of a variety of minerals put together in different ways resulting in different colours and textures.
o Understand the word ‘rock’ and how they can be classified
o Classify rock samples based on their texture and compositions.
Lesson Overview:
Students will explore a range of different rocks and begin to understand how they are classified based on their texture, composition and colours.
Learning experience 1: Professor Ruby’s Journal

o Remind students that we will become geologist and inform them that today we will be identifying and classifying different rocks.
o Pose Question: Does anyone know what a fossil, rock or gem is? what do they look like? And where are they found?
o Introduce and explore Professor Ruby’s journal:

http://scienceweb.asta.edu.au/verve/_resources/Professor_Ruby_photographic_diary_v2.pdf
o Inform students that Professor Ruby lives in Central Queensland and enjoys working and studying in her local area, exploring for fossils,
rocks and gems and learning about the local landforms.
o As you go through the journal on the smart board, read through Professor Ruby’s journal, informing students of the meaning of new/tricky
words as they are presented.
o Ask students what they notice about specific rocks (their own observations), colour, texture, size ect as you go through the document.
o Ask students what characteristics of the rocks did Professor Ruby identify?
Learning experience 2: Observing Rocks & Gallery Walk
o As a class, go for a walk around the school, get the students to choose 1-2 rocks that they think are interesting and worth further observing.
o Once everyone has found their rocks, students will get into a group of two or three and discuss the characteristics of each of their rocks
o The class will then go back inside.
o Students will be given 2 pieces of paper; On the first they will write down their observations of their rock, leaving the other piece of paper
blank.
o Once everyone is finished they will leave their rock, their observations and the blank piece of paper on their desk.
o We will now have a ‘Gallery Walk’ around the classroom.
o Students will spend 1 minute at each student’s desk before moving to the next. During the time students will observe the rock, read the
observations and add any further observations on the blank piece of paper.
o Once the gallery walk is complete, students will return to their desks and read their peers responses.
o As a class, categorise the rocks based on their observable features and place them (with their labels) on a desk to the side so that students
can revisit them throughout the unit.
Learning experience 3: Exploring Minerals
o As a class explore the different types of minerals

o Explain to students that:
-Almost all rocks are made of minerals, but different rocks contain different mixtures of minerals and therefore have different names and
observable features.
-Minerals are the building blocks of rocks
-Minerals will look the same both inside and out
-Rocks on the other hand, are made from minerals and may not look the same on the inside as what you see on the outside.
-The colours and textures vary in rocks because they are made of different minerals.
o During this exploration, a parent that works in the mines will come in and talk to us about their job and the kinds of rocks and minerals
that are found underground. There will be an emphasise in this presentation that rocks are made up of a variety of minerals put together in
different ways resulting in different colours and textures. The parent will bring in pictures of their work, tools needed and rock/mineral
samples for students to observe and discuss.

Topic: Breaking down the rock cycle
Concept:
o Understand the word ‘rock’ and how they can be classified.
o Classify rock samples based on their texture and compositions.
Lesson Overview:
Students will develop an understanding of the rock cycle. Through learning about the rock cycle students will develop an understanding of the
three different types of rocks which include; sedimentary, igneous and metamorphic, how they are formed and how they appear.
Learning experience 1:
o Pose Question: Do you think rocks change over time? And if so how?
o Inform students that rocks change over time and go through a cycle of building and breakdown called the ‘rock cycle’. Explain that this
happens because there are different types of rocks that age and wear differently according to their composition.
A simple explanation: The rock cycle is when different types of rocks break down, change and are made into new types of rocks. Like the
water cycle, it is ongoing and all rocks are somewhere in the cycles (always).
o Pose Question: Does anyone remember the three families that rocks belong too? (Discussed briefly during parent talk time)
o Watch the clip: Types of Rocks https://www.youtube.com/watch?v=tVy3dzLSMLg (Watch from 0:30-3:50 – On a 1.25 speed)
o Discuss the three different kinds of rock and how they are formed (students are to document this in their science journals)
o Bring in and show students samples of rocks from each of the rock groups; sedimentary, igneous and metamorphic and allow them to
closely examine and compare the rocks.
o Students will document their observations in their science journals.
o In a structured learning environment, group the students into 4 groups.

o Explain that we will be completing a ‘rock cycle experiment’ to see how the different rocks are formed and identify the characteristics
of these rocks.
o For a list of materials and step by step instructions to support teaching, print out the experiment from:
https://www.k5chalkbox.com/what-is-the-rock-cycle.html
o Ensure that the rock cycle is presented on the board so that through discussions students can make rich connections (Page 5 of
Science Journal)
Step 1:
o Bring in already shaved crayons (and rest of the materials), explain that these shaving represent sediments.
o Ask students if they know what sediments mean? Or if they remember hearing a word similar to this when learning about the rock
cycle?
-Explain that sediments are found in water, such as rivers. Sedimentary rock is a mixture of minerals, dirt, sand, and organic matter
that has settled at the bottom of the water. These layers eventually become so heavy that the sediments (or ingredients) form
sedimentary rock.
o Place layers of the crayon on top of each other and wrap it in foil.
o Get Students to press the foil with their hands - Whilst this is happening explain how the layers of the rock build up over time and
they begin to join together.
o Unwrap the foil and demonstrate how the rock can chip easily using our crayon rock.
o This is an example of a sedimentary rock.
Step 2:
o Turn the hair dryer on and gradually heat up the foil packet.
o Place a number of heavy books on the foil
-Explain that the sediments are now under a lot of pressure and/or heat to turn them into another type of rock: metamorphic.
o Explain how this process takes a very long time.
o Whist allowing the crayons to cool, discuss what students think this rock is going to look like.
-Explain that metamorphic rocks are harder and much smoother than sedimentary rocks. They have crystals and can only form from
existing rocks (either sedimentary or igneous)
o Unwrap the foil and show how the sediments have been pressed together, making a special not about seeing the different layers of
colours (minerals) but now it cannot be pulled apart like before.

Step 3:
o Using the metamorphic rock, roll it into a small ball and then wrap it in foil loosely.
o Place the foil onto a paper plate, and using the hair dryer heat up the packet once again.
o After it cools, unwrap it to show how it is now an igneous rock.
-Explain that igneous rocks are made when magma (molten rock under the earth’s surface) is pushed into the higher layers of the
earth’s crust where it cools and solidifies.
o Whilst still making connection to our rock cycle experiment:

o As a class explore the different types of rocks and minerals using ‘what is that rock?’ website.
o Explain to students that there are three families that rocks can belong to: sedimentary, igneous and metamorphic.
o Use this website to test and discover what family of rocks the particular rock belongs too - use rocks that the parent has left behind to get
a range of results.
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L3063/object/rock/index.html

Week 2 – Lesson 8&9 (These learning experiences will take longer than a double lesson once students engage with the content – time and
lessons are flexible and activities can be caught up before the next science lesson)
Topic: Weathering and Erosion.
Concept:
o The surface of the Earth is constantly changing due to events, such as earthquakes and volcanos and through the processes of
o The rate at which weathering occurs depends on three main factors: climate, the susceptibility of minerals to weathering and the
amount of surface exposed to the atmosphere.
o Human activity can change the Earth’s surface.
o Pose questions to inform an investigation about their local environment
o Consider how the rocks in a particular environment have been formed and at what rate this is occurring.
Lesson Overview:
Students will begin to understand how the Earth’s surface is constantly changing through natural processes, specifically through weathering and
erosion. Students will understand that weathering and erosion work together: Weathering is the process of wearing down materials into
sediment. Erosion occurs when this sediment is moved.
Learning Experience 1: Australian and Local Landforms
o Show students images of nationally significant Australian landforms (Appendix 1).

o Discuss as a class: Why these landforms would be interesting for geologists to study?
o How may have these landforms been developed or changed? And when did this occur?
o Ask students to suggest landforms in their local area or in close proximity that might interest geologists and list them for students to
view.
o Show students examples of landforms in there are using google maps. Ask students if they have ever seen these landforms and why
these landforms would be interesting for geologists to study.
Learning Experience 2: Discussing our changing landform
o Revisit the rock cycle by asking: How do rocks develop?

o Explain that there are many ways that landforms develop and change
o Engage in a whole class conversation regarding how volcanoes and earthquakes are only 2 ways that rocks can be formed
Pose Question: Does anyone know what a volcano or an earthquake is? How do these natural processes allow rocks to form? Have a
discussion – Show student’s photos/videos online if needed as this may be the first-time students are shown these concepts.
o Pose Question: Can humans change the look of a landscape? How?

–discuss things such as buildings, chopping down trees, 4x4 driving ect as ways that we change the landscape.
o Pose Question: What do you think the land would have looked like before the first fleet came to Australia? Did Indigenous people
change the landscape before we came? How do you know?
Learning Experience 3: Weather and Erosion
o Keeping in mind that there are many ways that the landform can change; as a class, we are going to look more closely at weathering
and erosion as two natural processes that change landscapes.
o Explain our basic understanding of the different types of rocks will assist us in understanding how landscapes (rocks and soils) weather
and erode.
o Explain that weathering and erosion are continuous processes that gradually change the natural environment overtime. Weathering is
the process of wearing down materials into sediment. Erosion occurs when this sediment is moved.
o View the clip http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm
*Note: The term ‘chemical weathering’ is not indicated in the ACARA curriculum for year 4 students therefore we will use the term ‘weathering
by naturally produced chemicals’.
o As a class explain weathering and erosion. Students are then to draw examples of each type of physical weathering in their science
journals.
o Come up with a class definition of weathering and erosion and document these in the science journal.
o Explain how erosion changes landscapes and landforms over time. This includes acute short-term and long-term effects.
o Revisit the images of Local landforms used in the previous lesson sequence and explain how weathering and erosion have affected the
landscape. Discuss the factors that have contributed to the change in the landscape including climate, the susceptibility of minerals to
weathering and the amount of surface exposed to the atmosphere.

Learning Experience 4: Human Activity Changing the Earth’s Surface (if time permits)
o Pose Question and discuss: Can human activity assist or hinder erosion?
o Get students to imagine themselves on a farm; how can human activity assist erosion or change the landscape:
Explain and discuss that:

-Human activity can also lead to erosion, for example, the removal of vegetation and constructions such as fences or dams affect
erosion rates.
-Erosion is a natural process that can be affected by human activity.
-Farmers are particularly concerned about erosion if it removes the soil required for crop growth.
-Living things, for example, plants both help and hinder erosion.
-Plant roots bind soil, reducing wind erosion, but can also help weather rocks.
-Farmers in windy areas often plant rows of trees between their fields. This slows down the wind at ground level, which reduces the
amount of soil lost to erosion.
o Get students to sketch before and after pictures of a farm land that has undertaken human activity in their science journals. This human
activity can help or hinder erosion.
o Students will explain their drawing and list possible ways that farmers can minimise erosion.
Learning Experience 5: Indigenous Perspectives

o Read this below statement from a Palyku woman Ambelin Kwaymullina:
For Aboriginal people the relationship is much deeper. Palyku woman Ambelin Kwaymullina explains:
"For Aboriginal peoples, country is much more than a place. Rock, tree, river, hill, animal, human – all were formed of the same substance by
the Ancestors who continue to live in land, water, sky. Country is filled with relations speaking language and following Law, no matter whether
the shape of that relation is human, rock, crow, wattle. Country is loved, needed, and cared for, and country loves, needs, and cares for her
peoples in turn. Country is family, culture, identity. Country is self." [2]
They have a profound spiritual connection to land. Aboriginal law and spirituality are intertwined with the land, the people and creation, and
this forms their culture and sovereignty.
The health of land and water is central to their culture. Land is their mother, is steeped in their culture, but also gives them the responsibility to
care for it. They "feel the pain of the shapes of life in country as pain to the self". [2]
o Display key statements on the board (underlined)

o Re-read each statement at a time. Ask students what is the significance of this statement to Indigenous Culture? Does this statement
have any significance to you? Why would indigenous Australians be concerned for the changing land?
o View the short clip: Walking on Aboriginal Land
http://education.abc.net.au/home#!/media/2575443/walking-on-aboriginal-land
o Discuss student’s thoughts and feelings? What was the video about? What is the significance of this land? What were some of the
significant human activity seen that changed the landscape in the video? Why would Indigenous people be concerned about the
changing land?

Topic: Weathering and Erosion
Concept:
o Pose questions to inform an investigation about their local environment.
o Make predictions and make links to findings.
o Consider location, climate, amount of surface exposed, susceptibility of minerals to weathering and human activities and consider
ways to preserve the local environment.
Lesson Overview:
Students will conduct an investigation that allows them to model and see the physical weathering and erosion of rocks.
o Students will be introduced an investigation that will allow them to model and see the physical weathering and erosion of rocks.
o Revisit what weathering and erosion is and how they work together to change landscapes and landforms over time.
o Explain that; mechanical weathering is the physical breaking down of rocks into smaller pieces. Wind and water can break off pieces of
rocks as they move past them.
o Introduce the investigation and the planner (Science Journal).

o Explain that the dried clay-sand ball will be used as a model of a soft rock for the investigation, and shaking it in a bottle of water will
be used to simulate water flowing over the rock.
o Introduce the term ‘variables’ and discuss that in an investigation these are the things that can be changed, measured or kept the same.
o Ask students why it is important to keep some things the same when measuring the changes (to make the test fair, and so we know what
caused the observed changes).
o Explain that when a variable is kept the same it is said to be ‘controlled’.
o As a class identify the changed and controlled variables
o As a class create a question for the investigation – such as: What happens to the size of a clay-sand ball when we change the time we
shake it? indicate where they will record this in the planner (What are you going to investigate section).
o Ask students to predict what they think will happen, and indicate where they will record this in the planner.
o Students will record the variables that will be changed, measured/observed and kept the same on their planner.
o Group students in pairs or groups of 3 and explain the remainder of the investigation, asking students to gently shake the jars to mimic
water washing over the rocks rather than shaking it violently.
o Students will complete the test and record their results on their planners.
o Represent data in a way that communicates their findings.
o Whole class discussions to share findings.

Topic: The Properties of Soil
Concept:
o Soil is composed of small particles of rocks and minerals, plus varying amounts of organic material, water and air. The mixture of the
particles gives soil its texture.
o Investigate the characteristics of different soils, through identifying its colour, texture and composition.
o Identify the purpose of the soil (Eg. planting) and investigate possible uses for the landscape.
Lesson Overview:
Students will understand and investigate the properties of soil and identify what soils best support plant growth.
At the beginning of the day gather soil from the school yard, carefully funnel the soil into a clear bottle that is half filled with water. Shake and
set aside until required (after lunch).
Learning Experience 1: All about soil

o Prompt discussion: What do you know about soil?
-Explain that soil has properties we can describe: colour, texture, structure and acidity. These properties can tell us how well plants
will grow in a soil.
o Have already prepared soils. Allow students to observe the soils and make verbal observations as a whole class –Discussion
o Go through the PowerPoint (appendix 2) that explains the properties of soil, stop at each main slide and discuss the properties of the
soil we have observed including the colour, structure, texture. Determine which of our soils would be best for plant growth.
o Get students to document key information about the properties of soil in their science journals.
Learning Experience 2: What is our soil made up of?

o Students gather their soil sample from this morning.
o Get students to observe their soil and discuss with the person next to them what they notice.
o Explain that the particles started to settle according to their size. Heavy particles are at the bottom and lighter particles are up the top.
o Explain the layers that you see using slide 6 of the PowerPoint.
o Get students to draw their jar of soil and identify what the different layers are and their purpose in their science journals.

Week 4 – Lesson 14 &15
Topic: Safety, Tools and the Placed Based Investigation
Concept:
o Investigation and Safety.
Lesson Overview:
This lesson students will discuss the place-based experience that they are going to be involved in. The expectations and the investigation will be
given to the students allowing students a chance to ask questions and explore what they are required to complete. Safety procedures and
expectations will also be discussed alongside consequences if rules are not followed.
o Inform students that we will be undertaking a place-based experience at Sleaford Bay beginning next week.
o Give them the task sheet and investigation planner. Place them into random groups or 3 or 4.
o Explain that each student must fill out their own investigation planner but they can all work collaboratively in the process.
o Ask students to make suggestions about the types of tools and equipment a geologist might use when conducting their work.
o Show students examples of equipment and get them think about and discuss (use think, pair, share discussion method) about what the
equipment is and what it might be used for?
o After discussion is complete, use the website http://www.scootle.edu.au/ec/viewing/L3063/tools/index.html to look at the equipment
that a geologist uses and explain their functions. See if student’s thoughts about the equipment was correct.
o Ask students what the main equipment we might need for our investigation.
o Explain Safety Procedures when conducting the place-based experience and the ricks involved if instructions are not followed.
Eg, staying with the group, in-closed shoes, being responsible and respecting the equipment, not going too close to the water ect.
Investigations /Problem solving/Elaboration Learning Experiences:

Summative Assessment Task:
Investigation Question: What are the features of a local landform? And how can these features inform us about the natural process or human
activity that the landform has incurred?
Students will undertake a placed based experience over the next 4 weeks (1 double lesson per week) at Sleaford bay. During this time students
will be able to pose questions, predict, explore and observe the environment and its features, conduct fair test on rocks and make relevant
conclusions about the landscape and how it was formed.
Week 5 – Lesson 16
Topic: Observing our local landscape
Concept:
o Geology is the study of the Earth, of the rocks that comprise the Earth and how they change over time.

Lesson Overview:
Students will observe the local landscape and complete annotated sketches of their observations. Students will begin to document the weather,
living things, the natural processes and human activity that they see. Students will start recording their journal.
o Before departing for the excursion teachers are to ensure they have received all consent forms, have all relevant information about the
students (eg. allergies) and have completed a head count of students.
o When arriving at Sleaford bay, go over the rules and expectations of students and explain what they will be doing on Day 1 – pages 2-4 of
their journal.
o Give each student a buddy that they must stay with over the course of the experience. As a pair, they must observe and discuss their
findings but both must individually document.
o Provide students with a thermometer for measuring the temperature (Students should know how to use this tool)
o Allow students to wonder were staff are, ensuring active supervision is met at all time.
o Conversations should be held with students to ensure a rich understanding.
o When back at school students will have a chance to complete their journal of day 1, print out any pictures, finish sketching ect.

Week 6 – Lesson 17 - 19
Topic: Observing, Measuring and Testing Rocks next to the Rock face.
Concept:

o Identify and collect evidence of change from local landforms, rocks or fossils.
o Classify rock samples based on their texture and compositions
Lesson Overview:
Students will observe, measure and test rocks next to the rock face.
o Explain todays task before departing:

Today we will be observing, measuring and testing rocks next to the rock face by following pages 5-7 in the Investigation Journal and
Planner. You will start by answering the first page which allows you to identify what you are going to be looking at today, make
predictions, identify the variables and equipment. Once that is completed you will start at the face of the rock. At metre intervals, you are
required to locate an interesting rock. Make observations and measure the height of the rock. Take a sample and place it in a correctly
labelled bag for further testing.
*The first page of today’s investigation can be started in class if time permits
o Before departing for the excursion teachers are to ensure they have received all consent forms, have all relevant information about the
students (eg. allergies) and have completed a head count of students.
o When we get there: Recap on last week as a group - what did we see, think and feel.
o Refresh students understanding of what they are doing today.
o Give them the appropriate resources including a thermometer, metre measuring wheel, camera and paper bags.
o Allow students time to complete their investigation.
o Once completed have a quick debrief about the day and discuss student’s findings.
Lesson Continued at School:
Lesson Overview: Students will observe, measure and test rocks above the rock face.
o Recap on their experience at Sleaford Bay.

o In pairs, using the below website students will test their rocks to discover what family they belong too. This will be recorded in their
investigation journals.
o Students will use their knowledge about graphing to graph the height of the rocks from each metre interval on the graph in their
Investigation Journal and Planner. They will use different colours to signify different types of rocks.
o Students will make comments about the graph and what it shows.
o Discuss findings.

Week 7– Lesson 20 - 22
Topic: Observing, Measuring and Testing Rocks above the Rock face.
Concept:

o Classify rock samples based on their texture and compositions
Lesson Overview:
Students will observe, measure and test rocks above the rock face.
Refer to Lesson 17 – 19.

Lesson 20 – 22 will have the same lesson structure as lesson 17 - 19 except for today students will be observing, measuring and testing rocks
above the rock face. Students will complete pages 10-12 of their Investigation Journal and Planner.
Week 7– Lesson 23 &24

Topic: Testing Soil
Concept:
o Soil is composed of small particles of rocks and minerals, plus varying amounts of organic material, water and air. The mixture of the
particles gives soil its texture.

o Investigate the characteristics of different soils, within a specific environment, through identifying its colour, texture and composition.
o Consider location, climate, amount of surface exposed, susceptibility of minerals to weathering and human activities and consider ways
to preserve the local environment.
Lesson Overview:
Students observe the texture, colour and structure of different soil samples and identify if the samples are suitable for plant growth.
o Explain to students that today we will be observing soil at the local landform. They must find 3 soil samples from above and in front of
the rock face. Observe the texture, colour and structure of these soils. Using your knowledge on soil and observing the living things in the
area, identify if the soil suitable for plant growth and why or why not this is.
o Complete pages 12 and 13 of Investigation Journal
Time at school will be given for students to complete their journal for today.
Week 8– Lesson 25 & 26

Topic: Investigation Completed
Lesson Overview:
Students will finalise the rest of their investigation during these lessons.
o These lessons will be available for students to finalise the rest of their investigation.
o During these lessons students will complete their living things and weather graphs as well as answer the concluding questions in their
investigation Journal and Planner.
After views & reflection/ Evaluation learning Experience

Week 8 – 9
This lesson will be included during English
Students will work in pairs to design a ‘news report’ to inform tourist about Sleaford Bay. They will include:
o The location
o Natural processes and Human activity that is seen at this landform.
o How the local landscape was formed based on observations, weather recordings and rock samples.
Students will present their report in whatever format they would like. Eg. Video, Radio podcast, PowerPoint presentation.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
Background information: Shaping the Earth surface:
http://scienceweb.asta.edu.au/verve/_resources/asta_3-3-1_bi_Earth_yr4_v2-1.pdf
https://www.education.com/worksheets/fourth-grade/earth-science/?page=2
https://www.teachervision.com/geology/geology-transparencies-visuals-slideshow
http://www.learner.org/interactives/rockcycle/types.html
https://www.k5chalkbox.com/what-is-the-rock-cycle.html - Teaching different types of rocks
https://study.com/academy/lesson/properties-of-soil-lesson-for-kids.html
https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-aboriginal-people
Student Resources (resources that engage students with the learning)

http://education.abc.net.au/home#!/media/30618/
https://www.education.com/download/worksheet/105295/weathering-and-erosion.pdf
http://www.scootle.edu.au/ec/viewing/L3063/tools/index.htm
http://education.abc.net.au/home#!/media/30618/
https://www.youtube.com/watch?v=tVy3dzLSMLg
http://www.scootle.edu.au/ec/viewing/L3063/tools/index.html


Section 2 - Trans Unit Science

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Section 2 - Trans Unit Science

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Name: Vyanah Lethbridge

Unit Planner for Learning in Mathematics and Science

Links with the Australian Curriculum: Science

Strand: Science Inquiry Skills Sub- Strand: Planning and Conducting

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Strand: Science Inquiry Skills Sub- Strand: Evaluating

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Science Concept(s): Thinking and Working Scientifically:

 Keep an ongoing Journal.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Mathematics Concept(s): Thinking and Working Mathematically:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Mathematics Concept(s): Thinking and Working Mathematically:

Learning focus Mathematics: Measuring Temperature

Mathematics Concept(s): Thinking and Working Mathematically:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

TERM 4 OVERVIEW SCIENCE & MATHEMATICS

Prior Knowledge/Engagement Learning Experiences (s):

Learning Experience 1: TWLH Chart

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

*Add any new terminology to our class word wall.

Exploratory /Explore & Explain Learning Experiences:

o Inform and Explain:

o Inform and Explain to students that geologists:

*Add any new terminology to our class word wall.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Learning experience 1: Professor Ruby’s Journal

o Introduce and explore Professor Ruby’s journal:

Learning experience 2: Observing Rocks & Gallery Walk

Learning experience 3: Exploring Minerals

o As a class explore the different types of minerals

*Add any new terminology to our class word wall.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

o In a structured learning environment, group the students into 4 groups.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

o Whilst still making connection to our rock cycle experiment:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Learning Experience 1: Australian and Local Landforms

o Show students images of nationally significant Australian landforms (Appendix 1).

Learning Experience 2: Discussing our changing landform

o Revisit the rock cycle by asking: How do rocks develop?

o Pose Question: Can humans change the look of a landscape? How?

Learning Experience 3: Weather and Erosion

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Explain and discuss that:

Learning Experience 5: Indigenous Perspectives

o Display key statements on the board (underlined)

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

o Introduce the investigation and the planner (Science Journal).

Week 4 – Lesson 12&13

Learning Experience 1: All about soil

Learning Experience 2: What is our soil made up of?

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Investigations /Problem solving/Elaboration Learning Experiences:

Thinking and Working Scientifically:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Thinking and Working Scientifically:

o Explain todays task before departing:

Lesson Continued at School:

o Recap on their experience at Sleaford Bay.