5E’S MODEL: ENGAGE

 The purpose of the Engage phase is to elicit students' prior knowledge, stimulate interest and gather diagnostic data to inform teaching and learning.
 It captures student interest, provides an opportunity for them to express what they know about the concept or skill being developed, and helps them to begin to
make connections between what they know and new ideas.

LESSON AUSTRALIAN CURRICULUM LINKS SPECIFIC LESSON ASSESSMENT TEACHING AND LEARNING EXPERIENCES KEY RESOURCES
OBJECTIVES QUESTIONS
Science Science as a Science As a result of
Understanding Human Inquiry this lesson…
Endeavour Skills
1 Sudden Scientific N/A TEACHER: DIAGNOSTIC: INTRODUCTION: What does itComputer
geological knowledge -Assess students Ask all students to close their eyes and place sound like? Projector
changes and is used to prior knowledge Teacher should their heads down on their desk. Students must Internet
extreme solve of volcanoes make anecdotal guess what the audio clip is. The teacher can What do you access
weather problems through the notes on then play the clip back for students where they see?
events can and inform activities. students are allowed to watch.
affect Earth’s personal engagement
surface and STUDENT: and or ACTIVITY 1: Graffiti Wall
(ACSSU096) community -Compare and contribution to Grouping- all given a jigsaw cut out of a picture Jigsaw
decisions contrast the groups work relating to Volcanoes. Must match it up to find pieces
(ACSHE100) information in the Graffiti the rest of their group (jigsaw pieces fit together
shared in each wall and to create 1 image). Once they have found their
General groups diagram group, they move to a clearly labelled
capabilities: diagrams. presentation station/seating area.
Personal activity.
and Social -As a class, Groups will write down as much information as Any of the A3 sheets
Capabilities create a diagram Focus Question: they can in relation to the topic on their sheet. topic with
ICT of a Volcano What do After 2 minutes, they pass it on and add to the questions. questions
with key students know new sheet. Markers
information or already Topic 1: What makes a Volcano?
learnt during the understand Topic 2: Lava-what is it, where does it come
lesson. about from?
volcanoes? Topic 3: Where are Volcanoes found?

*if there is a lack of information, allow them to Device

use a device to help them.
ACTIVITY 2: Research
Grouping- students remain in same groups.
Groups will work together to research the
structure of a volcano and find out two fun
facts. They are tasked with drawing a model and Device
labelling: A3 sheets
-crater Markers
-main vent Pens
-secondary vent and cone Pencils
-lava flow Highlighters
-layers of ash and lava
-ash/ash clouds
-magma chamber What do you
-earths crust notice about
the
The class will then complete a gallery walk structure of
observing different groups structures and fun the volcano?
facts.

Conclusion:
Create a class poster by having a labelled
diagram in the middle, and important A2 sheet
information and fun facts around it. This is done Pre-labelled
by the teacher and help from students. This will diagram
then be kept on the walls for future lessons. The
students should copy down the key information Science
into their science journals. Journal
 5E’S MODEL: EXPLORE (Would need to be completed across 2 lessons)
 Students carry out hands-on investigations in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own words.

LESSON AUSTRALIAN CURRICULUM LINKS SPECIFIC ASSESSMENT TEACHING AND LEARNING EXPERIENCES KEY RESOURCES
LESSON QUESTIONS
OBJECTIVES
Science Science as a Science As a result of
Understanding Human Inquiry Skills this lesson..
Endeavour
2 Sudden Science With Teachers: Formative: Introduction:
geological involves guidance, Assess -Welcome back students and complete a brief Name cards
changes and testing pose clarifying students Anecdotal review of the content learnt in the previous of volcanoes
extreme predictions questions and ability to work records: lesson.
weather by gathering make effectively -Number students 1-6 at random and ask them Labelled
to find other group members with the same
events can data and predictions with peers. Were the stations
number. They then move to a designated
affect Earth’s using about students able station which has been clearly labelled.
surface evidence to scientific Complete to work
(ACSSU096) develop investigations additional cooperatively Activity 1: Research/Poster: Devices
explanations (ACSIS232) formative to present -Students are tasked with researching one of (minimum 3
of events assessments their poster? the 6 specific types of volcanoes. Each station “What is per group.)
and Decide of students will have the name of their respective volcanoes different A3 paper
phenomena variables to competencies Were the already there. about your Markers
and reflects be changed with the students able -Students need to create an A3 poster to type of Pens
historical and measured content. to write a represent their volcano, including clear Volcano?” Pencils
and cultural in fair tests, clear descriptions, facts, where they are primarily Highlighters
contributions and observe Students: hypothesis? located due to the tectonic plate activity, and
have a clearly labelled diagram, which they will
(ACSHE098) measure and Demonstrate
present to the class (also will be left on the wall
record data their abilities Were the around the other poster from the last lesson).
Scientific with accuracy to work students able -Other groups should make notes during the Internet
knowledge is (ACSIS104) collaboratively to work presentations. access
used to solve with peers to collaboratively “What is Projector
problems Reflect on and present ideas and Activity 2: Viscosity: Viscosity?” Science
and inform suggest and conduct effectively -Discuss Viscosity with the students and create a journals
personal and improvements an with group class definition in their own terms, next to the
community to scientific experiment. members to correct definition in their science journals. Also
decisions investigations conduct a fair discuss how it relates to lava and the flow of
(ACSHE100) (ACSIS108) Determine the experiment? lava.
definition of
 General General viscosity in Checklist: -Watch a short clip to provide students with a Sticky notes
Capabilities: Capabilities: their own Were visual representation of what viscosity is and “How do we Pens
Literacy -Literacy terms. students able how to determine if a fluid is a high or low conduct a Whiteboard
-Personal -Critical and to adequately viscosity. Students are welcome to make more fair markers
notes if they wish. Clarify any questions with
and Social Creative Conduct a fair explain their experiment?” (different
students.
Capability Thinking experiment results in colours)
-ICT -Numeracy whilst words? Any question Worksheets
Activity 3: Experiment:
- recording data -Each group will remain working together on
in relation to (1 per
correctly. their researched volcano type. the different student)
types of
-As a group they must create a hypothesis to variables
determine how the shape of their Volcano, and Flour
how varying viscosities of lava would affect its Water
shape over time. Each group must write their Food dye
hypothesis on a sticky note and post it on the Tablespoons
board next to their posters. Beaker
Worksheets
-As a class, write up on the board how to keep it
a fair test, the dependent, independent and
“What did Pens/pencils
controlled variables. Students should copy this the different
down on their worksheets (will glue in journals) viscosities do
- Then allocate specific roles for individuals in to your
the group (manager, speaker etc). volcano?”

-Each group should be provided with a pre-

constructed volcano representing the specific
type and structure.

-Each group then needs to create 3 different

viscosities of ‘lava’ (high, medium and low),
using the flour and water and food dye.
“What do the
-Complete experiment fairly following results
instructions sheet carefully and record data show?”
onto their worksheets.

Conclusion:
-As a class, discuss findings, if their hypothesis
was correct, and what can be done to make the
test more reliable in future? Students should
take notes in journals.
 5E’S MODEL: EXPLAIN
 The purpose of the Explain phase is to support students to develop scientific explanations, drawing from experiences and observations, using representations.
 Students continue to develop knowledge of concepts and demonstrate their developing understanding or alternative conceptions.
LESSON AUSTRALIAN CURRICULUM LINKS SPECIFIC ASSESSMENT TEACHING AND LEARNING KEY RESOURCES
LESSON EXPERIENCES QUESTIONS
OBJECTIVES
Science Science as a Science Inquiry As a result of
Understanding Human Skills this lesson…
Endeavour
3 Sudden Science Communicate Teacher: Formative Introduction: Kahoot
geological involves ideas, To assess Get students to complete a Kahoot quiz Projector
changes and testing explanations students Anecdotal on the knowledge they have learnt so Devices
extreme predictions and processes knowledge notes or far. This is an opportunity to clarify any
weather by gathering using scientific retention of the checklists used queries and
events can data and representations content so far, to record concerns/misunderstandings.
affect Earth’s using in a variety of through the use findings or
surface evidence to ways of a Kahoot. common errors Activity One: Written Explanations
(ACSSU096) develop (ACSIS110) in the Kahoot
explanations To assess responses. Students need to complete the written
of events General students explanations of their findings from the “What do Worksheets
and Capabilities: abilities of Collection of experiment from the week before in your
phenomena Literacy explanatory written their worksheets. The teacher needs to findings
and reflects writing through explanations- read over each of the students demonstrate
historical their work make anecdotal explanations to allow them to target or prove?”
and cultural samples. notes. any areas for improvement for the class
contributions in general and provide specific
(ACSHE098) Students: Opportunity to feedback to the students themselves to
identify any help them improve.
General To verbally common
Capabilities: explain their misconceptions Activity Two: Pro’s and Con’s
Numeracy recorded to direct future
Personal and findings lessons in The class will be divided into two “What are
Social adequately in terms of groups. This will be done by asking some Device
Capabilities their task explanatory students to find a partner and number potential Internet
sheets. writing. themselves one or two. The numbered pros/cons of access
partners then move to their respective volcanoes?” Google.doc
side of the room. Students then pair up link
 To effectively again and complete a game of paper,
research specific scissors, rock. Who ever won, the
headings in divides once again to create 4 groups.
relation to
volcanoes, Two of the groups are required to
whilst research with a partner, the pros or the
demonstrating cons of Volcanoes including living near
effective them. They will use a Google.Docs form
cooperation to fill in key information whilst checking
skills. the validity of other students
suggestions.
To refine their
explanatory After 5-10mins of research, groups
writing to should switch and try to fill out more
explain various points for the opposite heading (eg.
factors or Cons switch to pros and vice versa).
elements in Science
relation to Groups should then read out one dot journal
volcanoes. point each, which they feel is the most Pens or
important to know. (The google.doc will pencils
always be accessible to students). This
is an opportunity for class discussions
and debates to occur and notes to be
made.

Activity 3: Own writing time

Students are finally tasked with writing Science

their own descriptions to as to what a journal
volcano is, its structure, the viscosity of “What Pens or
the lava and its effects on a particular message are pencils
type of volcano and some advantages you trying to
and disadvantages of them. They need convey?”
to use clear headings before each
paragraph. This is also work that will be
collected.
 5E’S MODEL: ELABORATE (up to 3 lessons)
 This phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or
LESSON AUSTRALIAN CURRICULUM LINKS SPECIFIC greater use of the skill.
ASSESSMENT TEACHING AND LEARNING EXPERIENCES KEY RESOURCES
 Investigations in the ElaborateLESSON
phase build student capability for science inquiry skills in a meaningful context.
QUESTIONS
OBJECTIVES
Science Science as a Science Inquiry As a result of
Understanding Human Skills this lesson…
Endeavour
4 Sudden Scientific Compare data Student: Summative Introduction:
geological knowledge with (Science
changes and is used to predictions and Successfully Inquiry Skills) Introduce the concept of students working “What are Whiteboard
extreme solve use as evidence create a to present a body of work and present their some ways Whiteboard
weather problems in developing model of the Anecdotal ideas and findings. Cover the specific we could markers
events can and inform explanations specific notes and contents which need to be covered in each present our
affect Earth’s personal (ACSIS221) volcano and checklists students presentation and list them on the ideas and Example
surface and Communicate the design should be board. our presentation
(ACSSU096) community ideas, brief. updated from findings?” images or
decisions explanations prior lessons. -Labelled model clearly identifying the type physical
(ACSHE100) and processes Make an Information of volcano copies
using scientific appropriate recorded -where its located and how it was formed
General representations prediction as should be (tectonic plates)
Capabilities: in a variety of to how the primarily on -lava viscosity and the effect on the
Personal ways, including volcano and the production landscape
and social multi-modal its and design -pro’s and con’s related to that specific
capability texts surroundings brief success. volcano
(ACSIS110) will look in -how active it is
after 5 -how the volcano and the surrounding
General eruptions. landscape will look after 5 eruptions “How do we
Capabilities: (prediction) and how they came to this write an
Literacy Extension: conclusion. appropriate
Numeracy Make an -they need to discuss their physical model hypothesis”
Critical and appropriate and how it compared with their prediction
creative prediction as and if it was proved or disproved. “Why is it
thinking to how long -(EXTENSION) Students need to also helpful to
ICT it would specify, realistically, how long it would take make these
realistically that volcano to erupt 5 times (depending predictions?”
take for this on its activity) and how they came to this
volcano to conclusion.
erupt 5
times. Body:
The teacher will already have pre- Groups list
determined groups selected for this task. Volcano
She will hand each member of the group, names
the name of the volcano they are to
research, and then the students have to
find their group members (groups of 3). The
teacher will consider ability levels and
therefore give students appropriate
volcanoes to work with to help them in the
process. Devices
(minimum
Students are then tasked with researching of 2 per
their volcanoes, finding all relevant group)
information about the volcano, and Internet
identifying the way they would like to access
present this information to the class.
Papier-
Once all research is complete and mache
hypothesis created, the students can then materials
design a model of their volcano using the Sand
resources provided, and clearly label all Rocks
required elements of it. Paint
Cardboard
Students also need to create a sand model, Extension: Toothpicks
as they did in the second lesson, and Funnels
complete 5 different ‘eruptions’ to also Water
present to the class using the appropriate “What other Flour
viscosity. information Paper
Students must utilise their checklist to could you Card
ensure they have covered all required include to Plastic
aspects of the task and must show a help inform tubing
member of staff all elements completed people living Checklist
before presenting. near this
volcano?”
 5E’S MODEL: EVALUATE (1-2 lessons)
 The final phase provides an opportunity for students to review and reflect on their own learning, and on their new understanding and skills.
 Student represent changes to their understanding, beliefs and skills.

LESSON AUSTRALIAN CURRICULUM LINKS SPECIFIC ASSESSMENT TEACHING AND LEARNING KEY RESOURCES
LESSON EXPERIENCES QUESTIONS
OBJECTIVES
Science Science as a Science Inquiry As a result of
Understanding Human Skills this lesson…
Endeavour
5 Sudden Scientific Communicate Teachers: Summative: Introduction:
geological knowledge ideas,
changes and is used to explanations Assess the Look for Welcome back students and present “How can you Whiteboard
extreme solve and processes extent of evidence of them with the appropriate audience be a respectful Internet
weather problems using scientific students’ students rolls during each presentation. This audience access
events can and inform representations knowledge understandings includes asking at least 3 questions as member?” Projector
affect Earth’s personal in a variety of surrounding of sudden a class at the end of the presentation, Tables
surface and ways, including Volcanoes, their geological showing respect during the “Why do we Two stars
(ACSSU096) community multi-modal explanations, changes and presentation and completing a 2 stars need to be a and a wish
decisions texts and the level of extreme and a wish sheet as a group, to give to respectful sheet
(ACSHE100) (ACSIS110) detail produced weather events the teacher. audience
in each section which can member?”
General General required. affect Earth’s Body:
Capabilities: Capabilities: surface. “How do we
Personal Literacy Students: Each group will be given time to answer the two
and Social ICT Complete a present their Volcano and all stars and a
Capabilities Explain how separate elements from their checklist. They wish sheet
their specific anecdotal will need to answer the students appropriately?”
Volcano was observation questions to the best of their ability at
formed. sheet to record the end of the presentation.
students
Identify the knowledge, Audience members need to be
changes which comprehension, respectful and complete the two stars
occur in the extend of and a wish task appropriately.
landscape as a knowledge and
Conclusion:
 result of contribution to
eruptions. the task. Students will each write down a ‘test Something
question’ which other students will to pull the
Discuss their have to answer. All these questions questions
predictions and are then placed into a hat, or bag or out of
their findings. even volcano model if possible, and
questions are selected at random.
Compare and Students must answer them to the
contrast any best of their ability. This is an
pro’s and con’s opportunity to further consolidate
of the volcano. their knowledge and display this to
their teacher.
Plan and
deliver an oral
presentation on
a selected
volcano