SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
(option 1)
Write and research a report on
a famous Earthquake, and its Religious Education / Spiritual Education Create a timeline on a significant
affect on people and the natural disaster event.
environment. Discuss and read biblical stories
surrounding weather and geological
Watch a brief video and write events.
brief notes on the important
facts mentioned throughout.
Concept: Earthquakes / geological
events Term: 2 Weeks: 5-10
©The University of Notre Dame 2010 developed by C McGunnigle

History
Science / Technology & Enterprise Health & Physical Education

Research a historical natural Discuss the affects of earthquakes and other

disaster / earthquake and create natural disasters and geological events on a
a oral presentation about this person’s health.
event.
Geography
The Arts
Review a range of photographical images of the aftermath
of earthquakes.

Create a collage using a range of different photos of natural

disasters.
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Australian Curriculum: Science (Year 6) Formatted ...
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Sub-strands Content Descriptions Achievement Standard Formatted ...

Biological  The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) By the end of Year 6, students compare Formatted ...
and classify different types of Formatted
sciences ...
Science understanding

observable changes to materials. They

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Chemical  Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and analyse requirements for the transfer of
sciences rusting (ACSSU095) electricity and describe how energy can Formatted ...
be transformed from one form to Formatted ...
another to generate electricity. They Formatted
 Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) ...
Earth and space explain how natural events cause rapid
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sciences change to the Earth’s surface. They
describe and predict the effect of Formatted ...
 Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) environmental changes on individual Formatted ...
Physical living things. Students explain how
sciences  Energy from a variety of sources can be used to generate electricity (ACSSU219) Formatted ...
scientific knowledge is used in decision
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making and identify contributions to the
Nature and  Science involves testing predictions by gathering data and using evidence to develop explanations of events and development of science by people from Formatted ...
phenomena (ACSHE098) a range of cultures. Formatted
development of ...
 Important contributions to the advancement of science have been made by people from a range of cultures
endeavour (Year 5-6)
Science as a human

science (ACSHE099) Formatted ...

Students follow procedures to develop
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investigable questions and design
investigations into simple cause-and- Formatted ...
Use and  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives effect relationships. They identify Formatted ...
(ACSHE100)
influence of  Scientific knowledge is used to inform personal and community decisions (ACSHE220)
variables to be changed and measured Formatted ...
science and describe potential safety risks when
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planning methods. They collect,
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organise and interpret their data,
identifying where improvements to their Formatted ...
methods or research could improve the Formatted ...
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what data. They describe and analyse Formatted ...
Science inquiry skills (Year

the findings of an investigation might be (ACSIS232) relationships in data using graphic

predicting representations and construct multi- Formatted ...
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Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103) modal texts to communicate ideas,
 Decide which variable should be changed and measured in fair tests and accurately observe, measure and record methods and findings. Formatted ...
conducting
data, using digital technologies as appropriate (ACSIS104) Formatted ...
5-6)

 Use equipment and materials safely, identifying potential risks (ACSIS105) Formatted ...
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Processing and  Construct and use a range of representations, including tables and graphs, to represent and describe observations, Formatted ...
patterns or relationships in data using digital technologies as appropriate (ACSIS107) Formatted
analysing data ...
 Compare data with predictions and use as evidence in developing explanations (ACSIS221) Formatted
and information ...
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Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108) Formatted: Font: +Headings (Calibri), 10 pt
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Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)
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 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2, weeks YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science – Earth & Space
5-10 Science
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single, Bulleted + Level: 1 + Aligned at: 0.25" + Indent at:
0.5"
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding Formatted: Font color: Red
thinking Competence
Formatted: Font color: Red
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability Formatted Table

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 Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
experiences Bold
Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES Bold
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Formatted: Font: Not Bold
(include learner diversity)
Science Science as Science Formatted: Font: (Default) +Headings (Calibri), 11 pt
Understand a Human Inquiry Formatted: Font: Not Bold
ing Endeavour Skills
Formatted: Font: 11 pt
Sudden (ACSIS1 Discuss what you DIAGNOSTIC  Students will complete a ‘What Do You Know? How are Books Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
geologi 07) know about Activity – write on post-it notes everything they earthquake TWLH Bold
cal earthquakes. Collection of know about natural disasters and share their formed? Printed Pictures Formatted: Font: Not Bold
change students post-it Formatted: Font: (Default) +Headings (Calibri), Not Bold
responses
s and Draw the process notes and story What Story Board Formatted: Font: Not Bold
extrem that occurs during an boards.  Introduce students to introductory rotation emotions may Template Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
e earthquake. activity – students will be placed in small you feel if you Bold
weathe Anecdotal notes groups and rotate, rotations will include; were Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
r regarding class pictures, books and QR codes (videos) experiencing Bold
events and group surrounding the topic of earthquakes an Formatted: Font: (Default) +Headings (Calibri), Not Bold
can discussions. earthquake? Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
 Students will complete a story board outlining
affect Bold
Earth’s the process of an earthquake, drawing on prior
Formatted: Font: 11 pt
surface knowledge Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
(ACSS  Students will then act out different scenarios in Bold
U096) small groups, for example; how people would Formatted: Font: Not Bold

react when an earthquake occurs, how an Formatted: Font: (Default) +Headings (Calibri), Not Bold

earthquake may aeffect people Formatted: Font: Not Bold

 As a class fill in the first two segments of a Formatted: Font: (Default) +Headings (Calibri), Not Bold
Formatted: Font: Not Bold
This TWLH chart Formatted: Font: Bold, Italic
link Formatted: Font: (Default) +Headings (Calibri), Not Bold
follows Differentiation: Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
the  Enable students by allowing them to Bold
whole brainstorm various things that happen in Formatted: Font: (Default) +Headings (Calibri), Not Bold
way an earthquake or draw an example rather
throug than sequencing a story board
h the 5
 Extend students by getting them to write a
lessons Formatted: Font: (Default) +Headings (Calibri), 11 pt, Italic
brief description under each section of
their story board

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Bold
 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 LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSIS1 Model the FORMATIVE  Explain the ‘Modelling Tectonic Plates’ activity Plasticine Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
03) movement of What are TWLH Chart Bold
to students and give them an instruction sheet
tectonic plates Collect student’s tectonic Blocks Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
 Group students in pairs Bold
during an diagrams and plates?
 Students will complete steps 1 – 4.
earthquake using observations Instruction
plasticine. from their science Demonstrating their ‘tectonic plates’ sliding What are the sheet Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
book, and mark in over one another. three basic Bold

Compare what conjunction with  Students will record their observations in their ways tectonic
happens to the a checklist. Science book, and draw a diagram to go with plates move? Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
plasticine each time Bold
each step
it moves. Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
 Students will then complete steps 5-6. Using Bold
blocks as a representation of a building during Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
Bold
an earthquake.
 As a class, students will share in small groups
what they learnt and what each stage of the
activity represented in a real-life earthquake.
 Student’s will participate in a think pair share,
sharing one thing they learnt in the lesson and
one thing they enjoyed.

Differentiation
 To enable student’s they can verbally explain
their observations and record it on the iPad.

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Bold
 Formatted: Font: (Default) +Headings (Calibri), 11 pt, Not
Bold

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 LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSIS1 Identify the affect of FORMATIVE  Students will watch a brief video on Exit Slip Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
03) tectonic plate earthquakes and take notes using the TWLH Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
movement, on fault Observation notetaking template provided. What are fault Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
lines. checklist and lines?
 anecdotal notes  Students will each receive a small chocolate bar
Write, at least 5 based on class and then will use a plastic knife to create some What do you
different facts about discussion. cracks in it (representing fault lines). already know
earthquakes from about tectonic
 They will then pull the chocolate bar apart and
the video. Collection of exit plate
slips. discuss any observations. Then doing the same movement? Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
again, although this time pushing the ends of Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
the bar together. Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
 Brainstorm as a class the different things that
happened to the “fault lines”.
 Students will complete an exit slip outlining
three things they have learnt over the previous
two lessons.
 Students will share their responses, adding Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at:
0.25" + Indent at: 0.5"
these to the TWLH chart – under the ‘what we
have learnt’ section. Formatted: Font: (Default) +Headings (Calibri)

Formatted: Font: +Headings (Calibri), 11 pt, Not Bold

 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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
11 (ACSIS1 Create an iMovie on SUMMATIVE-  Teacher will share with students some Notetaking Formatted: Font: 11 pt
03) a famous Science Inquiry newspaper articles on real-life earthquakes. What are template Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
earthquake. Skills  Students must research a famous earthquake some things iPad (one to one Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
you noticed devices) Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
that has occurred in the world.
Use, at least 2 about
 Students will note take any significant Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
sources, to research earthquakes in
a famous information, using the notetaking template the newspaper
earthquake. provided and write a report on the earthquake. articles? Formatted: Font: +Headings (Calibri), 11 pt, Not Bold

 Students must use iMovie to create a brief 3- Formatted: Font: +Headings (Calibri), 11 pt, Not Bold

minute video, on a famous earthquake and its Formatted: Font: +Headings (Calibri), 11 pt, Not Bold

affects on the natural and man-made

environment.
Differentiation Formatted: Font: (Default) +Headings (Calibri)
Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at:
Differentiation 0.25" + Indent at: 0.5"
 Enable students by allowing them to work in
pairs, with a student of similar ability to create
the iMovie.
 Extend students by asking them to write a brief Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at:
0.25" + Indent at: 0.5"
summary of their notes, outlining all the
important details to go along with their iMovie. Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
 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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSIS1 Write a report on a SUMMATIVE- TWLH Chart Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
10) famous earthquake, Science  Students will continue to research their What are Self-reflection Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
using at least 3 Understanding earthquake and complete their iMovie. some facts sheet
different sources.  Students will then be divided into small peer you have iPad Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
Teacher will learnt about iMovie Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
collect student’s groups, and share their findings and iMovie earthquakes?
reports and with their group.
iMovie and mark  As a class, complete the rest of the TWLH chart What causes
in conjunction earthquakes?
discussing student’s findings and what they
with a rubric. Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
have learnt.
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 Student’s will then complete a self-reflection
Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at:
sheet based on the completed series of lessons. 0.25" + Indent at: 0.5"
Formatted: Font: +Headings (Calibri), 11 pt, Not Bold

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