ALYSSA HARTLEY-MASSEY

Identification Number: 102 199 706

Assignment 2B: 5E Folio

EDU30011 – Discovering Science
Due Date: 5pm AEST Wednesday 30 September 2020 (Week 12)

eLa: Juanita Davidson.

Swinburne Online University.
Year 4: Earth & Space Sciences
Australian Curriculum Content Descriptions:
Science Understanding:
Earth’s surface changes over time as a result of natural processes and human activity
(ACSSU075), (Australian Curriculum, Assessment and Reporting Authority [ACARA],
2018a).
Science as Human Endeavour:
Science knowledge helps people to understand the effect of their actions (ACSHE062),
(ACARA, 2018a).
STEM skills:
Mathematics: Measurement & Geometry > Location & Transformation: Use simple scales,
legends, and directions to interpret information contained in basic maps (ACMMG090),
(ACARA, 2018a).
Introduction/Rationale:
Content Descriptors: Planet Earth experiences continual change due to natural processes
– weathering (slow process) and natural disasters (rapid processes) alongside human
activity (ACSSU075). Students will use current scientific knowledge to identify how and
why humans actions and activities directly impact planet earth (ACSHE062), (ACARA,
2018a). Additionally, students will use basic comparisons, legends, and orientations to
understand and pin-point planet earths major slow and rapid degeneration sites
(ACMMG090), (ACARA, 2018b).
Key Ideas: Scale & Measurement – Students will be able to compare slow and rapid
geological changes over a period, alongside quantifying magnitudes and comparisons
using formal units of measurement.
Stability & Change – Students will be able to quantify geological change through
characterizing and investigating relevant data collections (ACARA, 2018c).
Year Level (4) Focus: On the completion of this ‘Year 4 – Earth & Space Science’ unit of
work focusing on ‘Earths Geological Changes’ students will have the ability to appreciate
that current aspects of earths surfaces have characteristics that have developed from
previous changes. Additionally, students will develop an understanding that systems
change through predictable cycles, often involving human actions (ACARA, 2018d).
Year 4 – Earth & Space Science: 5E Learning Plan:
5E Stage: Activities/Resources/Experiences:
Engage: o Students watch YouTube clip
‘Structure of the Earth | The
Dr. Binocs Show’.
o As a collaboration student’s,
assisted by their educator
complete T (Think) W(Want)
L(Learnt) H(How) Chart:
Column 1: What we think we
know.
Column 2: What we want to
learn.
Image 1: TWLH Chart (Own image).
Educator:
Provide each student with a ‘Earth
Sciences Folio’ – A place for students to
place work samples.
Explore: o As a whole group students
engage with the online
interactive resource ‘Start
your Rock Collection’.
o In pairs, student observe the
‘Classroom Collection of
Rocks and Minerals (Mad
About Science, 2020).
Justification for choices made:
Content Descriptor:
ACSIS064/ACSSU075 (ACARA,
2018a).
Focus:
To capture students interest and find
out their understanding of earths
structure and what they want to
learn about planet earth
(Department of Education and Early
Childhood Development [DEECD],
2014).
Assessment:
Diagnostic > T.W.L.H (Think, Want,
Learn & How) Chart.
Content Descriptor:
ACSIS071 (ACARA, 2018a).
Focus:
To provide students with a hands-on
experience of Sedimentary,
Metamorphic and Igneous rocks.
(DEECD, 2014).
Assessment:
 Formative Assessment > Folio
Observation.

Image 2: Classroom Collection of

Rocks and Minerals (Mad About
Science, 2020).
o In pairs, students complete
the ‘Rockhounds – Identifying
Types of Rocks’ work sample.

Image 3: Rockhounds – Identifying

Types of Rocks (Science Web
Australia, 2020).
Educator:
o Instruct students to select 4
rock types identified in ‘Start
your Rock Collection’ –
Limestone, Conglomerate,
Gneiss, Marble, Basalt and
Obsidian, when completing
their work sample.
Explain: o As a whole group student Content Descriptor:
view the ‘Plate Tectonics’ ACSIS071 (ACARA, 2018a).
Power Point Presentation
(The Discovery Apple, 2018). Focus:
To support students in represent and
explain their understanding of plate
tectonics via identification (DEECD,

Image 4: The Discovery Apple.
(2018).
o Individually students
complete the ‘Identifying
Plate Tectonics’ and ‘Types of
Plates Boundaries’ (The
Discovery Apple, 2018) work
samples.
Elaborate: Educator:
o Inform students that in order
to understand weathering
and erosion, in small groups
they will plan and conduct an
investigation using
sandcastles (Australian
Science Teachers
Associations, 2020).
2014).
Assessment > Review quiz and visual
representation.
Content Descriptor:
ACSIS065 (ACARA, 2018a).
Focus:
To support students to represent and
discuss their investigation of
weathering and erosion in their
school environment (DEECD, 2014).
Assessment: Summative >
Investigation Rubric.

Image 5: Weathering & Erosion

Video (Study Jams - Scholastic Inc,
2020).
o Students watch ‘Weathering
& Erosion’ video.
In small groups (3-4 students)
students collaboratively plan and
conduct their investigation,
recording information on the work
sample provided – ‘Causes of
 Weathering & Erosion’.
Evaluate: o Students create interactive
model of earths layers.
o Students present their
finished ‘Earth Sciences
Folio’.
o As a collaboration student’s,
assisted by their educator
complete T (Think), W
(Want), L (Learnt), and
H(How) Chart: Column 3:
What we have learned.
Column 4: How do we know.
Content Descriptor:
ACSIS064 (ACARA, 2018a).
Focus:
To provide students with the
opportunity to showcase what they
know about earth science topics and
to reflect upon their individual
learning practices (DEECD, 2014).
Assessment: Summative > Folio
presentation and unit rubric
Formative > Self-assessment.

Image 6: TWLH Chart (Own image).

Year 6: Physical Science

Australian Curriculum Content Descriptions:
Science Understanding:
Electrical energy can be transferred and transformed in electrical circuits and can be
generated from a range of sources (ACSSU097), (Australian Curriculum, Assessment and
Reporting Authority [ACARA], 2018a).
Science as Human Endeavour:
Scientific knowledge is used to solve problems and inform personal and community
decisions (ACSHE100), (ACARA, 2018a).
STEM skills:
Design Technologies: Knowledge & Understandings: Investigate how electrical energy can
control movement, sound or light in a designed product or system (ACTDEK020), (ACARA,
2018a).
Introduction/Rationale:
Content Descriptors:
Electric energy can be moved and changed in electrical circuits, where conductors and
insulators are identified and can be produced from a scope of sources (ACSSU097).
Students will use scientific knowledge to consider how human activity influences the need
to use sustainable energy sources (ACSHE100), (ACARA, 2018a). Additionally, Students will
investigate how electric energy controls movement, sound, and light in a designed
product system (ACTDEK020), (ACARA, 2018b).
Key Ideas: Matter & Energy – Students will be able to identify and develop condensed
concepts on how energy transfers and is altered.
Systems – Students will continue to develop their ability to think, model and analyse
systems, allowing them to understand, explain and predict electrical energy events
(ACARA, 2018c).
Year Level (6) Focus: On the completion of this ‘Year 6 – Physical Science’ unit of work
focusing on ‘Electrical Energy’ students will have the ability to analyse essential
requirements for the exchange of electricity, alongside describing how energy can be
manipulated from one structure to another gathering electricity (ACARA, 2018d).

Year 6 – Physical Science: 5E Learning Plan:

5E Stage: Activities/Resources/Experiences: Justification for choices made:
Engage: Students watch YouTube clip ‘Energy Content Descriptor:
| The Dr. Binocs Show’.
ACSIS064/ACSSU075 (ACARA,
o As a collaboration student’s,
2018a).
assisted by their educator
complete the K (Know), W
Focus:
(Want) and L (Learned) Chart;
To capture students interest and find
Column K: What I know.
out their understanding of electrical
Column W: What I want to
energy and what they want to learn
know.
(Department of Education and Early
Childhood Development [DEECD]
2014).
 Image 7: KWL Chart (Own image).
Educator: Assessment:
Provide each student with a ‘Electric Diagnostic > K.W.L (Know, Want &
Energy Science Folio’ – A place for Learnt) Chart.
students to place work samples.
Explore: o In pairs, students access the Content Descriptor:
‘Energy Chains: Make ACSIS107 (ACARA, 2018a).
Electricity’ online interactive
resource. Focus:
To provide students with a hands-on
experience of energy chains and
making electricity (DEECD, 2014).
Image 8: Energy Chains: Make
Electricity (Education Services Assessment:
Australia). Formative Assessment > Educator-
o Students examine the energy Student questioning.
change that transpires via
each converter, Arranging the
converters into the
appropriate sequence so
energy can be distributed as
electricity (Education Services
Australia, 2016).

Explain: o Students use ‘Idea Boardz’ on Content Descriptor:

the IWB to brainstorm: ACSIS110 (ACARA, 2018a).
1. What energy sources are
used for cooking, heating, Focus:
cooling, and transport in To support students in represent and
Australia? explain their understanding of
2. Where the fuel we use to energy sources, fuels, and
generate energy comes transformations (DEECD, 2014).
 from.
3. How is it used to generate Assessment:
power? (Global Education Formative Assessment > Folio
Project, 2014). observation and representation.
o In 4 groups students research
their indicated energy source
(Coal, Natural Gas, Solar
Hydroelectricity and Wind),
each completing the ‘Energy
Source’ work sample.
Elaborate: o Students follow the directions Content Descriptor:
given in the ‘Solar Jar ACSIS103 (ACARA, 2018a).
Challenge Guide’.
Focus:
To support students to represent and
discuss their investigation of solar
Image 9: Solar Jar Challenge (Smart power energy (DEECD, 2014).
Chick Teaching Resources, 2018).
o Students record challenge Assessment: Summative >
information, data and Investigation Rubric.
outcomes on the work
sample provided in challenge
guide (Smart Chick Teaching
Resources, 2018).
Evaluate: o Students present their Content Descriptor:
finished ‘Electric Energy - ACSIS108 (ACARA, 2018a).
Science Folio’.
o As a collaboration student’s, Focus:
To provide students with the
opportunity to showcase what they
know about electrical science topics
and to reflect upon their individual
 assisted by their educator
complete the K (Know), W
(Want) and L (Learned) Chart;
Column K: What have I
learned
Image 7: KWL Chart (Own image).
learning practices (DEECD, 2014).
Assessment: Summative > Folio
presentation and unit rubric
Formative > Self-assessment.
References:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018a). Australian
Curriculum: F-10 curriculum: Introduction to Science: Content & Achievement
Sequences v.8.4. Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/science/ content-and-achievement-sequences/

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018b). Australian

Curriculum: F-10 curriculum: Mathematics: Content & Achievement Sequences v.8.4.
Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/ content-
and-achievement-sequences/

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018c). Australian

Curriculum: F-10 curriculum: Introduction to Science: Key Ideas v.8.4. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/science/key-idea/

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018d). Australian

Curriculum: F-10 curriculum: Introduction to Science: Key Ideas v.8.4. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/science/understanding-
and-strand/

Australian Science Teachers Associations [ASTA]. (2020). Weathering and Erosion. Retrieved
from http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-
landforms/weathering-and-erosion.htm

Department of Education and Early Childhood Development [DEECD]. (2014). The e5

instructional model. Retrieved from
http://www.education.vic.gov.au/school/teachers/support/pages/e5.aspx
Education Services Australia. (2016). Energy Chains: Make Electricity [Image]. Retrieved from
http://www.scootle.edu.au/ec/viewing/L2354/index.html

Global Education Project. (2014). Sustainable energy sources. Retrieved from

https://www.globaleducation.edu.au/teaching-activity/sustainable-energy-sources-
up.html#activity1

Mad About Science. (2020). Classroom Collection of Rocks & Minerals [Image]. Retrieved
from https://www.madaboutscience.com.au/shop/large-rocks-minerals-
collection.html

Science Web Australia. (2020). Rockhounds – Identifying Types of Rocks [Image]. Retrieved
from http://scienceweb.asta.edu.au/years-3-4/unit3/lesson-two/yr34-unit3-lesson-
two.html

Smart Chick Teaching Resources. (2018). STEM Engineering Challanges [PDF] (pp. 10 - 16).
Melbourne: Teachers Pay Teachers. Retrieved from
https://www.teacherspayteachers.com/Product/STEM-Engineering-Challenge-Pack-
Solar-Energy-Challenges-Set-of-Five-1180751

Study Jams - Scholastic Inc. (2020). Weathering & Erosion [Image]. Retrieved from
http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-
landforms/weathering-and-erosion.htm

The Discovery Apple. (2018). Plate Tectonics. On-line Presentation.