Stage 3 Science and Technology: An Ancient Land
Changes that have occurred over time.
Stage 3 Foundation Statement
Students independently develop questions for scientific investigation, conduct scientific
investigations based on fair testing and collect, record and analyse the resulting data. They
identify trends in data, evaluate findings and prepare possible explanations. Students use, select
and evaluate equipment, computer-based technology and other resources to meet the requirements
and constraints of investigations.
Students independently plan, implement and manage the design process and evaluate the results
using design criteria. They consider the implications of design and production in relation to
environmental, aesthetic, cultural, ethical safety and functional factors. Students select, safely
use and evaluate equipment, computer-cased technology and other resources to meet the
requirements ad constraints of design tasks.
Students identify, describe and evaluate interdependent relationships between living things and
the environment within ecosystems. They identify and describe various sources, forms, uses,
transfers and changes in forms of energy. Students explore how natural forces and human
interaction cause changes to the Earth over time. They recognise that the Earth is the source of
most materials, and resources must be managed for sustainability.
Students recognise that built environments are systems created to meet the needs and
requirements of people and communities. They identify techniques used to engage audiences and
convey meaning when creating information products. Students explain how production processes
have changed over time and model systems used to manufacture products and provide services.
Links to other KLA’s
Links to other KLA’s
English
Demonstrating taking notes from a variety of sources, eg research speakers, videos. Modelling organisation of
information to facilitate making comparisons. Writing stories about the past.
Outcomes: Learning Processes
Investigating
INV S3.7
Conducts their own
investigations and makes
judgments based on the
results of observing,
questioning, planning,
predicting, testing, collecting,
recording and analysing data,
and drawing conclusions.
Designing and Making
DM S3.8
Develops and resolves a
design task by planning,
implementing, managing and
evaluating design processes.
Using Technology
UT S3.9
Evaluates, selects and uses a
range of equipment,
computer-based technology,
materials and other resources
to meet the requirements and
constraints of investigating
and designing tasks.
Outcomes and Indicators
ES S3.6:Recognises that the Earth is the source of most materials and resources, and
describes phenomena and processes, both natural and human, that form and change the Earth
over time.
Indicators
• Researches information on the causes and effects of catastrophic events such as earthquakes
and cyclones.
• devises an experiment to simulate the effects of significant weather changes on flora and
vegetation, eg extreme cold, and reports on conclusions.
• Uses a range of magnifying devices to identify, describe and classify different types of rocks and
crystals.
• works collaboratively to design a storyboard and produce a five-minute sci-fi adventure video
based on factual knowledge of a prehistoric period.
• Uses e-mail to contact a museum when researching techniques used to gain information from
fossils.
• Plans and constructs a model and evaluates a system designed to overcome wind or water erosion.
• Designs a presentation to demonstrate a sequence of changes to the Earth's surface over time,
eg the formation of mountains.
• Creates a database using relevant information about landforms selected from a range of
electronic and printed references.
Resources
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Assessment
PowerPoint
and
Clicker
4
computer
programs.
Art and craft materials
Plaster of Paris and plasticine.
Variety of books, posters, etc based on Unit.
Summative Evaluation
Learning Experiences:
Week/ s
Week 1
Weeks 2–3
Learning Experiences
Unit Introduction.
 What do we already know about An Ancient Land?
Brainstorm using mind map, etc.
 Share a story, visual text, sites on the internet based
on the Unit to build up background knowledge.
Encourage children to share what they already know
about the unit with others.
 What are our Outcomes? What do we hope to learn
by the conclusion of the Unit?
 Title Page.
Design and make a model of particular landforms.
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Weeks 4-5
Identify a range of different landforms, eg coastal, desert,
mountain/valley. utilise information books, visual texts, the
internet, videos, etc.
In groups children research the characteristics to include for
each model. Children select a method of representing the
landforms, eg plasticine, modelling, papier-mâché, plaster of
paris. Sketch ideas, trying out different combinations of
elements. Evaluate and make refinements. Make a final plan of
the model. Choose and collect materials suitable to the
environment being represented, eg sand for beaches, twigs etc.
Create the model using appropriate methods of shaping, joining
and combining materials. Label the features.
Take digital photographs of models. Children create a PowerPoint
presentation based on their models and present the
presentations to the class (use computer projector).
Investigate different landforms.
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Display a wide range of books, visual texts and videos to allow
children to explore the variety of natural landforms.
Identify natural landforms, and their characteristics, in the
local environment, eg hills, rivers, valleys, beaches. Research and
identify natural landforms in other environments.
Research how land masses have changed over time. Compare
representations of what Australia may have looked like at
different times over many thousands of years. Compare with
current shape and size. Suggest reasons for rise/fall in sea
level.
Observe weather and other natural conditions, eg running water,
wind in identified areas. Predict the effects of these elements
on the land. Create a model to test the predictions. Research
using videos, reference books or invited speakers, to collaborate
the results.
Date
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Collect a variety of rocks from the local area. Classify by various
attributes. Identify common characteristics. Research to
determine how they were formed, eg ask an expert. Observe
weathering in local environment, eg areas of erosion, roadside
cuttings. Explore how these effects occurred. Suggest ways of
preventing further erosion or addressing the problem.
Week 6
Revision and Catch Up
Weeks 7-8
Design and make models of animals and their habitats by
changing the classroom into a prehistoric environment.
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Week 9
Identify the range of creatures to be modelled, eg land animals,
flying animals, species that live in water. Research individual
features that need to be represented, eg physical
characteristics, foods eaten, style of movement. Consider
relative sizes. Make suggestions of methods to use in
reproducing the model.
Visit theatres, museums and observe techniques used. Use as
models or obtain advice. Explore materials that could be used, eg
papier-mâché, plaster of paris, plasticine.
Consider ways of making appropriate sound effects, moving
parts, lighting effects. Create the models using appropriate
methods of shaping, joining and combining materials. Create the
landscape considering materials needed to simulate the textures,
colours and atmosphere required. Position the models. Invite
other classes to make the trip back in time.
Children select an animal of choice and create a presentation for
their Buddy class using Clicker 4. Children write a story and then
share it with their buddies. Buddies come and visit room and link
with an art and craft activity that both classes can do together.
Investigate animals that existed in prehistoric times.
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Explore sources of evidence of life in prehistoric times, eg
fossils, amber. Make predictions as to how these were formed.
Test ideas, by simulating/trying proposals or through research.
Research animals that existed in prehistoric times.
Using plaster of paris create your own fossils of imaginary
animals that may have existed in your classroom’s prehistoric
environment.
Identify species that were peculiar to Australia, eg diprotodons,
giant mammals. Include information on their characteristics,
habitat, and place in the food chain. Identify species, which
have become extinct, eg dinosaurs. Suggest possible causes.
Explore changes, which may have caused extinction of species,
eg climate, balance of nature. Discuss the features of plants
and animals, which led to their survival/extinction.
Revision.
Week 10
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Reflect on the mind map, etc from Week 1. Now, in another
colour, add what else the class has learnt on this topic.
Evaluate unit and allow time for children to reflect over their
work and to summarise in their own words what their greatest
learnings were throughout this unit.