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- Earthquakes (Year 6)

T2W1 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 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 Science as a Human Science Inquiry Skills OUTCOMES
Understanding Endeavour
Sudden geological Scientific knowledge is Communicate Introduction – Book - “Jump into Science:
changes and used to solve problems ideas, explanations - Students will construct a storyboard about the stages of an Earthquakes” by Ellen
extreme weather and inform personal and and processes earthquake as they currently understand, this will be drawn into their Prager.
events can affect community using scientific science journals and diagnostically assessed by the teacher. This is
Earth’s surface decisions (ACSHE100) representations in done before reading any information to gauge student understanding. Each student’s science
(ACSSU096) a variety of ways, journal
including multi- Body-
modal - Read the text “Jump into Science: Earthquakes” by Ellen Prager. Blank TWLH chart to be
texts (ACSIS110) - A TWLH chart will be constructed as a which shows what students filled in
know, what they want to know, the other two columns will be left
until the 5th lesson. Ball for game ‘Earthquake
- Students will now create a word wall as a class about earthquakes, ball’
the words can be in English, Noongar, and any other language spoken
by students in the class. “What do you already know
about earthquakes?”
Conclusion-
- Play a game of earthquake ball, students are standing up and the ball “What would you like to
is thrown to each person in the class, when each student catches the learn about earthquakes?”
ball they say either a fact, something they have learned in the lesson or
a word that is related to earthquakes, they then throw the ball to
“What is a word that
another person for their turn. Must explain why the students should
describes earthquakes?”
not throw the ball hard or dangerously around the room otherwise it
could cause damage.

LEARNER DIVERSITY
- If any students speak another language then use their language as
 well as English on words for the word wall.
- Provide more guidance for less able students when they are
constructing the learning journal, if they are unable to start give them
the headings for each stage of an earthquake and let them draw what
they think will happen in each stage.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Depict the stages of an earthquake in their science journal
 Construct a word wall that includes all the key words regarding
earthquakes

ASSESSMENT (DIAGNOSTIC)
- Assessment on each of the science journals created will occur as this
will highlight the basis of understanding about earthquakes.
- This assessment will be done in the form of a checklist.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: T2W2  To provide hands on, shared experiences of XXXXX TOPIC Earthquakes (Year 6)
 To support students to investigate and explore ideas about XXXXX
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 Human Science Inquiry OUTCOMES
Endeavour Skills
Sudden geological Scientific knowledge is Identify, plan and Introduction – - Toothpicks
changes and used to solve problems apply the - Students review the TWLH chart and word wall
extreme weather and inform personal and elements of
events can affect community scientific
constructed in the previous lesson to consolidate - Marshmallows
Earth’s surface decisions (ACSHE100) investigations to understanding.
(ACSSU096) answer questions - Explain that in this lesson the students will be building a - Jelly in containers
and solve structure out of toothpicks and marshmallows to see how
problems using well it could withstand an earthquake.
equipment and - What type of structure
materials safely will withstand the
and identifying Body-
earthquake the best?
potential - Students will be in groups of three where they will
risks (ACSIS103) construct a structure out of miniature marshmallows and
toothpicks. This structure will then be placed in jelly and - What is your reasoning
the container will be shaken to see how well the structure behind that prediction?
withstands an earthquake.
- Must talk about safety with sharp toothpicks and how to - Are there any
act with them to ensure no one gets hurt. alternative ways that
- Before students can begin building they must fill out the you could build this
group design sheet where they will predict what structure structure?
will work best and why.
- Once students have built their structure encourage them
to test it and see if any modifications need to be made.
- Discuss with students how they can test to see which
structures withstand the earthquake the best and how to
 ensure the results are valid and fair.
- Provide examples of real life buildings that are built to
mitigate the impact of earthquakes.

Conclusion-
- Review with the students which type of structures work
the best to withstand an earthquake.

LEARNER DIVERSITY
- Ensure when working in groups each person has a role so no
one person is doing all of the work.
- Provide examples of structures that could be beneficial for
students to try if a group is struggling.
- Ask groups about which shapes could be the best to
withstand an earthquake and why, this would be an
extension.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Construct a structure that can withstand an earthquake
 Record their predictions about their structure being able to
withstand an earthquake

ASSESSMENT (FORMATIVE)
- Students will hand in their recording sheet which will show their
predictions for building the structure, how they will keep their
assessment valid and fair, what worked well in the test and if
they would change anything if they did it again.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: T2W3  To support students to develop explanations for experiences and make TOPIC Earthquakes (Year 6)
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 Sustainability
with Asia
SCSA LINKS EYLF
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Science as a Human Endeavour Science Inquiry Skills OUTCOMES
Understanding
Sudden Science involves testing Communicate Introduction- https://www.youtube.com/
geological predictions by ideas, explanations - Play a game of Kahoot with the students that watch?v=dJU1rsOFY
changes and gathering data and and processes
extreme weather using evidence to develop using scientific
reviews the content of the previous two lessons as
events can affect explanations of events and representations in well as some questions on tectonic plates to see what - Playdough for the
Earth’s surface phenomena and reflects a variety of ways, the students know about them so far. students to use for their
(ACSSU096) historical and cultural including multi-
contributions (ACSHE098) modal
representation
Body- - iPads to record the
texts (ACSIS110)
- Play the video clip from the resource section as
information
this provides information about the different types of
- Maps of the world
tectonic earthquakes that occur.
- In groups of 4 students will work together to (enough for 1 per 4
distinguish where the different tectonic plates students)
around the world are located. - Laptop and projector to
- Once they have located the different plates the show images and YouTube
students will represent the different types of clip.
earthquakes that they can cause (convergent, - Access to SeeSaw
divergent and transform) via the use of playdough,
this will be done in groups of 2.
- Students will take a short video of each type of
earthquake and upload it on SeeSaw for the teacher
to assess. Questions-
- Students will write the different types of
 earthquakes that occur from tectonic plates in their “Why do you think there
journal. are different types of
earthquakes?”
Conclusion-
- Students will play a game where the teacher shows “Which type of
an image of either the tectonic plates causing a earthquakes do you think
divergent, transform or convergent earthquake. The causes the most harm to
students will need to close their eyes and put their
Earth’s surface, why?”
hands on their head if they think it is a divergent
earthquake, hands on hips for convergent and hands
on toes for transform, this allows teacher to see if “Do we experience any
there are any students who do not know the different earthquakes in Australia?
types. Why or why not may this
be the case?”
LEARNER DIVERSITY:
Extension- more able students can begin creating an iMovie
with an iPad about what happens when two tectonic plates
cause an earthquake (of their choice).
Enable- lower ability students can be partnered up with a more
able student to solve the location of different tectonic plates
and for representing the different earthquakes.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Represent the movement of tectonic plates via the use of playdough
 Record the different ways tectonic plates move in their science journal and how
this movement causes earthquakes

ASSESSMENT (FORMATIVE)
- Teacher will use a checklist to formatively assess the students’
information about how tectonic plates move to cause an earthquake.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: T2W4  To challenge and extend students’ understandings in a new context or make TOPIC – Earthquakes (Year 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 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 Human Science Inquiry Skills OUTCOMES
Endeavour
Sudden geological Scientific knowledge is Construct and use a Introduction- - Whiteboard and
changes and used to solve range of - Students will review the previous lessons by markers to construct
extreme weather problems and inform representations,
events can affect personal and including tables and
constructing a brain storm, the middle bubble will brainstorm.
Earth’s community graphs, to represent have the word earthquake and the branches off
surface (ACSSU096 decisions (ACSHE100) and describe will include, causes, types, location, best building - Compare and
) observations, patterns design and any other options the students come up
or relationships contrast table for
with. students
in data using digital
technologies as
appropriate (ACSIS107 Body-
- iPads
) - Students will have the choice to work
individually or in pairs where they will research
one earthquake from Australia and one earthquake Questions-
of their choice from anywhere in the world, they - “Why are not all
will then provide a Venn diagram regarding the Earthquakes the same
LESSON OBJECTIVES
two earthquakes. on the Richter scale?”
As a result of this lesson, students will be able to:
- Once the student(s) has completed that stage
 Provide a Venn diagram between two earthquakes of their choice.
 Justify why Australia rarely has earthquakes and why they are low on the Richter scale. they will answer the question “How come - “Can earthquakes
Australia rarely has earthquakes and why they are cause secondary
low on the Richter scale?” This will be completed reactions? If so, what
below their Venn diagram. are they?”
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
The teacher will take anecdotal notes regarding the Venn diagram constructed Conclusion- - “If there are two
between two earthquakes as well as the students’ reasoning behind why - Each person will say the two earthquakes they convergent
earthquakes are minor in Australia. chose and then say one similarity between the two earthquakes, one in
and one difference. Asia and one in
- The class will discuss why Australia has low Europe, would they be
magnitude earthquakes. the same on the
Richter scale? Why or
LEARNER DIVERSITY
- Extension – allow the more able students to choose any why not?”
two earthquakes they want to compare and contrast, they
must have led to a secondary reaction (e.g. tsunami,
volcanic eruption). Discuss the effect these both had on
Earth’s surface.
- Enable- provide less able students with the two
earthquakes and if needed the facts about each so they have
the information there for both of them and need to decide
which circle they go in.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: T2W5  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC Earthquakes (Year 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 Skills OUTCOMES
Endeavour
Sudden geological Scientific knowledge is Communicate Introduction- - iPads
changes and extreme used to solve problems ideas, explanations - Teacher will explain to students this is the final - Whiteboard and
weather events can and inform personal and and processes
affect Earth’s community using scientific
lesson from the earthquake sequence so the students markers
surface (ACSSU096) decisions (ACSHE100) representations in will show what they have learned in a way they want - Laptop
a variety of ways, to.
including multi- - The class as a whole will complete the TWLH chart. Key questions-
modal
texts (ACSIS110) - What are the best type
Body- of structures to
- Students will now have majority of the lesson to withstand earthquakes?
LESSON OBJECTIVES convey what they have learned in the previous 4 Why?
As a result of this lesson, students will be able to: lessons, this can be done however they want to e.g.
 Convey their understanding of earthquakes from the previous four lessons in a PowerPoint, poster, using their iPad, comic strip or - Where are the different
form of their choice. other ways. tectonic plates located
- The following points will be drawn on the board and in the world?
the students will need to address them in whatever
form they have chosen: - What are some
- What are the best type of structures to withstand secondary reactions that
ASSESSMENT (SUMMATIVE – Science Understanding)
A summative assessment will occur in the form of a rubric which will assess earthquakes? Why? earthquakes can cause?
the main points from the previous 4 lessons. - Where are the different tectonic plates located in the
world? - What are 3 different
- What are some secondary reactions that earthquakes types of tectonic
can cause? earthquakes? Add a
- What are 3 different types of tectonic earthquakes? description of each.
Add a description of each.
- Why does Australia only get low magnitude - Why does Australia
earthquakes? only get low magnitude
earthquakes?
Students will hand in or send in if their work if it is
electronic for the teacher to see and then display
around the classroom.

Conclusion-
- Play a game of Earthquake ball where the students
find a place in the class and when the ball is passed to
them they say one thing they have learned from the
previous 5 lessons and then throw the ball to someone
else. Must explain to students that they are not allowed
to throw the ball around the room in a dangerous way
otherwise things will break.

LEARNER DIVERSITY-
- This is a form of assessment so minimal help needs to be given
to the students to get a true understanding about that they have
learned throughout these 5 lessons.