SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: ENGAGE LESSON TOPIC:

Term 3 Weeks 3-5 (Presentation Lesson) Earth and Space Science (Earthquakes)
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Understanding Science as a Science Inquiry TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Human Skills QUESTIONS
Endeavour
Sudden geological changes and Intro: “What do you already know
extreme weather events can affect • Small game of Kahoot pre organised by the teacher about earthquakes?”
Earth’s surface (ACSSU096) (Diagnostic).
LESSON OBJECTIVES • Students complete the first part of a KWL chart (Diagnostic). “What are some things you
Body: would like to know?”
As a result of this lesson, students will be able to: • In pre allocated table groups, students will conduct a Y
• Students describe at least three characteristics of an chart (looks like, feels like, sounds like) relating to “What would an
earthquake, through a Y chart. earthquakes. earthquake, look like,
• Students recognise that extreme weather events such as an • As a class, teacher will work collaboratively to create a sounds like and feel like?”
earthquake can affect the earth’s surface. ‘whole’ class Y chart relating to earthquakes. This will be
• Students experiment with strategies to develop earthquake kept as reference for future lessons. “What were some things
resistant buildings. • Watch the BTN video ‘Earthquakes’. that were mentioned in the
ASSESSMENT (DIAGNOSTIC) https://www.abc.net.au/btn/classroom/earthquakes/10537140 video?”
• As a class, discuss some of the main takeaways from the
• Diagnostic Assessment will take place through informal video. “What is a Richter Scale?”
assessments such as a game of pre-organised Kahoot and • Students in their allocated groups will conduct ‘Shaky
through the use of a KWL chart. Structures’ science activity. “What was the main
Conclusion: difference between these
• Assessment will also take place through the use of anecdotal • Discussion of the findings from each group’s experiments. two earthquakes?”
notes/observations made by the teacher that will later be • Pose the following take home question; “How are
recorded into an assessment checklist. earthquakes formed?” “What building shapes
Learner Diversity: worked best?”
• From here Teacher will know what the students know/don’t • Pre allocated groups sorted by the teacher.
know and therefore can alter future teaching accordingly. • Group work and discussions used to cater for students with “Why would wider/shorter
lower attainment in writing. buildings be sturdier?”
• Open ended tasks used to facilitate thinking.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: TOPIC:

EXPLORE LESSON
Term 3 Weeks 3-5 Earth and Space Science (Earthquakes)
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Sudden geological Communicate ideas, Intro: “Who was able to do some
changes and explanations and
• Reintroduce the take home question from the previous lesson research at home and can
extreme weather processes using scientific
events can affect representations in a and allow time for students to share their responses/research. explain how an earthquake may
Earth’s variety of ways, including • https://www.youtube.com/watch?v=zocutif0cQY – Funny Ice occur?”
surface (ACSSU096) multi-modal Age animation engaging students with the layers of the earth.
texts (ACSIS110)
Body: “If the eggshell represents the
LESSON OBJECTIVES • Using a hard-boiled egg, model to students the structure/layers earth’s crust, what do you think
As a result of this lesson, students will be able to: of the earth. the egg white will represent?”
• Explain and illustrate the three key tectonic plate KTP: Movement in the mantle caused by variations in heat
movements. from the core, cause the plates (in the crust) to shift, which “Why/how do you think the
• Recall the four key layers that form the earth’s surface can cause earthquakes. plates in the crust move?”
and associated facts. • In pairs students will be assigned to research facts about each
• Recognise that the earth’s layers play an important role in layer of the earth on their iPads completing the ‘Earth Layers “What were some interesting
the movement of tectonic plates. Fact Sheet’. facts you and your partner
ASSESSMENT (FORMATIVE) • Teacher will then gather the class back to play the following found about the inner core?
• Formative Assessment will take place throughout the video https://www.youtube.com/watch?v=MZ-sVQElqhE. Outer core?
explore lesson. Throughout this lesson, students will be KTP: 3 key types of plate movement and their effects. Mantle?
instructed to explore using hands on objects such as the • Students will then complete the ‘Types of Plate Boundaries Crust?
egg, as well as using iPads to assist their research. From Sheet’ using their iPads to assist their learning.
the completion of the two research sheets, I will then be Conclusion: “What are the three main plate
able to use the information to adjust/guide my future • Reinforce knowledge learnt/explored as a class. boundaries from the video?”
teaching accordingly. It also allows me to provide • Relate back to take home question and now pose the question
instructive and meaningful feedback to my students. again and see if student responses changes. “What happens to the plates at
Learner Diversity: each boundary?”
• Visual/kinaesthetic learners are catered for by drawing
• Anecdotal notes/observations will also be recorded
diagrams and visual representations to support their learning. “How would you illustrate these
throughout the lesson on things such as student behaviour
• iPads used as research tools to guide students whom may movements?”
and participation in the lesson.
struggle with the recounting/recalling of information.
• Visual/hands on representation of the earth’s layers. “Effects of these movements?”
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: EXPLAIN LESSON TOPIC:

Term 3 Weeks 3-5 Earth and Space Science (Earthquakes)
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Sudden geological Science involves testing Identify, plan and apply Intro: “How do you think an
changes and predictions by the elements of scientific
• Recap knowledge learnt from the previous lessons and allow earthquake is measured?”
extreme weather gathering data and investigations to answer
events can affect using evidence to questions and solve time for students to add into their KWL chart.
Earth’s develop explanations problems using • Pose the following question; “How do you think an earthquake “What would you call a person
surface (ACSSU096) of events (ACSHE098) equipment and materials is measured?” “What would you call a person who studies who studies earthquakes?”
safely and identifying
earthquakes?”
potential risks (ACSIS103)
Body: “What was that device used in
LESSON OBJECTIVES
• Watch the following video; the video?”
As a result of this lesson, students will be able to: https://www.youtube.com/watch?v=u-QbqGB1Ooc
• Explain what a seismogram tells us about earthquake • KTP’s: Seismology is the study of earthquakes and seismologist is “What happens to your
magnitude/intensity. a person who studies earthquakes. Earthquakes are measured seismogram when there is a
• Construct their own seismogram in groups, measuring using a seismogram and then transformed onto a Richter scale. strong shake?”
varying intensities of the earth’s movements. • From here the students will break off into their science groups
• Recognise seismology is the study of earthquakes. and create their own seismograms. “What about when there is a
ASSESSMENT (FORMATIVE) • Students will test their seismogram using various intensities. not so strong shake?”
• Groups will then share their seismograms and findings with
. Formative Assessment will take place throughout the explain
other groups. “What’s the distance between
lesson. Throughout this lesson, students will engage in hands
Conclusion: peaks?”
on learning activities in collaborative group learning.
• Gather students/groups back and discuss findings from their
experiments with seismographs. “Do you think a large peak
. Throughout the lesson, teacher will be walking around the
• Link back to explore lesson (plate movements have varying would result in an earthquake
class monitoring student on task behaviour, providing
levels of intensity that can be measured/illustrated through the being higher/lower on the
appropriate feedback where appropriate and taking
use of a seismograph.) Richter scale?”
anecdotal notes/observations. From here, teacher will be
Learner Diversity:
able to adjust/tinker future learning to best suit the needs of
• Learning through hands on/engaging experiences. “How could/would you improve
the students.
• Students allocated into science groups that maximises your group’s seismogram?”
participation and learning.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: ELABORATE LESSON TOPIC:

Term 3 Weeks 3-5 (Primary Connections Lesson) Earth and Space Science (Earthquakes)
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Human Endeavour QUESTIONS
Science involves Construct and use a range of Intro: “What do you notice about
testing predictions representations, including tables
• Recap knowledge learnt from the previous lessons and allow time the distribution of
by and graphs, to represent and
gathering data and describe observations, patterns or for students to add into their KWL chart. earthquakes?”
using evidence to relationships in data using digital • Show students the locations of earthquakes around the world using
develop technologies as the Tectonic Plates, Earthquakes, and Volcanoes Flash Interactive. “Why do you think they’re so
explanations of appropriate (ACSIS107)
Do not show the plate boundaries at this point. Then ask; much surrounding Australia
events (ACSHE098)
Compare data with predictions o What do you notice about the distribution of earthquakes? but very little in Australia?”
and use as evidence in (Lot’s around neighbouring countries)
developing Body: “How many earthquakes
explanations (ACSIS221)
• Distribute a copy of ‘Earthquakes around the world’ to each measure between 6-9 on the
LESSON OBJECTIVES student and discuss the factual text as a class? Richter scale?”
As a result of this lesson, students will be able to: o Example; How many earthquakes measure between 6-9 on
. Represent appropriate earthquake data results on a column the Richter scale? “What would these
graph. • Distribute copy of ‘Earthquake Information’ to each student. earthquakes be like in terms
. Compare/suggest reasons for difference in earthquake activity Students than compare earthquake intensities/magnitude of intensity?”
between Australia and surrounding countries. between Australia and neighbouring countries using a column
. Contribute effectively to classroom discussion.
graph. “Why would we use a graph?”
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) • Discuss patterns of the graph in pairs with the person sitting next to
. This lesson places an emphasis on the Science Inquiry Skills them. “What do you notice about
and summative assessment takes place through class Conclusion: patterns in the graph?”
discussion as well the construction of a column graph. • Ask the class to use their understanding of tectonic plate
movements/boundaries to suggest why earthquakes are more “Where do earthquake occur
. Assessment Rubrics will be used to assess the learning prone to places like New Zealand, Indonesia, PNG etc. more?”
objectives, and anecdotal notes/observations will also be Learner Diversity:
used to aid assessment. • Provide students opportunity to verbally state their reasoning. “So, why are countries like
• Give students more time to complete the graph if need be. New Zealand more prone to
earthquakes?”
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: TOPIC:

EVALUATE LESSON
Term 3 Weeks 3-5 Earth and Space Science (Earthquakes)
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Sudden geological Communicate ideas, Intro: “What are some of the key
changes and explanations and
• Recap knowledge learnt from the previous lessons and allow things that you have learnt
extreme weather processes using scientific
events can affect representations in a variety time for students to add into their KWL chart. from this earthquake unit?”
Earth’s of ways, including multi- • Allow time for students to share their KWL chart with at least
surface (ACSSU096) modal texts (ACSIS110) three other students. “What did you find most
LESSON OBJECTIVES Body: interesting?”
As a result of this lesson, students will be able to: • Teacher will introduce the summative assessment task to the
. Create a multimodal report that highlights the key learning students; “What else would you like to
intentions of the earthquake unit. o Students are required to construct a ‘earthquake learn about earthquakes?”
. Describe the key features in the formation of an earthquake. report’. In this report the following must be included;
. Recall the appropriate equipment/people used to measure ▪ What is an Earthquake? “What was the hardest thing to
the intensity and magnitude of an earthquake. ▪ How does an Earthquake occur? learn?”
▪ How is an Earthquake measured?
ASSESSMENT (SUMMATIVE – Science Understanding) ▪ Example of a destructive earthquake (including “What are some presentation
when/where it occurred, and damage caused). modes that you can use for your
. This lesson will form as the concluding lesson of the
o This report must be presented to the class in a mode of report?”
earthquake unit. An emphasis will be placed in obtaining
the student’s choice but must not go for more than 5
student knowledge regarding the key scientific
minutes. “What was something you
understandings of earthquakes. Summative assessment of
• Students will then be given time to research their information found interesting during your
these understandings will take place through the students
and prepare their presentation that will occur in the next research?”
presenting a multimodal report to the class, highlighting key
lesson.
features learnt throughout the unit.
Conclusion: “Why have you chosen to
• Students will then come together and share something present your report that way?”
. Assessment Rubric will be used to assess the reports.
interesting facts they found during their research.
Learner Diversity: “What are some things we need
. Anecdotal notes/observations will also be made.
• Open-ended summative assessment task used. to remember when presenting?
Resources:

Types of Plate Boundaries Sheet

Earth Layers Fact Sheet

Resources Continued:

Earthquake Information Sheet

Earthquakes Around the World Sheet

References:

Behind the News. (2010, March 9). Earthquakes [video]. ABC. https://www.abc.net.au/btn/classroom/earthquakes/10537140

Fox Family Entertainment. (2011, January 7). Ice Age: Continental Drift | Ice Age 4: Scrat Continental Crack Up HD | Fox Family
Entertainment [video]. YouTube. https://www.youtube.com/watch?v=zocutif0cQY

Learning Junction. (2020, April 4). Plate Tectonics | Tectonic plates Theory | Video for kids [video]. YouTube.
https://www.youtube.com/watch?v=MZ-sVQElqhE

Peekaboo Kidz. (2017, May 29). Invention Of Richter Scale | The Dr. Binocs Show | Best Learning Video for Kids | Preschool Learning
[video]. YouTube. https://www.youtube.com/watch?v=u-QbqGB1Ooc

Primary Connections. (2020, June). Earthquake explorers: Year 6 Earth and space sciences.
https://primaryconnections.org.au/resources-and-pedagogies/curriculum-units/earthquake-explorers

School Curriculum and Standards Authority. (2014). Science v8.1. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-

browser/science-v8