SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Biological  The growth and survival of living things are affected by the physical conditions of By the end of Year 6, students
sciences their environment (ACSSU094) compare and classify different
Science understanding

types of observable changes to

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

 Important contributions to the advancement of science have been made by people from a individual living things.
Science as a human

science
range of cultures (ACSHE099) Students explain how
scientific knowledge is used in
 Scientific understandings, discoveries and inventions are used to solve problems that decision making and identify
Use and contributions to the
influence of directly affect peoples’ lives (ACSHE100)
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) development of science by
people from a range of
cultures.

Students follow procedures to

 With guidance, pose questions to clarify practical problems or inform a scientific develop investigable questions
(Yea
inqu

Questioning
skill
Scie

r 5-
nce

iry

6)
s

and predicting investigation, and predict what the findings of an investigation might be (ACSIS232) and design investigations into
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve simple cause-and-effect
conducting problems (ACSIS103) relationships. They identify
 Decide which variable should be changed and measured in fair tests and accurately variables to be changed and
observe, measure and record data, using digital technologies as appropriate measured and describe
(ACSIS104) potential safety risks when
 Use equipment and materials safely, identifying potential risks (ACSIS105) planning methods. They
Processing and  Construct and use a range of representations, including tables and graphs, to represent collect, organise and interpret
analysing data and describe observations, patterns or relationships in data using digital technologies their data, identifying where
and as appropriate (ACSIS107) improvements to their
information  Compare data with predictions and use as evidence in developing explanations methods or research could
(ACSIS221) improve the data. They
Evaluating  Suggest improvements to the methods used to investigate a question or solve a describe and analyse
problem (ACSIS108) relationships in data using
graphic representations and
Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi- construct multi-modal texts to
modal texts (ACSIS110) communicate ideas, methods
and findings.

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking
with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 - 9 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Earth & Space/ Earthquakes

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 earthquakes and their impact
 To elicit students’ questions/ prior knowledge about earthquakes
 Diagnostic assessment used- in this lesson you will find out what the students already know about earthquakes. This will allow you to take account of students’ existing ideas when planning learning experiences

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

1s Science 1. Students will DIAGNOSTIC Introduction (10 mins) Earthquake by

Understanding write three Learning Intention: Mille Lee
Sudden geological Anecdotal 1. Teacher presents upper primary children’s literature
responses to Notation
changes and extreme Earthquake by Milly Lee, which shares the perspective of a
weather events can
prescribed (Grid young girl during the 1906 San Francisco earthquake.
affect Earth’s questions on formation)
surface (ACSSU096) sticky notes Teacher uses 2. After reading of text, teacher asks prescribed questions
anecdotal for students to discuss in pairs.
Science Inquiry Skills notation to
Communicate ideas, 2. Students will Key Questions Literacy
elicit i) What are Earthquakes?
explanations and verbally identify individual
processes using at least one ii) What impacts does an earthquake have?
student prior iii) Was San Francisco protected against the
scientific known fact knowledge.
representations in a Earthquake? How could they have been better
about prepared?
variety of ways, Conferencing
including multi-modal
earthquakes for
Teacher
texts (ACSIS110) KWL chart. Body (20 mins)
individually
conferences 2. Teacher will then place one question on three of the
students classroom walls for students to answer. Students will use
using multiple sticky notes to contribute their understandings and
prior knowledge on the topic of Earthquakes, by placing Enlarged
prescribed Question
questions. them on the wall beneath the relevant question. Questions
(one per wall): Cards
- How is an Earthquake formed?
- How can we measure and Earthquake? Sticky Notes
- What are some ways we can reduce the impact of
Earthquakes?

Enabling: Instruct student to answer one question verbally

for teacher to record.
Extending: Instruct student/s to pose investigation
questions and plan how to research answers.

3. After 10 minutes of students contributing prior knowledge

to each question, the teacher gathers class for a gallery walk
of each wall, exploring the variety of understandings
students have on each question. A2 Laminated
KWL Chart
Conclusion (15 mins)
4. Teacher draws KWL chart and uses students’ sticky notes
to elicit prior knowledge in the “Know” section. Over the
course of the program, the teacher will add to the “learn’
section using student contributions after each lesson.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of earthquakes
 To support students to investigate and explore ideas about earthquakes
 Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

Science Inquiry Skills

2 Science 1. Students will FORMATIVE Introduction (5 mins) Earthquakes for

Understanding participate in Teacher to introduce video Earthquakes for Kids, which Kids- Video
Sudden geological Anecdotal introduces structural concept and terminology. Teacher then https://www.yout
four
changes and extreme Notation revisits the prior knowledge sticky note walls and asks how ube.com/watch?
weather events can
investigation using Grid v=21q83H7X4u
understandings may have changed or remained the same.
affect Earth’s activities Formation M
surface (ACSSU096) Teacher uses Key Questions:
2. Students will same -Have any of our prior understandings been shifted? Which
verbally anecdotal ones?
notation grid to - How can we find out more about these topics?
contribute two
record student
learned facts investigation Body (35 mins)
from the and verbal Critical and
Over the course of two lessons, the students will explore creative thinking
stations. contribution. four investigation stations, which aim to guide students’ Tray of Set Jelly
understandings of earthquakes, and introduce concepts of Recycled
measurement and impact. materials

Enabling: Student can have ‘expert buddy’ to help model

each activity
Extending: Student/s can begin explaining on mini-
whiteboards their reasoning.
Station 1: Earthquake
At the station, students will be given a tray of hard
jelly, and a variety of loose recyclable materials.
With one pre-made structure as an example,
students are to place the item on the set jelly and
gently wobble the tray, observing how a structure
changes or remains strong in a simulated
earthquake. After testing the pre-made structure,
students are to build structures from the loose parts
and informally test.

Station 1- Simulated Earthquake to iPads for

Test Structures PicCollage
Station 2: Tectonic Models
Plate Tectonics Video
Station 2: With a jumbled A2 World Map outlining the
https://www.yout
positions of tectonic plates, students in partners are to
ube.com/watch?
jigsaw the map together. After completing the world map,
v=RA2-
students are given playdough to mold into tectonic plates.
Vc4PIOY
Using a QR linked video describing Convergent, Divergent
and Transformative plate movement, students are to use the
iPad and photograph the three plate movements with the
playdough.

Numeracy

Seismograph
tutorial
https://www.yout
 Station 2- Using Playdough for Plate Movement ube.com/watch?
v=41RzGwZINO
Station 3: Seismograph Recorder k
Using a shoe box, marker, string and paper, students in a
group are to build their own ‘seismograph’. With a QR coded
tutorial video to aid, students can follow the exact Shoe boxes
instructions or modify the build to more accurately record
String
vibrations on the wobbled table.
Cups
Markers
Sticky Tape
Strip of paper

Station 3- Seismograph builder

QR linked
Tsunami
Station 4: Tsunami Simulator Video
With A QR linked video on Tsunamis, students will explore https://www.yout
how earthquakes can be the cause of tsunamis. In groups, ube.com/watch?v
students will have a large storage box with rice and water, to =tAlwAvdxQbI
demonstrate how an earthquake underwater can lead to
devastating tsunami waves the washes away land
Short Design
structures.
Using a project design brief, students are tasked with Brief
creating structures that can minimise the impact of tsunamis. (attached at
The short design brief allows students to become familiar end)
with following a brief before using a formal design brief in a
later lesson.

Station 4- Tsunami Simulator

Conclusion (5 mins)
Teacher concludes the lesson by instructing
students in a class discussion to verbally give Two
Stars and a Wish. The two stars are two facts they
have learned from their investigation, while the wish
is what they wish they can find out next lesson.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

33 Science 1. In partners, FORMATIVE Introduction- Concentric Circles (5 mins)

Understanding students will Collaborative strategy
Sudden geological Anecdotal Students formed into two groups, an inner and outer circle.
verbally pose
changes and extreme Notation When given a prescribed question by the teacher, the outer
weather events can
and discuss Teacher listens circle (experts) have two minutes to give an explanation
affect Earth’s four questions to student
while the inner partner (reporter) listens. The roles swap and
surface (ACSSU096) conversations
and notes any partners rotate while prescribed questions are given by
2. Students will students finding teacher. Prescribed
Science as a Human create a digital Key Questions: Questions
difficulty in
Endeavour information sharing - How do earthquakes occur
With guidance, pose
poster on information. - What impacts can earthquakes have on land?
questions to clarify
practical problems or earthquakes, - How are Tsunami’s related to Earthquakes?
inform a scientific using provided Rating Scale - How can countries reduce the impact of earthquakes?
investigation, and predict resources. Teacher uses a ICT
what the findings of an formal grid Body- Learning Safari (10 mins) Clarendon
investigation might be rating scale to Firstly, the teacher presents the Clarendon Learning video Learning Video
(ACSIS232) for students to gain a universal understanding of https://www.youtub
Earthquakes, as well as how their impact and measurement. e.com/watch?v=Q-
v-G1iL67w
To reinforce and extend understanding, students will
participate in a learning safari. Displayed clearly around the Meckering
Earthquake 8mm
classroom, the teacher has placed the following for students https://www.youtu
to individually explore: be.com/watch?v=
1. QR Code linked to Clarendon Learning Video (to re- w7KlLC8Pw50
watch for details)
2. A2 Tectonic plate map on wall How to Protect
Yourself in an
3. QR Code linked to Meckering Earthquake 8mm video Earthquake
4. QR Code linked to How to Protect Yourself in an https://www.youtu
Earthquake video. be.com/watch?v=
BLEPakj1YTY
5. A3 Printed infographic #1 Earthquake & Tsunami
 6. A3 Printed infographic #2 What to do in an earthquake.
Earthquake
Students will be allowed to individually move between Infographic #1
information centers, however must visit all 6 stations in the https://www.actsaf
15 minutes. e.ca/topic/emerge
ncy-
preparedness/eve
Information Poster (15 mins) nt-earthquake-
After the learning stations, students will use Picollage on the poster/
iPads to create an information poster to educate the Primary
School on Earthquakes. The poster must include the Earthquake
Infographic #2
following criteria:
https://vancouver.c
- How earthquakes occur a/news-
- 3 Types of tectonic plate movement calendar/shaking-
- Impact earthquakes can have up-the-
earthquake-
- What to do in an Earthquake myths.aspx

As this is an iPad activity, students are encouraged to sit

amongst the stations to refer to information.

Enabling: Student can physically draw and write to create

poster, and given more direct resources to guide them
Conclusion (5 mins)- Collaborative strategy
Students place completed posters on their desks facing
upwards, and the teacher instructs students to participate in
a ‘gallery walk’, viewing and learning from other students’
information posters.
 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 RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

Science Inquiry Skills

N.B This lesson is divided into two shorter lessons. Lesson 4a will
4a 1. Students will introduce the design brief, and give students opportunities apply their
Science draw and label SUMMATIVE- prior knowledge to generate their designs. Lesson 4b will be designing
4b Understanding three diagrams Formal Rubric and building the final construction read for testing and reflecting. Teacher
Sudden geological prepared letter
of an Attached
changes and extreme Introduction (10 mins) And QR code
weather events can
earthquake
proof At the beginning of this lesson, the teacher is
affect Earth’s Critical and
surface (ACSSU096) classroom on ‘delivered’ an envelope, containing a QR code creative thinking
A3 paper. linked to the 1968 Meckering Earthquake
aftermath video, and typed letter from Meckering’s
2. Students will Shire Councilor Dennis Whisson. The letter will
construct contain a design brief which instructs students to
earthquake help the town of Meckering better prepare for
proof models earthquakes.
out of recycled
materials Body (25 mins)
In partners, students are to plan, design and build
a school classroom structure for Meckering
Primary that will be earthquake proof. It must
follow the design brief specifications, and points
will be awarded for creativity as well as resilience
to earthquakes. It will be tested in the final lesson
on a large jelly tray, given wobbles from 1-10 in
intensity.

Enabling: Student to be buddied with effective

buddy
Extending: Student can list other environmental
factors that could be considered to help reduce
impact of earthquake. E.g

Conclusion (10 mins)

At the end of lesson 4b after presenting and
testing each design, students are to reflect on how
well their design achieved the design brief, and
how they would modify it for the future. This will be
done through a prescribed rating scale by the
teacher (attached).
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about earthquakes and represent what they know through a design brief
 Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)

5 Science 1. Students will SUMMATIVE- Introduction (10 mins) Earthquakes

Understanding answer Formal Rubric
To motivate and review learning, students are to Quiz
Sudden geological prescribed (Attached) play a prescribed kahoot quiz. https://create.ka
changes and extreme hoot.it/details/ea
weather events can
questions in a
rthquake-
affect Earth’s Kahoot using Body (15 mins)
quiz/97c385f4-
surface (ACSSU096) an ICT device. Teacher presents KWL chart from the first lesson. 2f51-475b-
In this task, students are to use given sticky notes 8229-
Science Inquiry 2. Students will to contribute responses to the stimulus question, 65a0e9cf7fcf
Reflect on and
suggest improvements
write three this time to be stuck on the ‘learned’ section.
to scientific concepts/facts
investigations (ACSIS they have Conclusion (5 mins)
108) learned from To conclude the program of work, students in
this program. partners are to think-pair-share for 2 minutes, and
contribute one question that they would like to know
more about related to earthquakes. This will then
form the ‘Want to know’ section of the KWL chart.
Short practice design brief for Lesson 2 Station 4
Introduction Letter & Formal Design Brief for Whole Class
Integration Mindmap
Lesson 1 & 2 Anecdotal Notation Grid Formation- Formative

Noah Isabelle Katie Noel

Lesson 1: Contributed facts about
tectonic plates
Lesson 2: Contributed two facts
Lesson 1: Related to past
experiences/knowledge
Lesson 2: Contributed two facts
Lesson 1: Contributed explanation Lesson 1 Contributed facts about
of ‘Seismograph’ and ‘Richter tectonic plates and Earth’s layers
Scale’ Lesson 2: Contributed three facts
Lesson 2: Contributed two facts

Bruce Thomas Robert Delilah

Lesson 1: Contributed explanation
of ‘Seismograph’ and ‘Richter
Scale’
Lesson 2: Contributed three facts
Lesson 1: Contributed facts about Lesson 1: Contributed explanation Lesson 1: Contributed facts about
tectonic plates of ‘Seismograph’ and ‘Richter tectonic plates
Lesson 2: Contributed two facts Scale’ Lesson 2: Contributed two facts
Lesson 2: Absent at Music

Ezekiel Shad Harry Rupert

Lesson 1: Contributed explanation Lesson 1 Related to past Lesson 1: Absent
of ‘Seismograph’ and ‘Richter experiences/knowledge Lesson 1: Contributed facts about Lesson 2: Absent
Scale’ Lesson 2: Contributed two facts tectonic plates and Earth’s layers
Lesson 2: Contributed two facts Lesson 2

Ruby Ruth Meghan Anthony

Lesson 1: Contributed explanation Lesson 1: Contributed explanation Lesson 1: Very reluctant to Lesson 1: Related to past
of ‘Seismograph’ and ‘Richter of ‘Seismograph’ and ‘Richter contribute experiences/knowledge
Scale’ Scale’ Lesson 2 Lesson 2: Contributed two facts
Lesson 2: Contributed two facts Lesson 2: Absent

Bec George William Elizabeth

Lesson 1 Contributed facts about Lesson 1 Related to past Lesson 1 Contributed facts about Lesson 1: Related to past
tectonic plates and Earth’s layers experiences/knowledge tectonic plates experiences/knowledge
Lesson 2: Contributed two facts Lesson 2: Contributed two facts Lesson 2: Contributed two facts Lesson 2: Contributed two facts

Green: Above Satisfactory Red: Below Satisfactory

Blue: Satisfactory No Colour: Absent

Formal Assessment: Rubric
Student: Noah
Limited Satisfactory Good High Achievement AC Link
Student was able to Communicate ideas,
contribute to group explanations and
class discussions. processes in a variety of
ways, including multi-
modal texts (ACSIS110)
Information Poster Communicate ideas,
explanations and
Student was able to processes in a variety of
ways, including multi-
effectively collect modal texts (ACSIS110)
information from variety
of multi-modal texts.
Student was able to Communicate ideas,
produce information explanations and
poster which included processes in a variety of
ways, including multi-
elements: modal texts (ACSIS110)
- How earthquakes
occur
- 3 Types of tectonic
plate movement
- Impact earthquakes
can have
- What to do in an
Earthquake

Design Brief With guidance, plan

appropriate investigation
methods to answer
Student was able to questions or solve
draw three annotated problems (ACSIS103)
diagrams of model
Student was able to With guidance, plan
construct model appropriate investigation
methods to answer
following final plan. questions or solve
problems (ACSIS103)
Student was able to Suggest improvements
reflect on effectiveness to the methods used to
of design using a rating investigate a question or
solve a problem
scale. (ACSIS108)