FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Weeks 1, 4 YEAR LEVEL: 6 LEARNING AREA/TOPIC:

& Earth and Space Sciences Earthquakes

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

Ideally, a 1:1 ratio would favour this lesson sequence. If 1:1 is not possible, activities can still be completed with an iPad between two students.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1 (ACSSU096) Students will be able to: Diagnostic Introduction Ms Roussety Weebly
Sudden -Using the class Weebly, introduce students to the range of (https://kroussetyict.w
Lesson 1 geological Identify and record observations Anecdotal notes photos, newspaper headline and a youtube video, that show the eebly.com)
changes and made from a variety of visuals and observations effects of different earthquakes. NOTE: Do not mention the
extreme weather on a chosen geographical event made during the word ‘earthquake’ allow students to draw their own Earthquake destruction
events can and its effects on the group discussions. conclusions. National Geographic
affect the surrounding environment. Take note of Key Question: How did this destruction occur? https://youtu.be/4Y-
Earth’s surface. terminology and 62Ti5_6s This short
Create a storyboard using alternate -Allow students time to view and reflect over the materials, video has been chosen
(ACSIS110) Explain Everything to illustrate conceptions then write down in their science journals what they observed as it provides varying
Communicate and demonstrate their discussed by to be the cause of the subsequent destruction, and why. List a degrees of destruction
ideas, knowledge of the causes and students, relating minimum of three points. that can be caused by
explanations effects of the geographical event to earthquakes. earthquakes. The
and processes presented. -Students are to then work collaboratively in groups of three students will see the
using scientific Observe the roles to discuss and support their recorded observations. Using the footage without any
representations Collaborate and contribute to students adopt QR code on the class Weebly, a team representative scans to accompanying
in a variety of team discussion and assist with during Answer link to Answer Garden and enter the teams’ observations. The narration allowing
ways, including compiling observations in garden class observations will be printed to form the ‘T’ for the class them to formulate their
multi-modal Answer Garden. completion. TWLH chart. Teacher to add to the class chart for next lesson. own conclusions.
texts.
 Storyboard to Body
(ACELY1709) assess students’ Science journals
Participate in prior knowledge -Create a storyboard using Explain Everything, of what they
and contribute (through clear observed in the visual materials and what they think might 1:1 iPads
to discussions, illustrations and have caused the damage. Students are to use visual and verbal Apps Explain
clarifying and explanations) of explanations to create their storyboard. Everything.
interrogating the cause and Key questions to answer in storyboard explanation;
ideas, effects Can you describe what has happened in your storyboard? TWLH chart display
developing and earthquakes can What might have caused this damage? on the wall
supporting have on Where might you see something like this?
arguments, surroundings (eg.
sharing and Structures/natural Conclusion
evaluating formations/water
information, bodies). -Working in groups of three, students are to write down as Post-it notes
experiences and many new vocabularies as possible in 2 minutes, relating to
opinions. the topic of earthquakes. Teacher to collect and add to the
Class Word wall for next lesson.
NOTE: Words from the word wall are to be added to students’
glossary in their science journals as the unit progresses. To have prepared for
- To finish class, each student needs to write a wonder question the next lesson, printed
that will become what they WANT to learn (the ‘W’ for class ‘T’ and ‘W’ responses
TWLH chart). Teacher to compile and add to TWLH chart for for the class chart.
next lesson.

SAER:
Provide step by step examples of Explain Everything storyboard. Provide a printed version of storyboard for students who prefer pen and paper. Allow for students to use
dictionaries to source definitions for new vocabulary.

OH&S CONSIDERATIONS:
Ensure notification of new unit surrounding natural disasters is emailed to parents and shared with students prior to commencement, as students could have personal experiences
surrounding geological events.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 2 (ACSSU096) Students will be able to: Formative Introduction Ms Roussety Weebly
Sudden (https://kroussetyict.w
Lesson 2 geological Read and analyse numerical AR film to assess -Recap on the last lesson; using the visuals of the earthquakes eebly.com)
changes and information about the the students presented in lesson one. Revisit the ‘T’ and ‘W’ column of
extreme weather measurement of earthquakes. forming class TWLH chart and discuss as a class and take note of new Science journals
events can knowledge of questions that students may have.
affect the Describe and discuss the how scientists - Using class Weebly, introduce a case study “Earthquake hits
Earth’s surface. difference between earthquake measure Newcastle: Eyewitness account”. Newcastle earthquake
magnitude and intensity. earthquakes using Key Question: How did the scientists' measure and record claims 14 lives (1989)
(ACTDIP016) the Modified information about the earthquake? | RetroFocus ABC
Collect, sort, Create a collaborative film using Mercalli scale. -Present video of a news report, and provide accompanying News Australia
interpret and Keynote and AR Makr, to Students to factual recount as a printout. https://youtu.be/g5US8
visually present showcase images of earthquake address the -Students to discuss with a partner the news report and key 4JAX2U This video
different types aftermaths, that represent each following question. has been chosen as it
of data using sof level on either the Richter or Key Points; -Introduce the Richter scale and current means of reports on an
tware to Modified Mercalli scale. Location, date, measurement in Australia, the Modified Mercalli scale. Australian earthquake,
manipulate data what level of the showing what
for a range of earthquake in the Body destruction a 5.5
purposes. images utilised, magnitude earthquake
description of the -Students are to work collaboratively in teams of three and can generate. The
(WATPPS38) effects according delegate the roles of Manager, Director and Speaker. imagery of the news
Work to the Modified -Students are to use the links available on the class Weebly to report gives students a
independently, Mercalli scale. direct their research for the Modified Mercalli scale. visual representation
or -Students are to research and compile information and images to prepare them for the
collaboratively to create an augmented reality video using AR Makr, of the remainder of the
when required, varying scales of the Modified Mercalli scale, with a visual lesson learning about
considering reso and verbal description for each level of the scale, using the Richter and
urces, to plan, resources provided. Modified Mercalli
develop and -Key points to address in the film: Location, date, what scales.
communicate Mercalli scale level and description the earthquake images
ideas represent. 1:1 iPads
and information
for solutions. NOTE: Students may need to use Keynote to edit any pictures Apps
or photos to use in the AR film. AR Makr
Keynote
 Conclusion Flipgrid

-Students can present their films to the class and compare the Geoscience Australia
intensity of the earthquakes across the Modified Mercalli https://www.ga.gov.au
scale. Student films to be compiled in a Flip grid that will be /scientific-
placed on class Weebly. topics/community-
-Students to contribute what they have learned in the lesson safety/earthquake
and add to the ‘L’ column of class TWLH chart and add any
other questions to ‘W’ column. New vocabularies to be added https://earthquake.usgs
to the word wall and Earthquake glossary in their science .gov/earthquakes/searc
journal. h/

Printed worksheets of
Newcastle Earthquake
(Resource sheet 1)

Post-it notes
TWLH chart display
Word Wall

SAER:
Provide step by step instructions for creating an AR film if required. Provide copies of the Oxford dictionary for glossary additions. Address alternate conceptions. Group
students who can support each other through the activity.

OH&S CONSIDERATIONS:
Ensure notification of new unit surrounding natural disasters is emailed to parents and shared with students prior to commencement, as students could have personal experiences
surrounding geological events.

***Week 3 Lesson 3 - Sessions 1 and 2***

These lessons will provide students with the opportunity to model the changes of the Earth’s surface that cause earthquakes, using hands-on representations and digital
simulations (available through Scootle). These lessons are designed to allow students to explore the phenomena of earthquakes, introducing them to the tectonic plates and the
way they behave; pushing together, pulling apart or sliding past one another. This knowledge will lead students into the next lesson of this sequence.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction Body and Conclusion)

(ACSSU096) Students will be able to: Formative Introduction Ms Roussety Weebly

Week 5 Sudden (https://kroussetyict.w
geological Define the three types of Stop motion -Students are to have their whiteboard and marker ready. eebly.com)
Lesson 4 changes and tectonic plates. movie to assess Begin the lesson with a round of ‘Show me’. Present an
extreme weather students’ ability unlabelled diagram of the dissected earth using the class
events can Create a Stop motion movie to demonstrate the Weebly and question students on the parts and features of the Whiteboard and
affect the using a plasticine model to three types of layers. marker
Earth’s surface. explain the different types of tectonic plates -Using the class Weebly revisit the three ways the tectonic
tectonic plate movements. (divergent, plates move. Introduce the names for the three; divergent 1:1 iPads
(ACTDIP016) convergent, plates (move apart), convergent plates (push together) and
Collect, sort, transform). transform plates (slide past each other). Provide examples of Apps
interpret and Presentation of formations created from the different types. Stop motion
visually present stop motion, iMovie
different types using millimetre Body Kahoot
of data using sof movements and
tware to appropriate -Students are to work collaboratively in teams of three and
manipulate data captions to delegate the roles of Manager, Director and Speaker. Plasticine (varying
for a range of annotate. -Manager to collect a copy of Resource sheet 6 for each team colours)
purposes. member. Including plasticine and pieces of cardboard.
- Students work in teams to create a stop motion movie of each 7cm x 4cm pieces of
cardboard
type of tectonic plate movement.
-Students will need to add captions using cardboard on
toothpicks; to name and describe their understanding of how toothpicks
each plate moves and what happens at the boundaries, using
Resource sheet 6. Printed worksheets of
-Students to import their stop motion movie to iMovie to Plates on the move
record an explanation of how each plate moves, how this (Resource sheet 6)
affects the Earth’s surface and how the movement of the plates
might cause earthquakes.
TWLH class chart
Conclusion

-Select one movie for divergent, convergent and transforming

plates to present to the class.
 -Students to contribute what they have learned in the lesson
and add to the ‘L’ column of class TWLH chart and add any
other questions to ‘W’ column. New vocabularies to be added
to the word wall and Earthquake glossary in their science
journals.
-Students to participate in Tectonic plates Kahoot to check for
understanding of tectonic plates theory.
-Three best stop motion movies to be uploaded to Youtube and
loaded to class Weebly.

Extension:
-Students to research other formations that are a result of the
various tectonic plate movements and the position of the
formation in regard to the plate boundary.

SAER:
Group students who can support each other through the activity. Provide copies of the Oxford dictionary for glossary additions. Address alternate conceptions.

OH&S CONSIDERATIONS:
Ensure notification of new unit surrounding natural disasters is emailed to parents and shared with students prior to commencement, as students could have personal experiences
surrounding geological events.