SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

GENERAL CAPABILITIES
Literacy
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures
TERM / WEEKS: 1/1.  To capture student interest and find out what they know about XXXXX TOPIC- Earth and Space Science. Year 6.
 To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about Introducing earthquakes, tsunami’s and volcanic eruptions
XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences (major geological events).
Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
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 OUTCOMES
Human Inquiry Skills
Endeavour
Sudden geological Introduction What do you know about
changes and  Open lesson with an earthquake riddle, written on whiteboard: earthquakes/volcanic
extreme weather “If you were standing still eruptions/tsunami’s?
events can affect And you felt the ground shake
There’s a very good chance What do you think happened in
Earth’s
That there was an _ _ _ _ _ _ _ _ _ _” the video/image?
surface (ACSSU096
 Have students working in pairs to try and finish the riddle.
) What do you not yet know
 Link this in with the topic- learning about earthquakes and other major
about
geological events this term in science.
earthquakes/tsunami’s/volcani
 Explain and write the lesson objective: to see what you already know about c eruptions?
earthquakes, tsunamis and volcanic eruptions.
 Cover structure of the lesson- firstly doing an internet image scavenger hunt What have you heard about
and then a word wall. earthquakes, tsunami’s and
volcanic eruptions that you are
Body not sure is true?
 Remind students what an internet image scavenger hunt is and its purpose. To
explore different videos and images on a particular topic and see what you Are they any similarities
between the different types of
already know about a topic.
major geological events?
 Explain internet image scavenger hunt instructions- scan QR codes on the
worksheet. View the images and videos and identify anything familiar or
known to you. Record this information in student science journals in the  Earthquake riddle accessed
preferred format (written, diagrams, flow charts etc). from: https://riddles-for-
  Afterwards, as a pair, students share and discuss what they know about the kids.org/earthquake-
images/videos. Look for similarities and differences, what they think the riddles/
images/videos are illustrating, what they are unsure about etc.  iPads (1:1)
 As a class, students are randomly selected to discuss a few things they  Internet scavenger hunt
recognised and already know from the images and videos. handout
 If the students feel comfortable with sharing, they can disclose what they are  student science journals
unsure or do not know about the images/videos or what they would like to  A3 poster for word wall
find out.
 Word wall. Re-visit the purpose and features. To record words we know or
have learnt about a topic. Important to use the correct terminology in science.
 Individually, create a quick word wall of terms students have learnt or know
about regarding tsunami’s, earthquakes and volcano eruptions.
 Discuss these words in table groups.
 As a class, each group shares their words and combine them in a whole-class
word wall. To be added to during the following lessons too.

Conclusion
 Revisit the lesson objective.
 Discuss what aspects of the unit the students are looking forward to.
 Ask a few students a word they can remember to do with tsunami’s,
earthquakes and volcanoes eruptions.

Safety
 Monitoring students iPads to ensure they are on-task and on the provided QR
weblinks.

Differentiation
 Lower ability students- produce at least 4 words for their individual word wall
and aim to write at least one bit of prior information for 3 of the 6
images/videos.
 Higher ability students- extend their prior knowledge by asking them to recall
past earthquake, tsunami or volcanic events and to think how these events
might impact humans.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Create a word wall both individually and
 collaboratively to identify words already known about
major geological events
 Recall understandings and explanations of major
geological events, prompted from an internet image
scavenger hunt.

.
ASSESSMENT (DIAGNOSTIC)
Internet scavenger hunt:
 Assessing student knowledge and understanding about
major geological events such as earthquakes, tsunami’s
and volcanic eruptions (previously taught) through an
internet scavenger hunt which prompts students to
reflect on their understanding of earth and space
science concepts.

Word wall
 Gauges the awareness of terms and definitions relating
to major geological events within science. Highlights
holes, misconceptions as well as terms students
understand.

Checklist
 To synthesise and record the data from the word walls
and internet scavenger hunt responses in student
science journals.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: 2/4  To provide hands on, shared experiences of XXXXX TOPIC- Earth and Space Science. Year 6.

Formative assessment
To support students to investigate and explore ideas about XXXXX
Recording earthquakes- seismographs.
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 Sustainability
with Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2 only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry
Endeavour Skills
Sudden Scientific Introduction As a think-pair-share activity, what do you
geological knowledg  Picture of a seismograph on the whiteboard- conduct a think-pair- think this is a picture of?
changes and e is used share activity. Students to guess what the instrument in the picture
extreme to solve is. Who can remember what we have covered in
science so far this term?
weather problems  Write lesson objective on the board: explore how scientist’s
events can and measure the magnitude of earthquakes.
affect Earth’s inform  Explain outline of the lesson- re-cap last few lessons, build a What do you think the term magnitude
surface (ACSS personal seismograph, test it, gallery walk and finish with exit tickets. means? How could you apply this meaning to
U096) and what you know about earthquakes?
communit Body
 Re-cap the content from the last few lessons briefly- how What is the minimum number of earthquakes
y readings you need to complete?
decisions  earthquakes occur, tectonic plate movements, tsunami’s and fault
(ACSHE10 lines around the world. How do you think the seismograph is able to
0)  Introduce and explain a few key points about seismograph’s- record the earthquake tremors?
magnitude (Richter scale), function of a seismograph.
 Quick think-pair-share to think and discuss what the meaning of Which of the measurements is the low
magnitude is in a science context. magnitude reading? How do you know this?
 Students follow instructions to build the seismograph in small
What part of the seismograph moves with the
groups. Modelled example at the front of the classroom. Allow
earthquake?
students to touch and explore the materials for 30-seconds before
doing explaining the instructions. Safety: be careful when using  Whiteboard
scissors.  Projector
 Outline the instructions for students to follow whilst testing and  Picture of a seismograph:
exploring how seismographs function. https://earthquake.us gs.gov/learn/gloss
 Check student understanding by asking a few students to repeat ary/images/seismograph.jpg
elements of the task. Safety: remind students to not be silly whilst
 PowerPoint slides: https://docs.g
shaking the desks and to use an empty desk.
oogle.com/presenta
 Once each group has at least one low, medium and high magnitude
tion/d/18PwHa6T8ZEtQX7
recording, students will do a gallery walk of the earthquake
qygbzLNfkXPkr3zEvkWii Wrt19kYs/edit?
recordings of other groups. The recordings must be randomly
fbclid=IwA R3spBftZongxV60QeLdKj
ordered beforehand.
y6TqujWkabXn kVE1bpKWJHiC6
 Discuss the readings as a class and explain decisions by students to
MeT4CjpKPVHI#slide
order the measurements from smallest to largest magnitude.
=id.gc6f889893_0_35
Conclusion  1 box per group
 Pack away materials.  1 roll of tape per group
 Re-cap key teaching points of the lesson- what a seismograph is,  1 pair of scissors per group
what it’s used for, how it works and the correlation between an  2 pebbles per group
earthquake’s magnitude and the seismogram recordings.  1 ball of string per group
 Distribute and fill in exit tickets: How do seismographs record  1 marker pen per group
earthquakes? What is the correlation between the magnitude of  1 receipt roll per group
an earthquake and the seismograph recordings?  1 polystyrene cup per group
 Differentiation  Exit tickets
 Higher ability students- extension to research 3 earthquakes of  iPad’s (1:1)
low, medium and high magnitude and explore the damage  video for instructions:
caused by them. https://www.sciencebu
 Lower ability students- only required to replicate and record 3 ddies.org/stem-activities/make-a-
different earthquake intensities. Instructional video provided seismograph ?fbcli d=IwAR1D
to assist building and testing the seismograph. FaOVFLD9pH ORL16HWl9vM
AQkjthfbGZVZnT17A0HN duhuMY SbQt
X4uI#materials

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Explain how the magnitude of earthquakes are
measured using seismographs.
 Investigate and explain the correlation between
earthquake magnitude and seismograph readings.
 Construct a basic functioning seismograph to
replicate and record at least 3 different earthquake
intensities.
ASSESSMENT (FORMATIVE)
Exit ticket- used to gauge student understanding of
seismographs and summarise what they have learnt. To be
completed and collected at the end of the lesson.

Checklist- to record data from the exit tickets. Assesses

students understanding of seismographs and earthquakes.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: 2/5  To support students to develop explanations for experiences and make TOPIC- Earth and Space Science. Year 6.
Formative assessment
representations of developing conceptual understandings
The fundamentals of earthquakes.
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 INTEGRATION
(Year 1 & 2 only) TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Science as a Science OUTCOMES QUESTIONS
Understanding Human Inquiry Skills
Endeavour
Sudden Scientific Introduction Why do you think that
geological knowledge  Quick hangman/build a body game to get students engaged with earthquakes occur? What
changes and is used to the lesson. Use terms mentioned in the unit so far (seismograph, evidence do you have of this?
extreme solve tectonic, tsunami).
weather events problems  Explain and write the lesson objective- to investigate Why do you think we measure
can affect and inform earthquakes. and try to predict
Earth’s personal  Explain structure of the lesson: undertake a WebQuest
surface (ACSSU0 and collaboratively as a group, teach each other your focus areas,
96) community come back as a group to discuss and reflect on what was learnt. earthquakes?
decisions (
ACSHE100) Body What are the impacts and
 Divide students up into threes and get them to sit at the same
effects of earthquakes?
table.
 Re-explain and write the process of undertaking a WebQuest How does our knowledge of
collaboratively (jig-saw strategy). earthquakes influence humans
Scan the QR codes, research you focus questions, and then teach and the decisions we make?
each member of your group about your content areas. What are some examples of
 Questions focusing on the following areas with examples: this?
What earthquakes are?
How earthquakes occur? What areas are you struggling
The impact of earthquakes? to grasp?
How we measure and predict earthquakes?
How our scientific understanding of earthquakes can help
Do you think that there might
minimise the effects of earthquakes?
be another explanation for it?
 As a class, discuss answers to the questions. Address any
misconceptions, provide examples and more in-depth answers
WebQuest worksheet.
backed with visual diagrams if needed.
 Use the information gathered to produce an infographic iPads (1:1)
factsheet using the book creator app on the iPads. Factsheets
must include all elements covered on the worksheet. Book creator app.
 The infographic can include diagrams, images and texts.
 Send the infographics to the padlet page.

Conclusion

 Restate the lesson objective.

 Quick brainstorm to reflect on what students have covered and
learnt.
 Pack away iPads and learning equipment.

Differentiation
 Lower ability students- work in pairs to complete the questions
with higher ability students.
 Higher ability students- can map tectonic plates around the
world and also label past major earthquakes and their
magnitude. Also, explore the correlation between earthquake
 frequencies and a locations proximity to tectonic plate
boundaries.

Safety
 Monitor students on their iPads to ensure they are on task and
are using safe-search platforms like kidrex.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Identify how earthquakes occur
 Recall the impact of earthquakes
 Recite how we measure and predict earthquakes
 Explain how our scientific understanding of earthquakes can help
minimise the effects of earthquakes.

ASSESSMENT (FORMATIVE)
Infographic factsheet
 To assess whether students can effectively identify and
communicate how earthquakes occur, recall the impact of
earthquakes, recite how we measure and predict earthquakes
and explain how our scientific understanding of earthquakes
can help minimise the effects of earthquakes.

Checklist
 To record data from the infographic poster. Assesses students
understanding of earthquakes.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 2/7
Back-to-back science
lesson (2).
5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make TOPIC- Earth and Space Science. Year 6.
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills Tsunami destruction factors
Summative assessment of science inquiry skills

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

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KE
(Year 1 & 2 Y QUESTIONS
only)
Science Science as a Human Science Inquiry Skills OUTCOMES
Understanding Endeavour
Sudden With guidance, pose Introduction
geological clarifying questions  Brainstorm to revisit information about tsunamis taught in prior What have we
changes and and make lessons and to engage students with the lesson. Cover content learnt so far about
extreme predictions about such as: definition of a tsunami, why it occurs, common areas for tsunamis?
tsunamis to occur and damage that can be caused.
weather events scientific
 Lesson objective: to investigate factors that can increase the Reflecting on what
can affect investigations (ACSIS
potential damage of tsunamis. you’ve learnt so far,
Earth’s 232)  Explain lesson structure explanation: identify different risk what factors do you
surface (ACSSU0 factors, create hypothesis, undertake experiment and test think makes a
96) Compare data with hypothesis, record observations, develop explanations, discuss as tsunami more
predictions and use a whole class. destructive?
as evidence in
developing Body: Can anyone tell me
explanations (ACSIS2  Pose the question “what factors do you think makes a tsunami how climate change
21) more destructive?”. and sustainability is
 Facilitate think-pair-share discussion and record the student intertwined with
produced answers on the whiteboard. tsunamis?
Decide variables to
 Circle these factors- rising sea levels, low lying land areas,
be changed and earthquake and wave intensity, or the reduction of coastal Who can tell me
measured in fair vegetation. If students do not include these add them to the what a hypothesis
tests, and observe board or use guiding questions to prompt the responses. is? What are the
measure and  Highlight the concept of sustainability and climate change and dependent and
record data with how it is linked to some factors- vegetation destruction and rising independent
accuracy using digital sea-levels. Re-define sustainability for students- responsibly variables?
technologies as interreacting with the environment to maintain natural resources
appropriate (ACSIS10 for future generations. How do you know
4)  Students will then choose one factor to investigate and explore your data collection
LESSON OBJECTIVES through an experiment. From one of the four circled, unless and recording
others can be done using the same materials. method is fair and
As a result of this lesson, students will be able to:  Explain what a hypothesis is to students- a proposed explanation reliable?
 Identify factors that can influence the destructiveness of tsunamis based on limited evidence which is the starting point for an
  Design and conduct an experiment which fairly and accurately measures investigation. How are you
and tests a chosen tsunami destructiveness factor.  Students will then individually create a hypothesis themselves to recording you data?
 Formulate and test a hypothesis to investigate factors that can influence test using the equipment. E.g. “As the sea-level increases, the
destructive capacity of tsunamis also increases.” Write this What is your
the destructiveness of tsunamis
example on the board to model for students. The hypothesis and dependent variable
 Develop explanations about the destructive of tsunamis based from their the rest of their investigation will be recorded in the student that you are
investigation results and reflect on initial predictions. science journals. changing?
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)  Students will have to devise a suitable way to accurately and fairly
Student investigation- tsunami destructiveness factors measure and record the data. E.g. measuring how many paper What issues are
 To assess whether students can Identify factors that can influence the houses were knocked over, how far the wave travelled inland you/have you
with a ruler etc. To record data could use a table with encountered?
destructiveness of tsunamis
measurements and observations. Write these examples on the
 Design and conduct an experiment which fairly and accurately measures whiteboard to model for students. What findings arose
and tests a chosen tsunami destructiveness factor.  Explain to students they will be measuring and changing their from your
 Formulate and test a hypothesis to investigate factors that can influence dependent variable to do this. E.g. land height or sea level height. investigation? What
the destructiveness of tsunamis Write this as an example on the whiteboard. do you believe is the
 Develop explanations about the destructive of tsunamis based from their  Provide students with the materials to build their tsunami model. explanation for this?
investigation results and reflect on initial predictions. Show them the written instructions on the board- fill container
Rubric with pebbles on one half of the container, layered with sand and Are your findings
paper houses on top. Fill water 1L of water on the other side. Add different to your
 To gauge students’ level of understanding and demonstration of the
and then change your chosen factor/dependent variable initial prediction in
inquiry skills your hypothesis?
(vegetation, low lying land).
 Allow students to start testing their hypothesis once all the
necessary steps have been completed. Such as a method to Whiteboard
record the data, a hypothesis and how they are measuring their
factor. Student science
 Once students have completed their experiment and recorded journals
their data, they must pack away their equipment. Pens
 Afterwards, they will revisit their hypothesis, compare the results
and provide basic explanations for their results. Clipboards

Conclusion Rulers
 Students will reflect and discuss in pairs their experiment and
their findings. 21x containers,
 As a class, students will be randomly selected to briefly explain buckets, water from
their partners experiment, findings and explanations. the tap, sand
 Briefly talk, as a class, any issues they encountered. (collected from the
 Discuss as a group which factor students believe, based on the sandpit outside),
findings they have heard, increases the destructiveness of a small bags of
tsunami the most. pebbles, paper
 Place science journals on the teacher’s desk. houses, plastic plate
to create the
 Differentiation tsunami, toy plastic
 Lower ability students- will have assistance in formulating their shrubs and trees.
hypothesis by providing a framework to create one as well
assisting with identifying the independent and dependent Student iPads- for
variables. They will also have help in developing an appropriate extension activity.
means to record the data from the experiment.
 Higher ability students- extension activity to research and locate
areas where their investigation factor is a major contributing
aspect of the destructiveness of tsunamis- for example low lying
land Bangladesh. Also, research and brainstorm solutions to
reduce the potential impact of the tsunami for their factor- for
example house design, coastal re-vegetation, a sea wall.

Safety
 Not being silly and splashing anyone with water.
 Disposing of the water properly outside.
 Not running with the bucket of water.
 If there is water on the ground, what to do- mop and wet floor
sign.
 Turn the tap off once finished.
 Safe search engines only- kidrex.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EVALUATE (1 lesson)
TERM / WEEKS: 2/9  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC- Earth and Space Science- Yr 6.
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 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 Human Science Inquiry OUTCOMES
Endeavour Skills
Sudden geological Scientific knowledge Communicate Introduction Why does an
changes and is used to solve ideas,  Students start the session by conducting a think-pair-share earthquake/volcanic
extreme weather problems and inform explanations activity. The focus is on reflecting what the students have learnt eruption/tsunami occur?
events can affect personal and and in this unit of work.
 Shift the discussion to a brainstorm to record and generate How has our scientific
Earth’s community processes in
topics, explanations and examples of things the students have understanding or major
surface (ACSSU096 decisions (ACSHE100 a variety of geological events
learnt. For example, earthquakes, how they occur, the
) ) ways, destruction they can cause and how to measure them. informed how we live?
including  Lesson objective: to create a short news report video to
multi-modal demonstrate what you know about earthquakes, volcanic What are some key
texts eruptions or tsunamis. Write on the board. components of a news
(ACSIS110)  Lesson structure: watch a video to revisit how to use the reporter reporting a story
LESSON OBJECTIVES greenscreen app, select topic and create a draft script, and then live in the field?
in pairs record a news report on an earthquake/volcanic
As a result of this lesson, students will be able to:
eruption/tsunami. List four things you know
 Create a greenscreen news report video to communicate and Body about the geological
explain a major geological event using correct scientific  Watch a quick YouTube video which outlines how to use the events we have studies
terminology green screen tutorial app. Used to refresh student’s knowledge this term.
 Recall and explain why a major geological event occurs of how to use the app.
 Describe how a major geological event is recorded  Turn the classes attention to the pre-written focus areas that What are the similarities
students will need to draw from to create the script and news and differences between
ASSESSMENT (SUMMATIVE – Science Understanding) report video. the geological events we
 Focus areas that need to be covered include: definition of an have studies this term?
Green screen video- news report
earthquake/tsunami/volcanic eruption, how and why it occurs,
 For students to demonstrate their understanding about major the potential impact it, safety recommendations for people to Define what an
geological event using correct scientific terminology follow, how it was detected and the size of the major geological earthquake/volcanic
 Recall and explain why a major geological event occurs event, and a description of the location that it occurred at. eruption/tsunami is.
 Describe how a major geological event is recorded  Get students to select which major geological event they will
cover. Green screen app tutorial-
Rubric  Watch a quick new report clip. https://www.y
 Use the clip to guide this discussion. Ask students what outube.com/wa tch?
 To gauge and assess students’ level of understanding and
characteristics or elements that typical of a live news report. E.g. v=ekX1mDt6Q
demonstration of a major geological event. NY&feature=youtu.be
describing and conveying the feeling on the ground, the situation,
disclosing the location, formal language used, use of hands and
body. student iPads (1:1)
  State that students should try to incorporate these elements in
their live news report videos. whiteboard and pens
 Allow students to start writing their script, based on their chosen
focus topic (earthquakes, tsunami etc.). Set the scene by telling Focus points pre-written
them they are a journalist for ABC news, reporting live from a on the whiteboard.
major geological event that’s just occurred around the world.
 Students will need to creatively come up with some elements, Green screen cloth
such as the location. Information for the news report clip must
come from their recollection/memory. News report video
 Once the script is finished, students work in pairs to record their example:
news report video. https://www.youtub
 Once the video has been recorded, students can add in different e.com/watch?v=SlO-
backgrounds and use different editing tools to make the video RtG5d_I
appear more realistic.
 Students will then upload their videos to the padlet link provided. Padlet link:
https://padlet.c
Conclusion om/robertbe
 As a class, students who wish to volunteer can show their video edie/v9007jgi875gd0iw
to the class.
 In a think-pair-share, students will discuss one thing they’ve Green screen app by Do
learnt, one thing they’ve found interesting and one thing they Ink.
want to investigate further.
 As a class, discuss some of these.
 Pack away green screen cloth and iPads.

Differentiation
 Lower ability students- expected to cover less of the information
about their geological event. Also, work with them to produce a
script outline whereby they fill in the content knowledge learnt in
this unit.
 Higher ability students- have to develop a few more areas to talk
about in their video. For example, likelihood of the geological
event occurring and past historical events.

Safety
 No safety issues to consider.