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 – DAMAGE IN HAITI

Term 3 Week 1 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 ENGAGE
YEAR 4
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
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/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Earth’s surface iPads
changes over
time as a result of Using the application Zaption, upload a video about Haiti’s 2010
natural processes earthquake. The app lets you add multiple choice questions, photos etc.
and human
activity Include questions into the video through the application.
(ACSSU075)
Have students watch the video and answer the questions as the video
progresses.
LESSON OBJECTIVES
Include questions such as:
As a result of this lesson, students will be able to:
Why is Haiti so vulnerable to earthquakes?
 Define what an earthquake is
 Identify at least 1 fact about Haiti’s 2010 earthquake List 3 reasons why the earthquakes in Haiti were far more
 Deliver responses to two questions asked by the destructive than Chile’s earthquake?
teacher
ASSESSMENT (DIAGNOSTIC)
Assessment is evident through the use of questioning. Take
notes and dot points on the strong and weak answers.    

LEARNER DIVERSITY
Allow students the opportunity to use pen and paper if they are not comfortable
using an electronic device.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of XXXXX TOPIC – WHERE EARTHQUAKES HAVE OCCURED IN

Term 3 Week 2 Formative assessment
To support students to investigate and explore ideas about XXXXX
THE PAST 30 DAYS ON GOOGLE EARTH.

EXPLORE
 YEAR 4
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
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/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Earth’s surface Map of North America
changes over Place students into groups of 4 and assign 1 iPad to each group.
time as a result of iPads
natural processes Assign each group a region in North America and have them
and human access the Google Earth application.
activity
(ACSSU075) Provide each group with a map of North America to allow them to
write down the locations of 10-15 earthquakes within their
assigned region.
LESSON OBJECTIVES
As a result of this lesson, students will be able to: Allow students to complete a gallery walk in their groups at the
 Locate 10-15 earthquakes within North America conclusion of the lesson for students to acknowledge the work of
 Compare the earthquakes within different regions their peers and to gain a deeper insight into the various
earthquakes.

ASSESSMENT (FORMATIVE)
The maps of North America are to be collected and marked to
assess which students are confident on earthquakes and which
students need further development.
 LEARNER DIVERSITY
Place students into groups with two strong iPad users and two weaker iPad users
to allow the more advanced students to teach the less advanced students how to
use Google Earth.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make

Term 3 Week 3 Formative assessment

representations of developing conceptual understandings
TOPIC – HOW EARTHQUAKES HAPPEN

YEAR 4
EXPLAIN
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
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/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
 Human Skills
Endeavour
Earth’s surface Nearpod application
changes over Using the application Nearpod, present students with a
time as a result of presentation, reviewing and further explaining the facts around Smartboard
natural processes earthquakes.
and human
activity The application allows the teacher to ask multiple choice questions,
(ACSSU075) insert audio and videos, photos and allows students to draw on the
smartboard in which goes through the presentation.

LESSON OBJECTIVES Students can draw on a nomogram on the presentation to figure out
As a result of this lesson, students will be able to: the magnitude of an earthquake using the information given by the
 Summarise 3 facts on earthquakes teacher. This will ensure students a deeper insight into the concept
 Define what an earthquakes magnitude is of earthquakes and is a hands-on activity for all students.

Once the interactive presentation has concluded, the class is given

immediate feedback on how they went and allows the class an
ASSESSMENT (FORMATIVE) opportunity to see which topics need to be revisited.
Assessment is evident through the application Nearpod. It
will produce automatic feedback for the class as to which
topics need to be revisited and which topics have been
successfully understood.

LEARNER DIVERSITY
Ensure students that struggle to pay attention or regularly interrupt, are seated
closest to the front of the interactive presentation to ensure they are focused.
 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 – DETERMINE THE EPICENTRE OF AN
Term 3 Week 4
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills EARTHQUAKE
Summative assessment of science inquiry skills

YEAR 4 ELABORATE
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
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/KEY QUESTIONS
ON (Year 1 &
2 only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
Earth’s surface  Using the web link provided, have each student read http://www.glencoe.com/sites/common_
changes over assets/science/virtual_labs/ES09/ES09.htm
time as a result seismographs and virtually pinpoint an earthquake. l
of natural The website takes students through all the steps to find
processes and the epicentre of an earthquake, however it would be
human activity
(ACSSU075)
beneficial for the teacher to show students on a
smartboard as they move along the website also.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Define what a seismograph is
 Illustrate an earthquake using a compass, seismograph and
scales
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
The assessment is evident through marking the
earthquakes drawn by using a compass, seismograph and
scales.
Give students a question sheet to complete their
information as they make their way through the virtual
lab.
As a form of assessment, provide students with
compasses, scales and seismographs to locate an
earthquake on a piece of paper from the scrap paper
draw. (Numeracy) Ensure all left over paper is placed
in the recycling bin. (Sustainability)
LEARNER DIVERSITY
Place students into pairs if a student feels they are not
comfortable navigating their way through the website alone.
Ensure to pair them with a student that is confident and advanced
using iPads.
 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 – TEST/QUIZ ON THEIR KNOWLEDGE
Term 3 Week 5 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
EVALUATE
YEAR 4
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
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/KEY QUESTIONS
ON (Year 1 &
2 only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
Earth’s surface https://play.kahoot.it/v2/lobby?quizId=c6a78131-
changes over 2f51-4a21-b2ce-e45c71acd5ef
time as a result
Allow students and iPad to compete a kahoot
of natural Lead pencils
processes and quiz on earthquakes. This will allow the
human activity teacher to determine which students have Recycling paper (Sustainabilty)
(ACSSU075) average, below average, or advanced
knowledge on earthquakes. Once this
LESSON OBJECTIVES information has been derived at the
As a result of this lesson, students will be able to: conclusion of the quiz, the teacher will gain
 Achieve at least 50% of correct answers on the kahoot
quiz an insight into which direction they must go
moving into future lessons.
ASSESSMENT (SUMMATIVE – Science Understanding)
The assessment is evident through the kahoot quiz.

LEARNER DIVERSITY
Allow students the opportunity to complete the quiz
using pencil and paper if they do not feel comfortable
using the iPad.
RESOURCES

Geographic Guide (2014). Map of North America. Retrieved from https://www.geographicguide.com/north-america-map.htm