Understanding By Design Unit Template

Turbulent Earth Stage 1

Title of Unit Grade Level(s)
Earth and Environmental Science 4 ½ Weeks
Subject Time Frame Due date for assignment could be extended if need
be as negotiated with teacher
Developed By Demcey Anderson (2166970)
Cohort & Context This unit will be the first topic that is covered for Stage 1 Earth and Environmental Science, therefore some lessons before this
Description would be dedicated to getting to know the students before commencing the unit. The timetable is split into 1 single lesson
Tuesday, 1 single lesson Wednesday and 1 Double lesson Thursday equating to 4 lessons per week. Each single lesson runs for
50 minutes whilst the double runs for 100 minutes. This unit is planned for 4.5 weeks however, the yearly timetable allows for
an extra week and a half need be. This allows for concepts not understood well to be reviewed as well as allowing students
time to prepare for exams at the end of the year if the school allows this. This is also taking into account that during Term 1,
there is lots of school missed due to public holidays and extra- curricular activities such as swimming carnival. Students will
demonstrate their knowledge through exit cards, worksheets, discussions, group work and videos, before completing their
summative assessment piece at the end of the topic.
The unit covers the entire topic of turbulent Earth as there are 6 topics to complete in Stage 1. The key concepts of this topic
include developing student’s inquiry skills and understanding around Earth hazards, systems and the impact for human beings.
Some of the background knowledge needed to understand these concepts have been completed in Year 9 and 10 science.
This unit has been developed for a Stage 1 Earth and Environmental science class; the students have not yet been identified.
Therefore, it will be extremely important to do a pretest and get to know the students, it will be extremely important to
address readiness levels and differentiate the lessons for readiness levels rather than specific learner needs at this point.
Various teaching strategies have been used in this unit to cater for different learning profiles. Specific learning needs can be
addressed with individual students and provide support when necessary.

Stage 1 - Identify Desired Results

What are the overall goals for students?

Above all, what do you want them to learn?

Students need to be learning Science Inquiry skills above everything else as this is a unit of inquiry. However, students also need to be
learning the content as well. Students also need to be addressing the following:
1. apply science inquiry skills to deconstruct a problem and design and conduct earth and environmental science investigations, using appropriate procedures and safe,
ethical working practices
2. obtain, record, represent, analyse, and interpret the results of earth and environmental science investigations
3. evaluate procedures and results, and analyse evidence to formulate and justify conclusions
4. develop and apply knowledge and understanding of earth and environmental science concepts in new and familiar contexts
5. explore and understand science as a human endeavor
6. communicate knowledge and understanding of earth and environmental science concepts, using appropriate terms, conventions, and representations.
(SACE- Earth and Environmental Science, 2020)

Science Inquiry Skills

How will this unit promote the SISs?

Throughout this unit of work, students will have the opportunity to develop their science inquiry skills through the Understanding by design and Teaching
for Effective Learning Framework. Listed below are the main focus areas that this unit will address:
SIS: 3 Results of investigations are represented in a well-organised way to allow them to be interpreted.

SIS 4: Scientific information can be presented using different types of symbols and representations

SIS 5: Analysis of the results of investigations allows them to be interpreted in a meaningful way.
SIS 7: Conclusions can be formulated that relate to the hypothesis or inquiry question.
SIS 8: Effective scientific communication is clear and concise.

Each of these areas will be developed in different ways, although they are not specifically related to writing a practical report. Students skills can be
developed in other ways. SIS 3,5 and 7 will be developed by students investigating how to predict Earth hazards, what Earth systems interact and
strategies that humans use to lessen the severity. These investigation tasks are all student centered, they allow students to analyse data from the internet
and interpret the results they find and form conclusions based on questions given by the teacher.
SIS 4 will be developed as students will need to take notes during their internet investigations and also during the practical demonstration and be able to
display these for the teacher to mark.
Students should be able to develop in SIS 8 as each lesson students will need to hand in their books and worksheets for formative assessment, they will
also be using key terms and communicating what they learnt during the lesson in a clear and concise way.

Science inquiry skills are important because “they are fundamental to students investigating the social, ethical, and environmental impacts and influences of the
development of scientific understanding and the applications, possibilities, and limitations of science. These skills enable students to critically consider the evidence they
obtain so that they can present and justify a conclusion” (SACE- Stage 1 Earth and Environmental Science, 2020)

Capabilities
How does this unit promote the general capabilities?
Through engaging with this unit of work, students will have opportunities to develop their literacy, numeracy, personal and social, Information and
communication technology (ICT) and critical and creative thinking capabilities as part of the general capabilities of SACE.

By engaging with this unit students will develop their literacy capability through reading, taking notes, communicating scientific knowledge by completing
worksheets and answering questions. Students will be required to learn and use the correct terminology to communicate their ideas.

This unit allows students to look at data from earthquakes, volcanoes and extreme weather to examine and evaluate why these occur in specific places.
Students will also need to look for patterns and evaluate data from warning systems to determine their efficiently.
This unit of work involves students working in groups and using discussion which gives students the opportunity to develop their personal and social
capability. This is done through teamwork, effective communication and self- reflection. Students will also develop their skills at working independently as
their summative assessment is done independently.

Students will be able to develop their ICT capability by using the internet to complete research for both formative and summative assessments. Students
will also watch videos and complete a virtual lab using the computer. Students will also have the opportunity to use computers to type up their
assessments.

Throughout this unit students will also develop their critical and creative thinking capability by using data to analyse warning systems effectiveness in
protecting humans and also evaluating all the research they conduct during lessons to include in their formative assessment. Students are also required to
create their own recommendations on how to keep humans safe through their summative assessments. (SACE- Exploring your capabilities, 2020).
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. ACMNA264)

Natural hazards such as earthquakes, tsunamis, and volcanic eruptions affect life on Earth. In this topic students collect, analyse, and interpret data relating to the cause
and impact of Earth hazards. They critically analyse the range of factors that influence the magnitude, frequency, intensity, and management of Earth hazards at local,
regional, and global levels.
Students explore how the interactions of Earth systems may result in Earth hazards. They investigate ways in which scientific data are used to predict and mitigate the
damage caused by these hazards, recognising their social responsibility and the need to plan for the future to protect the biosphere (SACE- Earth and Environmental
Science, 2020).
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-ended
students to understand & be able to use several years from now) questions that stimulate thought and inquiry linked to the content of the
What misunderstandings are predictable? enduring understanding)
Students will understand that... Content specific….

 Students will understand that there are interactions between Earth  What are Earth hazards?
systems that can result in Earth hazards, these can affect life,  What causes Earth hazards and which Earth systems are affected?
health, poverty and the environment.  How can we predict future events or warn people?
 Students will understand that Earth hazards that occur in one
sphere can affect Earth processes in other spheres.
 Students will understand that human activity can influence the
frequency and intensity of some hazards.
 Students will understand how strategies undertaken by humans
can help to reduce the severity of Earth hazards.
 Students will understand that plate tectonics generate
Earthquakes, volcanic eruptions and tsunamis
 Students will understand that extraterrestrial bodies such as
meteorites can affect Earth systems
 Students will understand that data can be used to map hazardous
zones and predict future events.

Related misconceptions…
 Earth hazards only affect one Earth system or have no affect at all
 Earthquakes, Tsunamis and other hazards are easy to predict and
 prevent
 Humans play no role in influencing Earth hazards
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-
requisite knowledge that students will need for this unit.
Students will know...
 Students will know what an Earth hazard is.
 Students will know what effect Earth hazards have on the human
population, animals and the environment.
 Students will know ways of reducing the severity of Earth hazards
 Students will know how human activity can influence the frequency
and severity of Earth hazards.
 Students will know what Earth systems can cause Earth hazards
 Students will know what role tectonic plates play in earthquakes,
volcanoes and tsunamis.
 Students will know how extra-terrestrial things such as meteorites
can have a huge impact on our Earth
 Students will know that spheres can all interact and cause Earth
hazards
 Students will know how Earth hazards can impact on human
beings
 Students will know how humans predict Earthquakes, volcanoes
and Tsunamis
 Students will know how human activity and strategies can reduce
the severity
 Students will know whether these strategies are effective
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal Students will be able to develop their understanding around Earth hazards, systems, predicting Earth hazards
What should students accomplish by
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will be able to…
 Students will be able to describe what an Earth hazard is and
explain the process.
 Students will be able to explain how a particular Earth hazard has
impacted on the human population, animals and the environment
 Students will be able to evaluate strategies that humans use to
lessen the severity of Earth hazards
 Students will be able to describe ways in which human activity can
increase the frequency and intensity of Earth hazards.
 Students will be able to describe how Earthquakes, tsunamis and
volcanoes are all caused by Earth system interactions.
 Students will be able to explain how Earth system interaction can
cause Earth hazards
 Students will be able to describe and explain how extra-terrestrial
things impact our Earth
 Students will be able to explain how extra-terrestrial life impacts on
humans
 Students will be able to explain how a meteorite can cause a
tsunami
 Students will be able to explain how humans use technology and
data to predict Earthquakes, volcanoes and tsunamis
 Students will be able to evaluate whether the strategies that
humans use lessen the severity of Earth hazards
 Students will be able to form opinions about the effectiveness of
these technologies to predict earth hazards.
completing this task? and also make recommendations about how to make urban areas safer against earth hazards.
R – Role
What role (perspective) will your students Students will be taking the role of a safety officer and to make recommendations on how the Government can
be taking? make living near an Earth hazard in a specific area safer.
A – Audience
Who is the relevant audience? The proposal students present is for the local Government of the area that students have chosen
S – Situation
The context or challenge provided to the
Students are required to research an area that is affected by an Earth hazard and investigate how they get the
student.
Government to spend money on making it safer for the residents.
P – Product, Performance
What product/performance will the
student Students will produce a proposal and presentation for their assessment piece
create?

S – Standards & Criteria for Success Rubric is attached to summative assessment task sheet
Create the rubric for the Performance Task https://docs.google.com/document/d/1EJ_5T9CIieW0lo5Ulclx5ymzgKvgRBNx3LBF6iOItQc/edit?usp=sharing

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.
Pre- assessment Test: Students will be able to reflect on their learning by completing exit cards
each lesson. Students will also be able to review their mind map completed
Students will have completed this during the last lesson before we start this at the start of the topic to look at what they have learnt.
unit. Then these tests are able to be reviewed to see where the students
are at in terms of their learning. From this, the lesson plans can be adapted
to suit their readiness levels. This is important because all students need to
be suitably challenged as this is determined by their readiness levels
(Wiggins & McTighe, 2011).

Formative Assessment:
- Workbooks
- Discussions with students
- Worksheets
- Exit cards

Summative Assessment:
SHE task

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
 going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
For most students they are heading towards Stage 2 Earth and Environmental Science, therefore it is very important for students to gain a
great depth of knowledge and understanding throughout Stage 1. This will set them up for successful completion of Stage 2. By engaging in
this particular unit students will not only be learning the knowledge and understanding that is required for Stage 2, they will also be learning
valuable inquiry and SHE skills that will not only help them complete Stage 2 but also be transferred to other learning areas.
Learners will bring various skills and knowledge to the classroom and it is important that each of these are catered for during the lesson.
Although the lessons will be structured similarly for all students if students require extra assistance or are lacking knowledge in some areas
this will need to be addressed through differentiation. It is also important as the Teaching for Effective Learning (TfEL) document outlines that
teachers need to be setting high standards for all students, develop expert learners and personalize and connect learning (Department for
Education, [DfE], 2016).
Students would have come from Year 10 science mostly and this is structured differently to Stage 1 and 2. During Year 10 students would
have done Earth and Environmental science for a maximum of one term compared to a full year. During Year 10 students are required to
learn about global systems and how the Earth began (Australian Curriculum, 2020). These topics should provide background information to
students, however; is not specifically building on content learnt last year.
Learner interest has not been ascertained as yet, due to this being the first topic of the unit it makes this very difficult unless the teacher
knows the students previously. However, interests can change as students get older. Students are allowed to research an Earth hazard that
interests them throughout the unit but in particular during their summative assessment. This allows students to have choice and which has
been shown to increase motivation and engagement with the learning and therefore more likely that students will gain better results
(Duchense & McMaugh, 2016).
In terms of the learning environment, tables will need to be rearranged to focus on group work when necessary, however; most students will
be able to complete the work individually at their desks. As this is a science lab, the back tables generally used for science practicums would
be suitable for group work if tables cannot be moved. This allows for teamwork and collaboration to occur which is important when doing
group work as all members need to be able to be involved.

# Lesson Title Lesson SISs/ Resources

Capabilities
1 Pre- assessment Lesson Overview: Literacy Pre-assessment test
Students will complete a test about Turbulent Earth and this will be reviewed by the teacher (1)
before we start the unit. Students will have 30 minutes to complete a pretest.
As this is the first topic of the year, there will also some introduction games at the start and the
overall year will be described to the students, as well as a more in- depth discussion about this
particular topic.
2 Lesson Overview: SIS 4 Turbulent Earth Video
Different types This is the first lesson of turbulent earth. SIS 8 (2)
of hazards and To start the lesson, we will watch a short clip about earth hazards, this will engage the students Literacy
their effect on and set the tone for the unit. Students will then complete a warm up activity. The teacher will ICT https://www.youtube.c
humans write “Earth Hazards” on the board. In pairs students will make a mind map. They will write all Personal and om/watch?
(Single Lesson) the earth hazards they can think of and what they know about them. This could also act as Social v=EiOhjdJX7qQ
another pre-assessment to the test students have already completed prior to this lesson to see (Keep the video
what students already know. After this we will have a class discussion about what an Earth muted)
hazard is and what they look like.
Discussion notes (3)
 Students will then complete an activity to develop their inquiry skills by researching a hazard and
picking a particular natural disaster that has happened. Students will need to complete Earth Hazards
worksheet 1 Worksheet (4)
Students will then complete a small exit card
Exit card (5)
Learning Objectives:
Students will understand that...

 Students will understand that there are interactions between Earth systems that can
result in Earth hazards, these can affect life, health, poverty and the environment.

Students will know...

 Students will know what an Earth hazard is.

 Students will know what Earth systems can cause Earth hazards
 Students will know what effect Earth hazards have on the human population, animals
and the environment.

Students will be able to…

 Students will be able to describe what an Earth hazard is and explain the process.
 Students will be able to explain how a particular Earth hazard has impacted on the
human population, animals and the environment

Teaching Strategies:
- Youtube video
- Think pair and share mind map
- Teacher led discussion
- Worksheet
- Exit card

Assessment Task/ Opportunities for feedback:

- Will be able to see what students have in term of knowledge through mind map activity.
- Students will also submit their worksheet to the teacher, feedback may be given on this
task.
- Self-reflection

3/4 Why these Earth Lesson Overview: SIS 4 Earthquake monitor

hazards occur? Lesson will begin with teacher going over misconceptions students may have written on their SIS 5 (6)
Plate tectonics exit cards or answer questions. SIS 7 http://earthquake.usgs.gov/
(Single Lesson) SIS 8 earthquakes/map/
Students will then be divided into 3 groups. Each group will analyse where the current Literacy
earthquakes, volcanoes and extreme weather events are, using the three websites listed. From Personal and Volcano monitor(7)
this, students will record their findings onto a map projected onto the whiteboard. Students will Social https://www.volcanodiscove
answer questions posed by the teacher into workbooks. These are handed up at the end of ICT ry.com/erupting_volcanoes.
lesson Critical and html
 Creative
Teacher will then get students to have a discussion within their groups as to why they believe Thinking Extreme weather
there are clusters of events together. Should come up with the idea of plate tectonics. Students monitor (8)
and Teacher to have a discussion as to what boundaries these are and why these events may be http://www.accuweather.co
occurring. Eg: Earthquakes occurring where a fault line is. m/en/world/satellite

Students will then complete the virtual lab task, however; will not record any results. Simply Virtual Lab experience
complete the tasks and watch the videos. This will explain why the earthquakes and volcano etc. (9)
occur at the boundaries of plates. http://www.glencoe.co
m/sites/common_asset
Students complete exit card before leaving class s/science/virtual_labs/
E27/E27.html
Learning objectives:
Students will understand that... Questions for map of
 Students will understand that Earth hazards that occur in one sphere can affect Earth the world tasks (10)
processes in other spheres.
 Students will understand that plate tectonics generate Earthquakes, volcanic eruptions https://docs.google.co
and tsunamis m/document/d/17VvO
pkshdl6ZddJ3y8MmNN
Students will know... 6IG4tF1BmjLHTRTLQm
 Students will know what Earth systems can cause Earth hazards fO4/edit?usp=sharing
 Students will know how plate tectonics can cause earthquakes, volcanoes and tsunamis.
Exit card (5)
Students will be able to…
 Students will be able to describe how plate tectonics can cause earthquakes, volcanoes
and tsunamis
 Students will be able to explain why the map shows earthquakes and volcanoes in
clusters

Teaching Strategies:
 Inquiry learning
 Class and small group discussions
 Virtual lab experience

Assessment/ Opportunities for feedback:

 Students will complete questions on the book in workbooks/ handed up at end of class
 Exit card
5 Earth Systems Lesson Overview: SIS 7
(Single Lesson) Lesson will begin with teacher reviewing any misconceptions or questions students had from the Literacy Comparison table
previous lesson from their exit cards. Personal and Earth systems (11)
Social
Students have a group discussion about what the spheres are within the Earth: Atmosphere, Critical and
Biosphere, Geosphere and Hydrosphere. Students are to take notes in their books. Creative Exit card (5)
Thinking
Students then have to think about what Earth hazards impact what Earth systems. ICT

Students will then investigate various scenarios using the internet to show the interaction
 between spheres and come up with some explanation.

Students are then given a table to complete to show the interaction between spheres and
various Earth hazards.

Students will complete the exit card before leaving the lesson and hand up work at the end of
the lesson

Learning Objectives:
Students will understand that...
 Students will understand that Earth hazards that occur in one sphere can affect Earth
processes in other spheres.

Students will know...

 Students will know what Earth hazards are caused by which Earth systems
 Students will know how volcanoes, Earthquakes and other Earth hazards occurrence can
then cause problems in other Earth systems.

Students will be able to…

 Students will be able to describe the way in which the Earth systems interact
 Students will be able to explain the ways in which Earth hazard occurrence can interact
with another Earth system and then create another Earth hazard.

Teaching Strategies:
- Inquiry – research-based learning
- Student centered
- Exit card

Assessment/ Opportunities for feedback:

- Exit cards
- Workbooks handed up at the end of lesson
- Individual check ins with students

6 Extra terrestrial Lesson Overview: SIS 3

(Single Lesson) Teacher to review with students any misconceptions or questions that were observed in the exit SIS 5 Practical worksheet
cards. SIS 8 (12)
Literacy https://docs.google.co
Students then have a discussion about extra-terrestrial impacts on Earth. Mass extinctions of the ICT m/document/d/1SvZRo
dinosaurs said to be caused by meteorites. Personal and -
Social X5B1n_W73aZHOGhs6
Jelly and water practical. Students will drop various objects into both jelly and water and HsxgDmTZo5-o9kPSk-
observe what happens. Students will complete the practical worksheet to show how if a U4/edit?usp=sharing
meteorite (object) hits the Earth (jelly) and water (ocean) how this could create a Tsunami and
what the impact would be for humans. Exit card (5)

Students to hand up worksheet and complete an exit card before leaving the classroom.
 Learning objectives:
Students will understand that…
 Students will understand that extraterrestrial bodies such as meteorites can affect Earth
systems
 Students will understand that there are interactions between Earth systems that can
result in Earth hazards, these can affect life, health, poverty and the environment.
 Students will understand that Earth hazards that occur in one sphere can affect Earth
processes in other spheres.

Students will know…

 Students will know how extra-terrestrial things such as meteorites can have a huge
impact on our Earth
 Students will know that spheres can all interact and cause Earth hazards
 Students will know how Earth hazards can impact on human beings

Students will be able to..

 Students will be able to describe and explain how extra-terrestrial things impact our
Earth
 Students will be able to explain how extra-terrestrial life impacts on humans
 Students will be able to explain how a meteorite can cause a tsunami

Teaching strategies:
 Inquiry based
 Practical
 Exit card

Assessment/ Opportunities for Feedback

 Practical worksheet
 Exit card
 Individual check ins
7/8 Lesson Overview: SIS 5 Japanese Sea Walls
Human Impact Students will begin the lesson with the teacher reviewing any misconceptions that was picked up SIS 7 Article: (13)
(Double lesson) with the research task from last lesson or answering questions that some students may have left SIS 8 https://www.businessi
on their exit cards. Literacy nsider.com/japan-
Personal and seawalls-cost-12-
Students will then begin a warm up activity by reading the three articles that are provided. Social billion-since-
From these articles’ students will do some research into the theories behind the strategies and ICT fukushima-disaster-
whether or not the students believe these are effective based on other evidence. Critical and 2018-3?r=AU&IR=T
Creative
Students will then have a group discussion with the teacher about the effectiveness of three Thinking Landslide Prevention
different strategies used to lessen the severity of Earth hazards. article: (14)
Students will then also research whether they believe the backburning strategy would have https://www.hunker.co
helped to control the 2019 Australian bushfires. m/13424816/landslide-
Before researching other ways that may be more effective for all these strategies. prevention-methods

Review the lesson at the end and discuss any findings students found interesting. Students to
complete exit card to hand up to teacher at the end of class. Australian Backburning
 Article: (15)
Learning objectives: https://www.lifehacker
Students will understand that... .com.au/2020/01/haza
 Students will understand that human activity can influence the frequency and intensity rd-reduction-vs-back-
of some hazards. burning-whats-the-
 Students will understand how strategies undertaken by humans can help to reduce the difference/
severity of Earth hazards.
Exit card (5)
Students will know...
 Students will know ways of reducing the severity of Earth hazards
 Students will know how human activity can influence the frequency and severity of
Earth hazards.

Students will be able to…

 Students will evaluate strategies that humans use to lessen the severity of Earth
hazards
 Students will be able to describe ways in which human activity can impact on the
frequency and intensity of Earth hazards.

Teaching strategies:
- Teacher led discussions
- Inquiry and research tasks
- Exit card

Assessment Task/ Opportunity for feedback:

- Exit card
- Checking in with students
- Asking prompting questions
9 Strategies for Lesson Overview: SIS 5 Predicting Earthquakes
predicting Earth Teacher to go over any misconceptions or questions from the exit cards handed in last lesson. SIS 7 and volcanoes article:
hazards Students will then read predicting Earthquakes and volcanoes and research how this is actually SIS 8 (15)
(Single Lesson) done. What do scientist use to predict these and how effective are they? Students to take notes Literacy https://www.newscient
as this will be useful for their summative assignment Numeracy ist.com/article/mg1992
Personal and 6752-000-unknown-
Discussion as whole group as to how we predict earthquakes and volcanoes, some explicit Social earth-can-we-predict-
teaching may need to be done here. ICT earthquakes-and-
Critical and volcanic-eruptions/
Students will then read the article about Tsunami warning buoys and investigate how effective Creative
these are and how they help to reduce the impact to humans. Thinking Tsumani Warning
buoys article: (16)
Students will then review their mind maps that they completed at the start of the year and see https://www.technolog
what they can know add based on what they have learnt during the topic. yreview.com/2011/03/
11/196401/the-
Learning Objectives: reliability-of-tsunami-
Students will understand that.. detection-buoys/
 Students will understand that human activity can influence the frequency and intensity
of some hazards. Mind maps students
  Students will understand how strategies undertaken by humans can help to reduce the completed at start of
severity of Earth hazards. year
 Students will understand that data can be used to map hazardous zones and predict
future events.

Students will know..

 Students will know how humans predict Earthquakes, volcanoes and Tsunamis
 Students will know how human activity and strategies can reduce the severity
 Students will know whether these strategies are effective

Students will be able to…

 Students will be able to explain how humans use technology and data to predict
Earthquakes, volcanoes and tsunamis
 Students will be able to evaluate whether the strategies that humans use lessen the
severity of Earth hazards
 Students will be able to form opinions about the effectiveness of these technologies to
predict earth hazards.

Teaching strategies:
 Discussion
 Explicit teaching
 Reviewing articles
 Evaluating and answering questions
 Reviewing mind map – self reflection

Assessment/ Opportunity for feedback:

 Self-reflection
 Check ins
 Answering questions
10- Lesson Overview: SIS 3 Summative
18 2 Weeks Students will be given their summative assessment piece to work on for the remainder of the SIS 5 Assessment (18)
lessons in this unit. SIS 7
SIS 8
Summative assignment will be explained in this lesson and students to work on their Literacy
assessment. Critical and
Creative
Students work on assignment for homework if need be Thinking

Assess and Reflect (Stage 4)

Considerations Comments
Rationale This unit has been designed using the Understanding By Design (UBD) framework and the
Why have you chosen to create your unit this way? What teaching for effective learning framework (TfEL). This unit has also been designed with the
purposes and values is it aligned to? Australian teaching standards in mind. By using the UBD model students learning
objectives are clearly outlined of what students will know, understand and do (KUD).
Sumrall & Sumrall (2018) state that by using this model it allows teachers to work
backwards and start with what they want students to gain out of the lesson or unit and
then set tasks appropriate to those learning objectives rather than specific standards or
content. Wiggins and McTighe, (2011) describe using this model as beneficial in creating
learning that is rich, authentic and relevant to the students. The learning objectives have
been created in a way that is broad and allows for the tasks to be differentiated based on
readiness, interest or learner profiles. Differentiating tasks is extremely important as it
allows all students to have access to the curriculum and achieve to the best of their
abilities (Tomlinson, 2014). Throughout the unit there is various different teaching
strategies used such as practicals, demonstrations, investigation tasks, group work and
audio-visual material to address these learning objectives. These have been used to cater
to each learner profile and allow all students to access the curriculum. Finally, an
important aspect that was considering when designing this unit was feedback. Each
student is able to receive feedback on their formative assessment after each lesson and
from their exit cards. This allows students the opportunity to improve on their learning and
find gaps in their knowledge and understanding which can then be addressed in various
lessons or by differentiating the next lesson. Tomlinson, (2014) describes feedback as one
of the most important ways for students to develop their knowledge and understanding
and achieve to the best of their abilities.

The TfEL framework and Australian Professional standards have also been considered
when selecting tasks. Knowing your students and how they learn underpins both
frameworks and is extremely important for teachers to be considering when planning units
of work. In terms of the TfEL framework tasks have been designed to build on student’s
previous knowledge (domain 4.1) during each lesson, this is done by doing a pre-
assessment and using exit cards after each lesson. By doing these small tasks, the lessons
are able to be differentiated or negotiated addressing domain 2.3. Students are also
required to work together in pairs or small groups as well as have large group discussions
during this unit, this allows for students to address domain 2 of creating safe conditions for
rigorous learning. Students are also encouraged to become expert learners (domain 3) as
they are given multiple opportunities to do self- directed learning by completing a series of
investigation tasks both individually and in small groups. These tasks also develop
student’s science inquiry, SHE and high order thinking skills which are all critical in
developing expert learners. By using a range of different teaching strategies is also allows
domain 4.4 to be addressed as learning is communicated through various modes. The
summative assessment that was designed also addresses domain 4 as students are
required to select an area that interests them and investigate ways the Government could
make the area safer from an Earth hazard. This task allows students to personalise and
connect their learning and also develop their high order thinking skills (DfE, 2016).

With reference to the Australian Professional Standards for Teachers these were highly
considered when selecting tasks and assessments for this unit. By using various different
teaching strategies, it not only addresses Standard 1 (knowing your students and how they
learn) but also Standard 2 (knowing the content and how to teach it) and Standard 3 (plan
for and implement effective teaching strategies) which were all selected to cater for
different learners. Standard 4 (creating and maintain supportive and safe learning
environments) is addressed through the use of group work and as well as the formative
assessments which allow students to receive feedback on their tasks. Feedback is given on

Required Areas of Study:
Is there alignment between outcomes, performance
assessment and learning experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
both formative and summative tasks which also addresses Standard 5 (assess, provide
feedback and report on student learning) (Australian Professional Institute for Teachers
and School Leadership, 2020).
All of the tasks and resources are aligned with the SACE content and allows the students
to develop their skills of inquiry as well as their SHE skills. The learning experiences have
been designed to suit many different learner profiles and get students working at their
own pace as well as align closely with the outcomes. This means that each student should
be able to achieve to the best of their abilities. The summative assignment also aligns well
with the performance standards and allows students the opportunity to address many of
the performance standards. By allowing students to address many of the performance
standards at once during multiple topics throughout the year, it allows students to develop
and improve before receiving their final grades for the topic.
In terms of this unit, most of the tasks are all student-centered meaning that students can
work at their own pace and each of the worksheets have been designed with open ended
questions. This means that students can demonstrate their level of knowledge and
understanding without having to have different tasks. The tasks are also research based
and mean that each student can take their time to research the questions and find the
answers themselves. This also frees up the teacher and enables them to work with
students if they need. There is also plenty of time for group discussion and work, meaning
that students can learn off one another. Depending on the class it may also be suitable to
split them into readiness groups and add additional learning tasks that will help them to
understand. The unit also has various other teaching strategies embedded within the unit
such as watching videos, practical task, explicit teaching and reading articles among other
strategies to make sure that each student is able to access the content. It also ensures
that each learning profile is being addressed and Based on this unit design all students
should be able to complete with success. However, some ideas of how to help both
struggling and excelling students are listed below:
For struggling students:
 Add additional tasks with more information (eg: if student does not understand
plate tectonics, you could refer them to a video or give them some content to
read)
 Sit with the students and help
 Ask questions to prompt their understanding
 Simplify tasks if they become too difficult
For students who need a challenge:
 Ask challenging questions, getting students to create new ways to predict
earthquakes
 Get the students to provide more detail to answers
 Get students to design their own practical for the jelly practical rather than follow
instructions
Instructional Approaches: Most of the instructional approaches used in this classroom are student centered and focus
Do I use a variety of teacher directed and student on them developing their investigational skills and evaluating data. This unit also contains
centered instructional approaches? audio visual, reading and practical tasks to cater to all learner profiles. There is limited
explicit teaching listed throughout the unit, however; at any time during class discussion or
when students are working explicit teaching can take place. It is important that students
learn to find the answers themselves rather than being taught. Although, there are
processes that do need to be taught such as plate tectonics, this is assumed for Stage 1.
However, if need be this could be incorporated into a lesson as the topic is able to run for
a maximum of 6.5 weeks per topic. This unit is run for 4.5 weeks allowing for 2 weeks or 8
lessons extra if need be. However, sometimes these are taken by extra -curricular
activities or exams later in the year.
Resource Based Learning: Students will have ongoing access to the internet, books and textbooks to ensure they are
Do the students have access to various resources on an able complete the investigation tasks.
ongoing basis?
EALD Support/Gender Equity/Multicultural Education: There are many different teaching strategies used during this unit allowing each student to
Have I nurtured and promoted diversity while honoring work to their strengths and honor their identity as a learner. Each student is encouraged
each child’s identity? to work in groups for some of the tasks and this develops their personal and social
capability. By allowing students to work together it creates teamwork and promotes
diversity in the classroom. Students can also present their summative assessments in their
own way meaning they can choose what suits them best. This allows for diversity within
assignments and allows students to work to their strengths.

Adapted From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Resources:
Resource Resource Description Link
Number Title
1 Pre- A pre-assessment test is designed to test what students already know and helps teachers to https://docs.google.com/
Assessment differentiate the lessons/ unit that follows. This helps to make sure that the lessons that follow document/d/1cQhY0l2AHg
Test are at an appropriate challenge for the students. XXvFoe0DRX4id3t2pFyDQd
These questions are open ended questions meaning there is no right or wrong answers it is 0vQULIHXCB4/edit?usp
simply getting students to state what they know. =sharing
2 Turbulent This video shows different Earth hazards that have occurred around the world. This engages https://www.youtube.com
Earth Video students in what we will be learning about and also gives a visual representation of what they /watch?v=EiOhjdJX7qQ
will be learning about during this topic.
3 Discussion These have been used to foster deep understanding by students engaging in discussion.
Notes These notes are provided so that the teacher can use these as a starting point for questioning. Appendix A (1)
4 Earth This worksheet allows students to apply their knowledge and learn to communicate their ideas https://docs.google.com/
Hazards and understanding effectively through answering questions. Students will develop their document/d/1SXkSYw1_
Worksheet investigation and inquiry skills by researching an Earth hazard of their choice. This task also 4_gPStZyKuawoOZtBwZU
allows students to work independently and develop their skills as self- directed learners. hlybrc4RMTvlJTU/edit?
usp=sharing
5 Exit Card This exit card is used for most lessons as it enables the teacher to see what students have Appendix A (2)
learnt during the lesson and where they are struggling. This is important because it enables
 the teacher to differentiate or change the next lesson if students are not understanding what
is being taught or are already needing more of a challenge.
6 Earthquake This resource gives students a visual representation of where all the earthquakes are in the http://earthquake.usgs.
Monitor world at the moment. Students are able to see patterns and use their prior knowledge to gov/earthquakes/map/
make connections to why there are clusters on plate boundaries.
7 Volcano This resource gives students a visual representation of where all the volcanoes are in the https://www.volcanodiscovery.
Monitor world at the moment. Students are able to see patterns and use their prior knowledge to com/erupting_volcanoes.html
make connections to why there are clusters on plate boundaries.
8 Extreme This resource gives students a visual representation of where there are extreme weather http://www.accuweather.c
weather events are happening in the world at the moment. Students are able to see patterns and use om/en/world/satellite
Monitor their prior knowledge to make connections to Earth systems and whether there are any
correlations between the systems and hazards.
9 Virtual Lab This virtual lab is a way of creating a visual way for students to learn content. Students are http://www.glencoe.com/sites/
experience also required to answer questions and apply what they have learnt during the videos. Students common_assets/science/virtual_l
are able to work at their own pace and again develop their skills in self- directed learning. This abs/E27/E27.html
task also caters for different learner profiles and builds on the task they have just completed.
10 Map of the This worksheet has been developed to support students to complete the map task. It asks https://docs.google.com/
world students questions that supports them to draw out their prior knowledge about plate tectonics document/d/17VvOpkshdl6ZddJ3y
worksheet and try to get them to make the connection between plate boundaries, earth systems and 8MmNN6IG4tF1BmjLHTRTLQmfO4
/edit?usp=sharing
hazards.
11 Earth The table allows students to make connections between the Earth systems and Earth hazards, Appendix A (3)
systems it also gives students a visual representation and makes it easier for them to see the
comparison connections. This table also provides students with the opportunity to apply their knowledge
table and understanding and create a visual representation.
12 Jelly and This practical enriches the learning experience because it allows students to complete a https://docs.google.com/
water hands- on activity that not only develops their understanding but also gives a visual document/d/1SvZRo-
practical representation of what would have if a meteorite were to hit Earth. This practical will appeal to X5B1n_W73aZHOGhs6
worksheet different learner strengths and profiles and allows students to work together and develop their HsxgDmTZo5-o9kPSk-U4/edit?
personal and social skills as well as their critical and creative thinking skills. usp=sharing
13 Japanese This resource has been used to give students a starting point to being their research into the https://www.business
Sea Wall effectiveness of these sea walls. Students will be required to conduct their own research and insider.com/japan-seawalls-cost-12-
article be guided by their own questions. Students may need some help with this and can be billion-since-fukushima-disaster-2018-
provided with scaffolding. However, by allowing students to do this investigation themselves it 3?r=AU&IR=T
will develop their inquiry skills and also high order thinking skills.
14 Landslide This resource follows on from the last article and has been used to give students a starting https://www.hunker.com
prevention point to being their research into the effectiveness of strategies used to prevent landslides. /13424816/landslide-prevention-
article Students will be required to conduct their own research and be guided by their own questions. methods
This will help to develop their inquiry skills and also high order thinking skills. As well as gives
students the opportunity to evaluate their effectiveness.
15 Australian This resource has been used as a flow on from the other two articles above. It again gives https://www.lifehacker.com.
backburning students a starting point for their research but also connects learning to real life. Many of the au/2020/01/hazard-reduction-vs-
article students would have experienced the or heard about the bushfires that happened in 2019. back-burning-whats-the-difference/
Students will be able to not only evaluate the strategy of backburning but also investigate
other ways to control bushfires.
16 Predicting This article has been used as a starting point for research but also as reading material that https://www.newscientist.com/article/
Earthquakes teaches students about predicting earthquakes and volcanoes rather than being explicitly mg19926752-000-unknown-earth-
 and taught. Students who learn the information themselves are more likely to understand and can-we-predict-earthquakes-and-
Volcanoes remember. This also develops their self- directed learning skills as this is a student centered volcanic-eruptions/
article task that students can work on at their own pace.
17 Tsunami This resource will be used to develop students’ skills in evaluating data and looking at how https://www.technologyreview.com/
Warning effective tsunami warning buoys are at predicting tsunamis. Students will need to complete 2011/03/11/196401/the-reliability-of-
buoys research themselves which will also develop these important skills as well as allows them to tsunami-detection-buoys/
article work independently and be self- directed.
18 Summative This resource enriches learning because it gets students to use high order thinking to https://docs.google.com/document/
Assignment investigate, analyse, evaluate and make recommendations. Students are also required to use d/1EJ_5T9CIieW0lo5Ulclx5ymzgKvg
the knowledge they have gained during class to make these recommendations. By allowing RBNx3LBF6iOItQc/edit?usp=sharing
students to choose what area they would like to research it connects learning to their lives and *Adapted from SACE Stage 1 Earth
this can therefore increase engagement and motivation. This can also help students to achieve and Environmental Science
to the best of their abilities.

Appendix A: RESOURCES FOR UNIT

(3 IN RESOURCE LIST)
Appendix A Resource 1:
Discussion Notes for teacher
What is an Earth hazard?
Give some examples of Earth hazards
What is interesting about Earth hazards
Something else you had on your mind map

(5 IN RESOURCE LIST)
Appendix A Resource 2: Exit Card

Name:

1. State 3 things you learnt today?





2. What is something that you found interesting?

3. What is something you would like to know more about?

4. What are you confused about or don’t understand?

(11 IN RESOURCE LIST)
Appendix A Resource 3: Earth Systems Comparison Table

Atmosphere Biosphere Geosphere Hydrosphere

Atmosphere

Biosphere

Geosphere
Hydrosphere

Resources:

AccuWeather, (2020), Current Weather. Retrieved 9 April 2020, from http://www.accuweather.com/en/world/satellite

Australian Curriculum. (2020). Science. Retrieved 12 April 2020, from https://www.australiancurriculum.edu.au/f-10-curriculum/science/?

year=12010&strand=Science+Understanding&strand=Science+as+a+Human+Endeavour&strand=Science+Inquiry+Skills&capability=ignore&capability=L
iteracy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=I
ntercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Institute for Teaching and School Leadership. (2020). Australian Professional Teaching Standards. Retrieved 17 April 2020, from
https://www.aitsl.edu.au/docs/default-source/default-document-library/download-graduate-level-descriptorsa45e8f91b1e86477b58fff00006709da.pdf?
sfvrsn=d0b6eb3c_0

DfE (Department for Education) 2016, South Australian teaching for effective learning (TfEL) Framework guide: a resource for developing quality
teaching and learning in South Australia, Government of South Australia.

Duchesne, S., & McMaugh, A. (2016). Educational psychology: For learning and teaching (5th ed.).

Jacobs, S. (2018). 'It feels like we're in jail': Japan spent $12 billion on seawalls after the devastating 2011 tsunami — and now locals are feeling
like prisoners. Retrieved 9 April 2020, from https://www.businessinsider.com/japan-seawalls-cost-12-billion-since-fukushima-disaster-2018-3?r=AU&IR=T

Lumi Project. (2020). MOST BRUTAL Natural Disasters Compilation | Power Of Mother Earth  [Video]. Retrieved 9 April 2020, from
https://www.youtube.com/watch?v=EiOhjdJX7qQ

Ravilious, K. (2008). Unknown Earth: Can we predict earthquakes and volcanic eruptions?. Retrieved 13 April 2020, from
https://www.newscientist.com/article/mg19926752-000-unknown-earth-can-we-predict-earthquakes-and-volcanic-eruptions/

Sauser, B. (2011). The Reliability of Tsunami Detection Buoys. Retrieved 9 April 2020, from
https://www.technologyreview.com/2011/03/11/196401/the-reliability-of-tsunami-detection-buoys/
 South Australian Certificate of Education. (2020). Exploring your capabilities. Retrieved 16 April 2020, from
https://www.sace.sa.edu.au/studying/your-sace/capabilities

South Australian Certificate of Education. (2020) Stage 1 Earth and Environmental Science. Retrieved 17 April 2020, from
https://www.sace.sa.edu.au/web/earth-and-environmental-science/overview

Sumrall, W, & Sumrall, K. (2018). Understanding by Design. Science and Children, 56(1), 48-54

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Heatherton, Vic.: Hawker Brownlow
Education.

USGS, (2020) Latest Earthquakes. Retrieved 9 April 2020, from https://earthquake.usgs.gov/earthquakes/map/

Volcano Discovery, (2020) Which volcanoes are erupting? - List & map of active volcanoes erupting at present. Retrieved 9 April 2020, from
https://www.volcanodiscovery.com/erupting_volcanoes.html

Willams, L. (2020). Back Burning Vs Hazard Reduction: The Difference Explained. Retrieved 9 April 2020, from
https://www.lifehacker.com.au/2020/01/hazard-reduction-vs-back-burning-whats-the-difference/https://www.lifehacker.com.au/2020/01/hazard-
reduction-vs-back-burning-whats-the-difference/

Wiggins, G., & McTighe, Jay. (2011). The understanding by design guide to creating high-quality units . Alexandria, Va.: ASCD.