Unit outline on volcanoes Year 6

Lesson Description
1 (engage lesson) Identifying student’s prior knowledge on volcanoes
2 (explore lesson) Experiment: Making a volcanic eruption in a cup
3 Research 1 of 10 volcanoes assigned to small groups
- Mount Vesuvius 
- Krakatoa 
- Mount St. Helens 
- Mount Tambora 
- Mauna Loa 
- Eyjafjallajokull 
- Mount Pelée 
- Thera 
- Nevado del Ruiz 
- Mount Pinatubo
In groups of 3-4 students will research about an assigned volcano and put the information on Canva or a similar poster making
tool.
- Where is the volcano located?
- What terrain is it located in?
- The height of the volcano
- When was the last time the volcano erupted?
- What was the aftermath of the eruption?
- Picture of the volcano
4 Research from last lesson continued
5 (explain lesson) Experiment: Single serving volcanism experiment and research how a volcano is formed through lava
6 (elaborate lesson) Create one of three volcanoes and research on that volcano type
7 Continuation of last lesson
8 (evaluate lesson) Draft and create a group speech about the information researched about volcanoes
9 Continuation of last lesson and presentation of speeches
10 Design Brief
11 Continuation of Design Brief

*NOTE: students will stay in the same groups of 3-4 for this unit
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE (1-2 lessons)
TERM / WEEKS:  To capture student interest and find out what they know about XXXXX TOPIC: Volcanoes

3, W1 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

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATIO TEACHING AND LEARNING EXPERIENCES RESOURCES
N (Year 1 & 2 &
only) KEY QUESTIONS
Science Science as a Human Science OUTCOMES
Understanding Endeavour Inquiry Skills
EARTH AND USE AND Introduction - Hand out of KWL
SPACE INFLUENCE OF - Students will fill out a KWL chart of volcanoes chart
SCIENCES SCIENCE - Inform students of the word wall and what it is - Free space in class
Sudden Scientific - Word match with definitions for a Word wall
geological knowledge is - https://www.youtub
changes and used to solve Body e.com/watch?
extreme problems and - Show students a recent volcanic eruption v=NGcbNn4Vk1w
weather events inform personal Key questions for think pair share:
can affect and community o What happened before the eruption?
Earth’s surface decisions o What came out of the volcano?
(ACSSU096) (ACSHE100) o How do you think volcanoes are formed?
o What happens when a volcano erupts?
- How does a volcanic eruption effect the people
leaving near them?
o Students come up with come up with ideas
on their own and then research the effects.
The information found will be written in
their books
- Students draw a T-chart and come up with
advantages and disadvantages of living next to a
volcano, be it active or not active.
 Conclusion
- Discuss as a class the advantages and disadvantages
of living next to a volcano.

LEARNER DIVERSITY
- Use pop-sticks to randomly select students to
answer questions
- Students can choose to work in pairs or individually
when completing the T-chart
- Students can use a variety of resources to find out
information e.g. videos

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Individually list prior knowledge of volcanoes
 Recall what happen before and after a volcanic eruption
 List, in pairs or individually, the effects volcanic
eruptions have on people
 List, in pairs or individually, the advantages and
disadvantages of living next to a volcano
ASSESSMENT (DIAGNOSTIC)
- Observations to see student’s prior knowledge of
volcanoes via:
o KWL chart
o Word match with definitions
- Whole class discussion on the effects and the advantages
and disadvantages of volcanoes
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of XXXXX TOPIC: Volcanoes

3, W1-3 Formative assessment
To support students to investigate and explore ideas about XXXXX

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES
ON (Year 1 & &
2 only) KEY QUESTIONS
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
EARTH QUESTIONING Introduction - Experiment sheet
AND SPACE AND PREDICTING Think pair share: - Cups
SCIENCES With guidance, pose - What was one thing you learnt about volcanoes last - Vinegar
Sudden clarifying questions lesson - Bi-carb soda
geological and make predictions Explain to students the experiment they are going to conduct in - Food colouring
changes and about scientific this lesson. - Plastic cups
extreme investigations Key questions
weather (ACSIS232) o What do you think will happen when we add the
events can PLANNING AND vinegar with the bi-carb soda?
affect Earth’s CONDUCTING
surface Decide variables to Body
(ACSSU096) be changed and - Students will fill out experiment sheet. See above tab
measured in fair tests, resources lesson 2.
and observe measure Experiment: volcanic eruption in cup
and record data with - Students will choose one variable to make changes to
accuracy using digital e.g. how much vinegar and/or bi-carb soda to add or
technologies as take away
appropriate - Students will also choose how to observe, measure and
(ACSIS104) record data

Conclusion
Whole class discussion on the experiment the students
 conducted and what variable they changed and how it affected
the volcano erupting
- Explain to students:
o Vinegar and bi-carb cause a chemical reaction
which produces a gas called carbon dioxide,
which fizzes and bubbles.
o In the magma chamber there is a lot of hot
magma and gas. When the pressure gets too high
in the magma chamber, the volcano erupts

LEARNER DIVERSITY
- Students will be in small groups when conducting this
experiment. This will allow everyone to work together
and students can involve themselves in tasks they are
comfortable to complete.
- Hands on task to give students a practical explanation of
how a volcano erupts
- Use pop-sticks to randomly select students to answer
questions
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 In small groups, students will complete the own
experiment sheet to do with a volcanic eruption in a cup
 In small groups, students will create a volcanic eruption
in a cup
 In small groups, students will choose one variable to
alter in the experiment
ASSESSMENT (FORMATIVE)
- Observations of the variable’s students are changing and
by how much
- Questioning students at the end to see if they understand
the science side of the experiment
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC: Volcanoes
3, W4
representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES
ON (Year 1 &
& 2 only) KEY QUESTIONS
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
EARTH PLANNING Introduction - https://www.explorat
AND AND Tell students: orium.edu/snacks/sin
SPACE CONDUCTIN - This lesson they will be researching how a volcano is formed gle-serving-
SCIENCE G though lava volcanism
S Identify, plan - Eight students at a time, will complete an experiment - Jelly
Sudden and apply the Model the experiment the students will be conducting - Pudding
geological elements of - Syringes
changes scientific Body - Aprons
and investigations Single serving volcanism experiment - Goggles
extreme to answer - Small groups of eight at a time will complete this experiment - Knives
weather questions and with the teacher - Pin
events can solve problems o This is so the teacher can watch over students carefully as - Paper napkins
affect using they will be handling knives Spoons
Earth’s equipment and - This experiment should take about 5-7 minutes per group
surface materials When students are not completing this experiment, they will research
(ACSSU0 safely and how a volcano is formed through lava
96) identifying
potential risks Conclusion
(ACSIS103) Discussion about what the students found on their research
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Research and explain how volcanoes are
formed through lava
 Conduct an experiment using jelly and pudding
to represent what happens inside a volcano
ASSESSMENT (FORMATIVE)
- Questioning students on whether they
understand how the experiment reflects how
the volcano is formed through lava
Key questions:
o What were some of the changes we observed in this
experiment?
o How do you think this experiment relates to what you
researched?
Explain to students:
- The jelly represents the inside of the Earth
- The pudding represents the magma
- The syringe represents the magma chamber
The magma chamber is made of liquid rock, when the pressure inside
the chamber increases it starts to fracture the rock surrounding the
chamber which allows the magma to go upwards towards the earth’s
surface. When the lava (magma) dries it forms a volcano, and each time
the volcano erupts, the volcano gets bigger.
LEARNER DIVERSITY
- The experiment is a practical explanation of how a volcano is
formed and what happens within the volcano
- Use pop-sticks to randomly select students to answer questions
- The experiment will be modelled to students first as a class, so
they know exactly what they are doing
- The steps of the experiment will be written on the board
- The group conducting the experiment will go step-by-step, so
that everyone is not left behind. This also allows the teacher to
watch that all students are safe when completing this experiment
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC: Volcanoes
3, W5-6 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES
ON (Year 1 & &
2 only) KEY QUESTIONS
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
EARTH AND Introduction - Clay
SPACE Key questions for whole class to answer: - Aprons
SCIENCES - What experiment did we do in our last science lesson? - Paint & brushes
Sudden - What happened in the experiment? - Cups to put paint in
geological - How does it reflect a volcanic eruption? - iPad’s
changes and -
extreme weather Body
events can affect Student will be assigned a volcano to research what they look like
Earth’s surface to be able to create a replica of it.
(ACSSU096) Experiment: build one of the three volcanoes (these will be
LESSON OBJECTIVES assigned to students)
As a result of this lesson, students will be able to: 1. Composite Volcano
 In groups, students will build a reflection of one of the 2. Cinder Cone Volcano
three types of volcanoes 3. Shield Volcano
 Research, in groups, where this type of volcano is When the groups finish their experiment, they will research:
commonly formed - Where the type of volcano is most commonly located
 Research, in groups, how this type of volcano is - How this type of volcano is formed
formed *This research will be typed and printed to be put in front of the
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) volcano the students made.
- A checklist will be used to check whether each group
had met the lesson objectives
Conclusion
Gallery walk of the volcano types the students have made.
Whole class discussion on:
- What volcano they found interesting
- What they learnt about one volcano other than there’s
LEARNER DIVERSITY
- Students will be working in small groups contributing to the
work that they are comfortable completing e.g.
o Researching the elements of the volcano
- Use pop-sticks to randomly select students to answer
questions
*this will go over a period of two lessons
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC: Volcanoes
3, W7-8 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES
ON (Year 1 & &
2 only) KEY QUESTIONS
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
EARTH AND COMMUNICATING Introduction - iPads
SPACE Communicate ideas, Think pair share
SCIENCES explanations and - Identify something you found interesting about
Sudden processes using volcanoes
geological scientific Explain to students they will be drafting a speech to present to
changes and representations in a the class and will have to make a poster to put up on the class.
extreme weather variety of ways,
events can affect including multi- Body
Earth’s surface modal texts Students will plan and draft a speech about all the information
(ACSSU096) (ACSIS110) they have researched from previous lessons
- Students will be given the marking key to check off
they have included all relevant information

Conclusion
Students will fill out the last section on the KWL chart

LEARNER DIVERSITY
- Students will assign to themselves different roles
within the group they feel comfortable with e.g.
o Students who have dyslexia can choose to
watch videos to find out more information or
they can work on creating the poster
 o Students who have dysgraphia, or any other
student, can use their iPads to work on this
assignment

*this will go over a period of two lessons

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Draft and create a group speech based on the research found
throughout this unit on volcanoes

ASSESSMENT (SUMMATIVE – Science Understanding)

- Checklist, with a comments section, will be used to check
whether students have met criteria on the volcano speech