FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term YEAR LEVEL: Year 6 LEARNING AREA/TOPIC: Earth and Space Sciences
2/Weeks 1-5

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

5E’s- ENGAGE (1-2 lessons)

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as Science
Understanding a Human Inquiry Skills
Endeavou
r

\ Sudden DIAGNOSTIC: Introduction/Motivation What are Mt Vesuvius

• Read Eye witness story from Primary some of the Eye Witness
Week geologic By the end of
The students flip Connections. things story.
1/ al this lesson mentioned in
students will book will help the • Story is on Mount Vesuvius.
Lesson changes teacher determine the story?
create a
1 and flipbook on a collective Lesson Body https://kahoot.i
extreme Volcanos. understanding on
• Kahoot Quiz. This will assess student’s Prior What causes t/
the topic of volcanic
weather Volcanos. It does knowledge. eruptions?
By the end of not however •
events Show students a PowerPoint on Natural Flipbook
this lesson, reflect individual
can Disasters caused by extreme weather. What do Template
students will understanding as
affect brainstorm • Commence a collaborative brain storm in volcanos look
the information is
prior brainstormed in students’ groups on volcanic eruptions. like on the
Earth’s knowledge on inside and
groups. • Once completed students will receive an empty
surface ( Volcanos. flip book. They will record the information from outside?
ACSSU0 each brainstorm on volcanic eruptions
96) Kahoot Quiz will What kind of
assess the Lesson Closure extreme
student’s prior weather
• An exit tickets.
knowledge in a causes
fun and engaging volcanic
way.
eruptions?
• Students will be required to say one thing they
had learnt in this lesson before progressing onto
the next lesson.
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as Science
Understanding a Human Inquiry
Endeavou Skills
r

Sudden FORMATIVE Motivation/Introduction There is only

• True and false line one opening in
Week 2/ geologic • Ask the students different true or false
a volcano. True and false
Lesson al By the end of A checklist will be questions on natural disasters to recap what
signs required.
changes this lesson, used to determine The Hot liquid
3 they had learnt. rock rising up
students will whether the
and demonstrate a • Questions asked are on the right column. from the
students have
extreme volcanic demonstrated all earth’s crust is
weather eruption in aspects of their called magma.

events
groups. natural disasters Lesson Body
process • Start by recapping general content on
can - Volcanoes PowerPoint
affect What causes a presentation
Earth’s By the end of (Use power point as a focus point) volcano to
this lesson, the This will be a erupt?
surface ( students will Plickers quiz. This • Students will get into groups for their
ACSSU0 verbally assessment will investigation on volcanos. Worksheet attached
96) describe the feature basic Volcano to Weebly.
• Although in groups, students will perform at
process of a questions linked station
volcanic their station individually to demonstrate
to natural What
eruption disasters that will understanding.
happened Volcano Recipe
help the teacher • Students will receive a worksheet at their under the http://www.scienc
determine working station. earth’s
student’s retained efun.org/kidszone/
• Explain to the students that they must fill out surface?
knowledge experiments/how-
what they think will happen and what they are
to-make-a-
investigating BEFORE starting the activity.
• When all students completed their activity, work
volcano/
through the variables and the investigation set
up as a class.

Lesson Closure
• Plickers quiz.
• Students already have Plickers cards in their
trays and already know how to play Plickers.
 5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as Science
Understanding a Human Inquiry
Endeavou Skills
r

Sudden FORMATIVE Motivation/ Introduction

geological • Read the Students the Big Sneeze by Ruth
Week 3/ By the end of What are some Big Sneeze by
Brown.
Lesson changes this lesson the Anecdotal notes: of the things Ruth Brown.
5 students will • Discuss with the students the idea of cause that happened
and This will be used
and effect.
create a comic on the student’s because of the
extreme book strip based • Remind the students that Cause and effect is big sneeze?
comic book strip.
weather on the process The teacher can something they must keep in mind when
of a volcanic also relate this thinking looking at natural disasters.
events eruption.
can affect back to the
checklist used in Lesson Body Who can
Earth’s the previous • Review the purpose of the volcano remember what
surface (A formative
investigation. kind of Comic book
assessment to
CSSU096 By the end of compare students • Explain to the students that each stage of the investigations strip
) this lesson the understanding. volcanic eruption is different but equally as we did and what worksheet.
students will important. happened in
make a each?
• Students will be given an empty comic book
connection
between the like strip. If I draw this
cause and effect • Students must draw the process of a volcano. picture of a
of a volcanic • Explain to the students that each picture must volcano (draw a
eruption. have a mini explanation of the process. volcano
• Remind the students that they must start the erupting up on
the board), what
strip with what causes the natural disaster and would you say
end the strip in what effect the natural disaster in the mini
has had. explanation?

Lesson Closure
• Play a game of Pictionary on the interactive
Smartboard. Cards of
• Explain to the students that they will draw the volcano stages
certain stage of the volcano’s eruption. for the
• Once guessed correctly the student must students to
explain what they drew and the class will get a draw.
point.
 5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science Scien

Understanding as a ce
Human Inquir
Endeav y
our Skills

Sudden SUMMATIVE- Motivation/Introduction What do you Puzzle Pieces

geologic • Ask students to get into groups of four. think this map of ring of fire.
Week 4/ By the end of this Science Inquiry
• They will each be given a small puzzle to might be of?
Lesson al lesson students will Skills
6 changes create a map of the put together.
and ring of fire. • Puzzle is a map of the ring of fire.
extreme Why is the
Observation Lesson Body ring of fire
weather By the end of this notes. This will be • Show students a National Geographic Kids
taken from the important?
events lesson, the video on the ring of fire.
students’
can students will drawings, what • Explain to the students they will be What kind of https://www.y
explain why the they included and things should outube.com/w
affect investigating the ring of fire and how
ring of fire is the their explanations be included in
Earth’s volcanos are mostly located in that area. atch?v=RFbKs
prime location for underneath. the map
surface ( volcanos. • The students will draw their own map. AE-8Ek
drawings?
ACSSU0 • Explain to the students that they must
96) include the ring of fire. What kind of
• Students must also add a little explanation information A4 blank
on the bottom of the map as to why the ring would you Paper
include in
of fire is located where it is.
your little Pencils
explanations?
Lesson Closure
• Ask the students to come onto the mat Lined strip of
sitting in a circle. paper
• This represents the ring of fire.
• Then ask students to come and sit in other
positions resembling different plates.
• One student at a time will have a chance to
be volcano and act out an eruption.
 5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science Scien

Understanding as a ce
Human Inquir
Endeav y
our Skills

Sudden SUMMATIVE- Motivation/ Introduction What were https://www.y

geologic • Show students YouTube video from the Dr the main outube.com/wa
Week 5/ Science
Binocs show on Titled Volcano. stages the tch?v=lAmqs
Lesson al By the end of this Understanding volcano went
8 lesson, students • Ask the students what they thought the MQG3RM&t=
changes through
will have created main parts of the volcanic process were. 71s
and Rubric. before
an extreme This will be a 5- erupting?
extreme weather report on Lesson Body
scale rubric
weather an erupting assessing the • Students will be performing a greenscreen
events volcano. students overall extreme weather report. What kind of Green Screen
can understanding of • The students must stick to the topic of language are
the topics and you going to I-Movie (On
affect how they
volcanos and how it had all occurred.
By the end of this use in this iPad)
Earth’s lesson, the conveyed that in • Explain to the students that they must
type of task?
surface ( students will have their weather present to an audience that have no idea
reports. Ring of fire
ACSSU0 demonstrated their about the eruption process. Why do you map to help
overall • The greenscreen will be used to give an think I’m students pick a
96)
understanding on onsite effect, so they students look like they asking you to location.
volcanos in a are presenting the weather report as the say your
weather report location is
format. volcano is erupting.
around the
• Explain to the students that they must ring of fire?
include the following.
- Each stage of the volcanic eruption. Why do I
- Must be presenting from any spot want you to
around the ring of fire. explain all
- They must present in a weather report the stages of
the volcano’s
style.
eruption?
 Interactive
Lesson Closure Did we Smart Board
• This will be showing the students remember all
the stages?
performances in their weather reports.
Is there
something
we could
improve on?