SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS: 3,  To capture student interest and find out what they know about XXXXX TOPIC

Weeks 3-7 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
Earth and space sciences
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 Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU096) Introduction: Butcher paper up on the
- Students will brainstorm as a class what they already know board to write up brain
about volcanoes (what they are, what they do and where storm and list of questions
they are located) about volcanos
LESSON OBJECTIVES - They will create a list of things they are curious about and
As a result of this lesson, students will be able to: want to know in relation to volcanos. Volcanos (watch video 1,
- Students will watch the National Geographic video about and first part of 2)
 Identify 5 facts they discovered about what a volcano volcanoes, and the first video after that. QR code – appendix 1
is or what it does Volcano fact sheet –
 Locate the most likely areas on a map for volcanoes Body:
- Students will each be given a volcano fact sheet; they will appendix 2
to occur.
use the provided QR code to research some information
ASSESSMENT (DIAGNOSTIC) about volcanoes and record these on their own volcanos –
including labelling sections if that is what they would like to
Work samples and observations will be used for assessing write down.
the objectives of this lesson. The teacher will write anecdotal - After finding their facts for their volcano students will be Appendix 3a and 3b
notes about each students prior knowledge and their ability to given a map of the tectonic plates in the world and asked to
place crosses around the map where they think volcanoes Image of volcanoes on
make connections between the tectonic plates and
might or are likely to occur. world map and tectonic
formations of volcanoes (appendix 4).
- Students are then to match up their tectonic plate guesses plates map.
with the map of volcanoes around the world.
- Once students think they know the connection they will put
their hands on their heads. The teacher will randomly pick
 students to share their thoughts about where most
volcanoes are.
- Students will be given another map of the tectonic plates to
show where the volcanoes are on the map.

Conclusion:
- Students will think-pair-share about something interesting
they discovered about volcanoes and have a discussion
about why they think the volcanoes are more likely to be
inline with the edge of tectonic plates than in the centre of
them.
- The teacher will ask for some students to share what they
have discussed as a closure to the lesson.

LEARNER DIVERSITY

Enabling:
Students who may struggle to make a connection the teacher will
ask them to line up their volcanoes on the world map with their
tectonic plates map and encourage them to find a pattern.

Extending:
The teacher will ask students who may make the link quickly to
investigate ‘the ring of fire’

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: 3,  To provide hands on, shared experiences of XXXXX TOPIC

weeks 3-7 Formative assessment
To support students to investigate and explore ideas about XXXXX
Earth and space sciences
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
INTEGRATIO TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
N (Year 1 & 2 QUESTIONS
only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
(ACSSU096) (ACSIS232) Introduction: “Do you remember
- The teacher will recap the previous lessons introduction into what we talked about
volcanoes, having students discuss themselves then talking last lesson?
to the class.
- Students will research the structure of a volcano and create What were some of
a labelled diagram using their research of as many parts of the things we wanted
LESSON OBJECTIVES the volcano they believe are necessary to know about its to find out about
As a result of this lesson, students will be able to: structure. volcanos?”
“Did anyone come
 Create a diagram of the structure of a volcano Body: across the word
 Identify and explain the difference between high and - The teacher will begin a discussion about new words that
Viscosity?”
low viscosity students discovered – if no one identifies the word before,
 Describe the effect of high or low viscosity lava on a the teacher will introduce the word viscosity.
group of objects “Viscosity is how fast or slow something will flow because of its
thickness. If it has a low viscosity (low thickness), it will flow 1 Cup Flour in a small
ASSESSMENT (FORMATIVE) quicker. If it has a high viscosity (high thickness), it will flow bowl, measuring cups
slower. for water (from the
When I ask you to predict or explain something, please write it in
The teacher will use a checklist (appendix 5) of the objectives tap)
your science journal.”
and the level of achievement of each objective. - The class will be split into groups of 2 and each group will be A sticky note with the
These achievement levels will be noted from both observation required to collect a small bowl of flour, a measuring cup, a amount of water they
of the student as well as their written work. sticky note with the amount of water they will be adding to need to measure into
their bowl of flour. the bowl using their
- Students will predict whether their amount of water added to measuring cup (375mL
the flour will create a high or low viscous mixture (and write water, 250mL water,
this in their journal)
- Students will mix the water into the bowl of flour, determining 125mL water, 50mL
whether they have made a high viscous mixture or a low water)
viscous mixture. Variety of ooshies put
- Students will leave their sticky note of how much water they on a plate for each
 added next to their mixture and walk around observing other group.
groups mixtures viscosity.
- Students will record their observation in their journals. Science journal.
- Students will then go collect a plate of ooshies which will
represent their ‘town’.
- The teacher will ask students to predict what they think will “How did you know
happen when they pour their mixture on their ‘town’ from whether your mixture
about 10cm off the top of their heads. Students will record had a high or low
their predictions. viscosity?” (look for
- Student will see what actually happens and record this too. words such as thick
Conclusion:
and thin
- Students will pack away their materials - putting the mixture
and other dirty things in a bucket at the front of the
classroom.
- Teacher will prompt discussion about what happens when “What does viscosity
the mixture stops moving (or cooled down if it was lava) – have to do with lava?”
students will discover that volcanoes grow with every
eruption as the lava cools down and forms rock.

LEARNER DIVERSITY
Enabling:
Students who may struggle with creating a diagram or have trouble
retaining lots of information will only be required to create a diagram
of at least 3 parts.

Extending:
Students who may be gifted will be asked to try create a volcano
diagram of at least 5 parts – investigating the two major types of
volcanic eruptions (effusive or explosive).

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: 3,  To support students to develop explanations for experiences and make TOPIC
weeks 3-7 Earth and space sciences
representations of developing conceptual understandings
Formative assessment

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
(ACSSU096) Introduction: “What do we remember
- Students will think back to the two previous lessons and about how a volcano is
open up any of their written information that may help them formed?”
recap what a volcano is and how it is formed. Students will
LESSON OBJECTIVES think-pair-share and give the teacher feedback as to what
As a result of this lesson, students will be able to: they recall about volcanoes.

 Identify the starting point of a volcano Body: “What is happening

 Explain the process of a volcanic eruption/how a
volcano grows using a story line to depict each part of
the process.
ASSESSMENT (FORMATIVE)
Students will be assessed through observation and work
samples. The achievement of the lesson objectives will be
recorded on a checklist (appendix 7).
Conclusion:
- The teacher will instruct students to write out and explain a during each step of this
basic process of how a volcano is formed with a partner. process?”
- Students will then create their own story line or comic strip
of how a volcano is formed using their gather information,
step by step, drawing along side an explanation of what is Volcanos
happening on the inside of the volcano and what happens Volcanoes - detailed
on the outside too. (If they require additional information
students may research using their previous lessons sites or
the new QR code which has more information on it.)
- Students will make their volcanic story line presentable with
detailed explanations of the process occurring in each of
their story line boxes

LEARNER DIVERSITY
Enabling:
Students who may require additional support will be prompted or
given a labelled story line in order to write at least where a volcano
starts, what it has inside of it and then what happens when the
magma inside of it reaches the surface.

Extending:
Students will be encouraged to give detail as to what type of gases
 and rocks come to the surface when a volcano forms and to pick a
particular type of volcano to give the story line of in more detail
(e.g. explosive vs effusive)

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: 3,  To challenge and extend students’ understandings in a new context or make TOPIC
weeks 3-7 Earth and space sciences
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 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
ON (Year 1 QUESTIONS
& 2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU096) (ACSIS232) Introduction: “What shape volcano
- Teacher will demonstrate to the class the reaction that occurs would grow quickest
(ACSIS107) when bi-carb soda mixes with vinegar. with low/high magma
- Students will discuss factors of a volcano that may effect how viscosity?”
quickly or how much a volcano grows by. The teacher will “What do you think
LESSON OBJECTIVES prompt discussion about magma viscosity and shape as well
would happen if we used
as about heat of the reactants.
As a result of this lesson, students will be able to: cold vinegar or warm
Body: vinegar?”
 Create a volcano to withstand an eruption of vinegar - Students will construct a volcano in pairs that will house a
and bi-carb soda using recyclable materials. container of the bi-carb soda to be mixed with vinegar. The
 Determine a way in which the volcano will be able to volcano may be shaped any way students feel would be most
grow in a shorter amount of time than normal. effective in helping a volcano grow quicker. Recyclable materials
- Students will need to consider factors discussed previously Bi-carb soda
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) such as the temperature of the reactants and the shape of the Vinegar
volcano. They will write down their prediction about the Containers for inside the
A rubric will be used to determine each student’s outcome of the variable they are altering and of their chosen volcanoes
achievement of the lesson objectives. (Appendix 8) shape. They will also need to make sure their volcano is
resistant to the reaction of the bi-carb soda and vinegar. Science journals
iPads
Conclusion:
- Students will test their volcanoes and write the results of their
own and others up in a table on their iPads or in their science
journals with an explanation.
LEARNER DIVERSITY
Enabling:
Students who might struggle may have the teacher model the outcome of
glue rolling down a taller structure vs a lower structure simulating lava
flowing down different shaped volcanoes.

Extending:
Students may wish to make their volcano with both cold and warm vinegar.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: 3,  To provide opportunities to review and reflect on their learning about volcanoes and TOPIC
weeks 3-7 Earth and space sciences
represent what they know about volcanoes
Summative assessment of science understanding 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 Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU096) Introduction: Previous brainstorm from
- Students will create a brainstorm of all the things they now first lesson.
know about volcanoes and can compare it to the one they
made at the beginning of the topic.
LESSON OBJECTIVES
As a result of this lesson, students will be able to: Body:
- Students will write up a draft of the information they wish to Poster paper
 Summarise their findings over the past 4 weeks use as a summary of ‘what is a volcano’ as if they were iPads
 Present their knowledge in an engaging and attractive going to teach their families about them.
form on their iPad or on a poster - Students will create a presentation about volcanoes in the
form of their choice. I.e. puppetpal, book creator, a poster,
iMovie etc.
ASSESSMENT (SUMMATIVE – Science Understanding)
Conclusion:
A rubric will be used to assess student’s achievement of the - Students will write one interesting fact they found out about Post it notes
lesson objectives. (Appendix 9) volcanoes on a sticky note and put it up on the discovery Discovery wall for the term
wall.
- Teacher will be sent or given a copy of each student’s
presentation.

LEARNER DIVERSITY
Enabling:
Teacher will provide guidelines of student’s overall findings to
include in the presentation;
e.g.
1. How a volcano is formed/what a volcano is
2. How a volcano grows
3. Interesting facts

Extending:
Students who may need extending will be asked if they can
incorporate additional information they learnt during the last few
weeks including the ring of fire.
 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 their By the end of Year 6, students
sciences environment (ACSSU094) compare and classify different
types of observable changes to
Chemical  Changes to materials can be reversible, such as melting, freezing, evaporating; or materials. They analyse
sciences
Science understanding

irreversible, such as burning and rusting (ACSSU095)

requirements for the transfer of
electricity and describe how
Earth and space  Sudden geological changes or extreme weather conditions can affect Earth’s surface
(ACSSU096) energy can be transformed from
sciences one form to another to generate
electricity. They explain how
Physical  Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)
natural events cause rapid
sciences  Energy from a variety of sources can be used to generate electricity (ACSSU219)
change to the Earth’s surface.
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Nature and  Science involves testing predictions by gathering data and using evidence to develop They describe and predict the
development of explanations of events and phenomena (ACSHE098) effect of environmental changes
as a human endeavour

science  Important contributions to the advancement of science have been made by people from a on individual living things.
range of cultures (ACSHE099) Students explain how scientific
knowledge is used in decision
Use and  Scientific understandings, discoveries and inventions are used to solve problems that making and identify
influence of directly affect peoples’ lives (ACSHE100) contributions to the
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) development of science by
people from a range of cultures.
(Year 5-6)
Science

Students follow procedures to

develop investigable questions
and design investigations into
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific
simple cause-and-effect
predicting investigation, and predict what the findings of an investigation might be (ACSIS232)
relationships. They identify
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve variables to be changed and
conducting problems (ACSIS103) measured and describe
 Decide which variable should be changed and measured in fair tests and accurately potential safety risks when
observe, measure and record data, using digital technologies as appropriate (ACSIS104) planning methods. They collect,
Science inquiry skills (Year 5-6)

 Use equipment and materials safely, identifying potential risks (ACSIS105) organise and interpret their
Processing and  Construct and use a range of representations, including tables and graphs, to represent data, identifying where
analysing data and describe observations, patterns or relationships in data using digital technologies as improvements to their methods
and information appropriate (ACSIS107) or research could improve the
 Compare data with predictions and use as evidence in developing explanations (ACSIS221) data. They describe and analyse
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem relationships in data using
(ACSIS108) graphic representations and
 Communicate ideas, explanations and processes in a variety of ways, including multi-modal construct multi-modal texts to
Communicating
texts (ACSIS110) communicate ideas, methods
and findings.

General Capabilities Cross Curriculum Priorities Notes:

 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
 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

Appendix 1 - QR code for information on volcanoes

..
Appendix 2 – Volcano fact sheet picture
Appendix 3a and 3b – Volcanoes on world map and Tectonic plate map

3a.

3b.
James Veronica Mary Max Bruce

Nigel Frank Graham Gary Gregory

Steven Lucy Margaret Bernadette Vivian

Kate Trisha Sam Patrick Thomas

Claire Francesca Tyrone Miguel Yvon

Appendix 4 – Anecdotal for each student

Appendix 5 – Assessment for lesson 2
Students Name: _____________________________

Key:
^ - Student has achieved the objective
~ - Student has partially achieved the objective
x – Student has not achieved the objective

Objective Achievement Additional Notes

Create a diagram of the structure

of a volcano

Identify and explain the difference

between high and low viscosity

Describe the effect of high or low

viscosity lava on structures

Appendix 6 – QR cod for additional information on Volcanoes

Appendix 7 – Assessment for lesson 3
^ - Student has achieved the objective
~ - Student has partially achieved the objective
x – Student has not achieved the objective
 Objective Achievement Additional Notes

Identify the starting point of a

volcano

Explain the process of a volcanic

eruption/how a volcano grows
using a story line to depict each
part of the process.

Appendix 8 – Rubric for assessment 4

Student name: ________________________

Appendix 9 – Rubric for assessment 5

Student name: ________________________

References:

Sawe, B. (2020). Tectonic plates [Image]. Retrieved from https://www.worldatlas.com/articles/major-tectonic-plates-on-earth.html

Volcano. (2012). [Image]. Retrieved from https://pixabay.com/vectors/earth-smoke-volcano-lava-erupt-46570/

Volcanoes around the world. [Image]. Retrieved from https://sites.google.com/site/volcanoeslesliem/home/where-do-volcanoes-occur

Volcano facts | National Geographic Kids. (2020). Retrieved 27 September 2020, from
https://www.natgeokids.com/au/discover/geography/physical-geography/volcano-facts/
Wei-Haas, M. (2018). Volcanoes, explained. Retrieved 28 September 2020, from https://www.nationalgeographic.com/environment/natural-
disasters/volcanoes/