FPD: Primary Science

Australian Curriculum: Science (Year 6)

Sub-strands Content Descriptions Achievement Standard
Biological  The growth and survival of living things are affected by the physical conditions of their By the end of Year 6, students
sciences environment (ACSSU094) compare and classify different
Science understanding

types of observable changes to

Chemical  Changes to materials can be reversible, such as melting, freezing, evaporating; or materials. They analyse
sciences irreversible, such as burning and rusting (ACSSU095) requirements for the transfer of
electricity and describe how
Earth and  Sudden geological changes or extreme weather conditions can affect Earth’s surface energy can be transformed from
space sciences (ACSSU096) one form to another to generate
electricity. They explain how
Physical  Electrical circuits provide a means of transferring and transforming electricity natural events cause rapid
sciences (ACSSU097) change to the Earth’s surface.
 Energy from a variety of sources can be used to generate electricity (ACSSU219) They describe and predict the
Nature and  Science involves testing predictions by gathering data and using evidence to develop effect of environmental changes
development of explanations of events and phenomena (ACSHE098) on individual living things.

endeavour (Year 5-6)

Important contributions to the advancement of science have been made by people from a Students explain how scientific
Science as a human

science
range of cultures (ACSHE099) knowledge is used in decision
making and identify
 Scientific understandings, discoveries and inventions are used to solve problems that contributions to the
Use and development of science by
influence of directly affect peoples’ lives (ACSHE100)
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) people from a range of cultures.

Students follow procedures to

develop investigable questions
and design investigations into
 With guidance, pose questions to clarify practical problems or inform a scientific simple cause-and-effect
(Yea
inqu

Questioning
skill
Scie

r 5-
nce

iry

6)
s

and predicting investigation, and predict what the findings of an investigation might be (ACSIS232) relationships. They identify
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve variables to be changed and
conducting problems (ACSIS103) measured and describe potential
 Decide which variable should be changed and measured in fair tests and accurately safety risks when planning
observe, measure and record data, using digital technologies as appropriate (ACSIS104) methods. They collect, organise
 Use equipment and materials safely, identifying potential risks (ACSIS105) and interpret their data,
 Construct and use a range of representations, including tables and graphs, to represent identifying where
Processing and improvements to their methods
analysing data and describe observations, patterns or relationships in data using digital technologies as
and appropriate (ACSIS107) or research could improve the
information  Compare data with predictions and use as evidence in developing explanations data. They describe and analyse
(ACSIS221) relationships in data using
 Suggest improvements to the methods used to investigate a question or solve a problem graphic representations and
Evaluating
(ACSIS108) construct multi-modal texts to
communicate ideas, methods
Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi- and findings.
modal texts (ACSIS110)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait
 Numeracy
Islander histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 Maths
English

Students can create a mind map exploring
three geological changes (volcanoes,
earthquakes and tsunamis). They can pick
their strongest one to write an
imaginative text about experiencing that
sudden geological change.
Students can write a persuasive piece on
which natural disaster has the most
detrimental long term effects and why.
LITERACY
CREATING TEXTS
Plan, draft and publish imaginative,
informative and persuasive texts, choosing
and experimenting with text
structures, language features, images and
digital resources appropriate to purpose
and audience(ACELY1714)
Students can explore and interpret data from
the most recent earthquakes in Australia in
CONCEPT MAP the past seven days with
https://earthquakes.ga.gov.au/. Data includes
Religious Education seismograms, graphs, times, maps etc.
Students can share and explain the data to a
Students can explore sudden geological change in the family member/friend who hasn’t seen it
Bible. What is the surrounding story? Does the sudden before.
geological change have symbolic meaning?
For example:
Noah and the Flood - Genesis 6:9-9:17
STATISTICS AND PROBABILITY
The Red Sea Crossing - Exodus 14
DATA REPRESENTATION AND
The Death of Jesus – Matthew 27:45-54
INTERPRETATION
Interpret secondary data presented in digital
media and elsewhere (ACMSP148)
Concept: Sudden Geological Change
©The University of Notre Dame 2010 developed by C McGunnigle
Term: 3 Weeks: 1-5

Humanities and Social Science

Research and present findings (report/presentation/poster) about a natural
disaster event that took place in an Asian country, such as; 2004 Indian Ocean
Boxing Day Earthquake and Tsunami, 2011 Tōhoku earthquake and Tsunami
or 2017-2019 eruptions of Mt Agung in Bali, Indonesia.
Investigate scarcity in relation to a natural disaster. E.g. If a tsunami wiped out
crops/food etc; How would the government of that country take action?
Students can create their own disaster management plan.
KNOWLEDGE AND UNDERSTANDING – GEOGRAPHY - A diverse and connected world - The location of the major countries of the
Asia region in relation to Australia and the geographical diversity within the region(ACHASSK138)
KNOWLEDGE AND UNDERSTANDING - ECONOMICS AND BUSINESS - Trade-offs and impacts of consumer and financial
decisions - Choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept
of scarcity) (ACHASSK149)
HUMANITIES AND SOCIAL SCIENCES SKILLS - QUESTIONING AND RESEARCHING - Locate and collect information and/or data
from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet)
(WAHASS52)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 1-5 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science- Sudden Geological Change
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about sudden geological change
 To elicit students’ questions/ prior knowledge about sudden geological change
 Diagnostic assessment used- in this lesson you will find out what the students already know about sudden geological change This will allow you to take account of students’ existing ideas when
planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 1 Sudden With 1. Write one idea Intro: What do you Materials for 4
guidance,
DIAGNOSTIC
Lesson geological
about sudden  4 corners activity in groups, students walk around think ‘sudden corners activity:
changes pose
1 questions geological geological Words, pictures,
or Objective 1 the room looking at different stimuli about topic. change is? sounds, items to touch
extreme to clarify change from
weather practical assessed by  Think-pair-share about sudden geological change. (all related to sudden
problems their existing How do you geological change)
conditions
or inform a knowledge on completion of Individually write prior knowledge on post it note
can affect post-it note about think the
scientific a post it note and complete T and W on TWLH chart. Class
Earth’s investigati tectonic plates TWLH chart
surface on, and 2. Draw and prior knowledge. discussion about the phrase ‘sudden geological move to cause a
(ACSSU0 predict write the change’, create class definition. tsunami,
96) what the observable Objective 2 volcano and Play dough/plasticine
findings of earthquake? and cards (2 pieces
an changes from assessed through Body: for each student) for
investigati the tectonic completion of 3 station rotation activity, move tectonic plates (card) around main activity
on might plates activity to see how it might cause an earthquake, volcano and tsunami
be worksheet page What is a
(ACSIS23 on a recording for main activity. with the Earth’s crust (playdough). Write down observations question you Graphic organiser for
2) sheet and thoughts on graphic organiser. have about students to use at each
Plenary: ‘Burning Question’ about sudden geological change sudden station (see Resource
that they want to find out in the unit. Each student writes an geological 1)
individual question. Introduce students to the design brief that change that you Post-it notes for
they will complete alongside the unit. would like to assessment
Learner Diversity: Extension, what ‘force’ is causing the explore and
tectonic plates to move? have answered?
Health & Safety: No running around classroom, only use
equipment when instructed to do so.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of sudden geological change
 To support students to investigate and explore ideas about sudden geological change
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understandi a Human Inquiry
ng Endeavou Skills
r
Week 2 1. Write an FORMATIVE Intro: Recap previous lesson on sudden geological change. Revisit How are
Lesson explanation TWLH chart. State lesson objectives. Show video about earthquakes earthquakes National
ACSSU096 ACSIS105
2 of how an from National Geographic: caused? Geographic
earthquake is Objective 1 and 2 video:
https://www.youtube.com/watch?v=e7ho6z32yyo
 Elaboration: caused, will be assessed https://www.yo
exploring including that through an exit Explicit teaching: Earthquakes are caused by seismic waves through utube.com/watc
ways that it occurs slip at the end of Earth’s rocks. Major earthquakes occur on fault lines, caused by major h?v=e7ho6z32y
scientific tectonic plates rubbing alongside one another (last lesson). Which
understandi when seismic the lesson. yo
ng can waves pass Body: Exploration experiment: structure
assist in through - In groups of 3, students use toothpicks and mini stayed stable? Materials for
natural Earth’s rocks. marshmallows to create a structure they believe is stable. Why do you experiment:
disaster
managemen - Put the structure into the jelly ‘Fault zone’ and shake the dish think it did so? Jelly in
t to 2. List two ways - Discuss what happens to the different structures. aluminium dish
minimise that the (made day
- Explore possible structures that are more stronger than others,
both long- aftermath of before)
and short- an earthquake what do these structures have in common? Toothpicks
term effects can be How do you Mini
managed, Discuss how earthquakes can be destructive. Look at some images on think the marshmallows
stating the internet from 2010 Haiti earthquake. Get the students to community
whether it is a brainstorm/ research ways which they think the community managed managed the
long term or the impact of the earthquake. impact of the
short term earthquake?
solution.
Plenary: Students complete exit slip on paper. Recap what was Exit slip
covered in lesson. (See Resource
2)

Learner Diversity: Extension: Not all earthquakes occur on fault

lines. Research an earthquake that has happened in Australia and
explain how you think it was caused.
Health & Safety: When doing experiment, do not run in classroom, no
eating of any materials until end.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science
Understanding as a Inquiry
Human Skills
Endeav
our
Week 3 Intro: Recap previous lessons, review TWLH chart. State What happens Video:
FORMATIVE https://www.youtube.co
Lesson ACSSU096 ACSIS110 lesson objectives. Show students the example of homemade to the m/watch?v=Gbd1FcuLJ
3 1.Explain, in digital form seismogram. Ask what they think it is, what it might be used seismogram LQ
Elaboration: how at least one natural Objective 1 will be
assessed through an for in relation to what we have been learning about. when more
describing disaster (volcano, Homemade
how people tsunami, earthquake) is ‘Explain Everything’ Body: Show video about measuring earthquakes. force (shaking) seismogram:
measure
measured, including the video created in Display how the seismogram works. Have different students occurs? Shoebox
significant groups. come to test. Class discussion. Rolling pin
geological correct terminology for Four sheets of paper
events measuring tool. In groups of 3, students choose either an earthquake, volcano Do you think taped together
or tsunami and research how they are measured. Students it’s possible to Pen
investigating create an Explain Everything video on one group member’s measure an Tape
Scissors
major iPad to explain how the geological change is measured. earthquake with table
geological Plenary: Students report back to the class any interesting technology
events such as
earthquakes, information they learned about measuring these sudden alone?
volcanic geological changes.
eruptions and
tsunamis in
Learner Diversity:
Australia, the Enabling students: re explain an earthquake, re-watching
Asia region video to assist. Explain Everything app
and Extension: Do different countries measure geological events
throughout the on iPads.
world differently? Why or why not?
Health & Safety: no running in classroom. Only use
equipment when instructed to do so.
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understandi a Human Inquiry
ng Endeavou Skills
r
Week 4 (ACSIS104)
SUMMATIVE- Intro: Recap previous lessons, review TWLH chart. State What do you
ACSSU096
Lesson (ACSIS105) Science Inquiry lesson objectives. Have students ‘think, pair and share’ about think causes a
4 Elaboration: Skills what they think causes a tsunami. After discussion, play video tsunami?
(ACSIS108) 1.State, in written form, https://www.youtube.com/watch?v=YpKUhSk2Ff0. Recap
recognising
the variable that they
that
changed in their tsunami
and discuss if any guesses were correct.
earthquakes Objective 1 and 2 Body: Experiment, adaptation of Tsunami Demo (WASP,
can cause experiment. will be assessed by
tsunamis 2019) and ‘All the Rivers Run’ (PALMS, 2019).
the completion of In groups, students will create a beach landscape (see picture)
2.State, in written form,
the variable that they
an experiment with hole covered by plastic bag to hold water. Students will What did you
measured in their tsunami summary sheet. change (independent variable) the force pushing water up change in your
experiment. onto land and will measure (dependant variable) the amount experiment? Materials for
experiment (see
of objects on their beach that have been knocked over. What did you Resource 3)
2.State, in written form, Students will refer to the summary sheet throughout their measure?
one example of how they
can improve the validity
experiment and complete it as they go. What did you Experiment sheet
of their experiment. Plenary: Reflect on the experiment. What aspect made it keep the same? (x1 per student)
difficult to be a fair test? (the force exerted on the water (see Resource 3)
would be hard to keep consistent group to group).
Was this
Learner Diversity: Teacher work in small groups with experiment a
students needing assistance. fair test?
Extension: Is there a way to predict a tsunami? Have there
been accurate predictions of tsunamis in history? Research
and report back to the rest of the class.
Health & Safety: Keep water within container, no running,
only use materials when instructed to do so.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about sudden geological change and represent what they know about sudden geological change
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understandi a Human Inquiry
ng Endeavou Skills
r
Week 5 1.State, verbally, how a SUMMATIVE- Intro: Recap what has been learned in previous lessons, what How was this
ACSSU096 (ACSIS110)
Lesson historical natural sudden geological change is, how earthquakes, volcanoes, natural disaster
Elaborations: Science
6 (ACSIS107)
disaster in the Asian tsunamis are formed/caused, how they’re measured etc. caused?
Understanding
recognising region was caused, Remind students of the podcast they have been preparing in Rubric
that How was the
earthquakes including how tectonic Objective 1, 2 and 3 previous lesson about a historical natural disaster in the Asian disaster measured
(See Resource 4)
can cause plates moved in the will be assessed by region. In their podcast they need to include: by professionals?
tsunamis
event. the teacher using a - How the natural disaster was caused (describe the tectonic
describing rubric. plate movement) How did the
how people 2.State, verbally, how - How the natural disaster was recorded/measured by people/country
measure affected respond?
significant
this historical natural professionals (e.g. seismogram)
geological disaster was measured - How the people/country it affected managed the impact of
events
and recorded by the disaster.
professionals.
investigating
major Body: Give students 45 minutes to finish their podcasts for
geological 3.State, verbally, at
events such
submission.
as least one way that this Students submit their podcast by Airdropping from their iPad
earthquakes,
volcanic
historical natural to the teacher’s iPad.
eruptions and disaster was managed Plenary: Complete TWLH chart by filling in the L and H
tsunamis in
Australia, the
by the community that section. Have students ‘think, pair share’ the most interesting
Asia region it affected. thing they learned in the unit.
and
throughout Learner Diversity:
the world Provide an example of a historical natural disaster for
exploring struggling students. Give the websites for them to use and
ways that scaffold the questions on a graphic organiser.
scientific
understanding Extension: Research and include some statistics about your
can assist in
natural
natural disaster, e.g. how many people were affected, what
disaster percentage of land was destroyed etc. Did other countries
management
to minimise
assist?
both long- Health & Safety: No running in classroom, keep to self.
and short-
term effects
References

Primary Australian Literacy Mathematics and Science. (2019). Year 6 surface changes. Retrieved from http://www.palms.edu.au

School Curriculum and Standards Authority. (2019). Western Australian curriculum. Retrieved from https://k10outline.scsa.wa.edu.au/

Skamp, K., & Preston, C. (2017). Teaching primary science constructively (6th ed.). South Melbourne, VIC: Cengage Learning Australia.

Teach Engineering. (2017, June 13). Earthquake in the classroom. [Video file]. Retrieved from https://www.youtube.com/watch?v=mMnEXukSmdg

Woodside Australia Science Project. (2019). Year 6 geological changes. Retrieved from http://www.wasp.edu.au/