Earth and Space Sciences Learning
Module
Part A: Learning Module Alignment with Australian Curriculum
Sequence of development of concepts in Earth and Space Sciences developed across the
primary years. Adapted from the ACARA website.
Year Level
Foundation
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Sequence of development on concepts in earth
and space sciences.
Daily and seasonal changes in our environment,
including the weather, affect everyday life
(ACSSU004).
Observable changes occur in the sky and
landscape (ACSSU019).
Earth’s resources, including water, are used in a
variety of ways. (ACSSU032).
Earth’s rotation on its axis causes regular
changes, including night and day (ACSSU048).
Earth’s surface changes over time as a result of
natural processes and human activity
(ACSSU075).
The Earth is part of a system of planets orbiting
around a star (ACSSU078).
Sudden geological changes or extreme weather
conditions can affect earth’s surface (ACSSU096 )
The above table depicts the sequence of development of concepts from the Australian Curriculum
for Earth and Space science. The concepts developed in this unit are for year six and the focus is on
sudden geological changes or extreme weather conditions and how they can affect earth’s surface.
Prior knowledge connected to this particular concept begins in Foundation year where students
learn seasonal changes and daily weather affect everyday life (ACARA, 2012). Continued in year one
when students learn to observe changes in the sky and landscape and finally in year four when they
learn how the earth changes over time as a result of natural processes and human activity (ACARA,
2012). The year four concepts provide significant prior knowledge to this unit because students
learn about erosion, soil types and the affect extreme weather has on landscapes which could
include learning about rock formation and the basic structure of the earth (ACARA, 2012). .
The table below highlights more closely the specific areas the unit focuses on based on the content
descriptions for year 6. This table includes; science understanding, science as a human endeavour
and science inquiry skills.
Areas covered by the Australian Curriculum for science in year 6.
Science / Year 6 /
Science
Understanding /
Earth and space
sciences.
Content
description:
Sudden geological
changes or
extreme weather
conditions can
affect Earth’s
surface.
Science / Year 6 /
Science as a human
endeavour/ nature
and development of
science.
Content description:
Science involves
testing predictions by
gathering data and
using evidence to
develop explanations
of events and
phenomena.
Science / Year 6 /
Science as a Human
Endeavour / Use and
influence of science.
Content description:
Scientific
understandings,
discoveries and
inventions are used to
solve problems that
directly affect peoples’
lives.
Science / Year 6 /
Science Inquiry Skills /
Questioning and
predicting.
Content description:
With guidance, pose
questions to clarify
practical problems or
inform a scientific
investigation, and
predict what the
findings of an
investigation might be.
Science / Year 6 /
Science Inquiry Skills
/ Communicating
Content description:
Communicate ideas,
explanations and
processes in a
variety of ways,
including multimodal texts.
ACSSU096
ACSHE098
ACSHE100
ACSIS232
ACSIS110
Elaboration 1
Investigating
major geological
events such as
earthquakes,
volcanic eruptions
and tsunamis in
Australia, the Asia
region and
throughout the
world
Elaboration 2
Recognising that
earthquakes can
cause tsunamis
Elaboration 1 Describing how
understanding of the
causes and effects of
major natural events
has changed as new
evidence has become
available.
Elaboration 1 Researching the
scientific work involved
in global disaster alerts
and communication,
such as cyclone,
earthquake and tsunami
alerts.
Elaboration 1 Refining questions to
enable scientific
investigation
Elaboration 1Discussing the best
way to communicate
science ideas and
what should be
considered when
planning a text
Elaboration 2 - Asking
questions to
understand the scope
or nature of a problem
Elaborations 2Using a variety of
communication
modes, such as
reports,
explanations,
arguments, debates
and procedural
accounts, to
communicate
science ideas
Elaboration 3- Using
labelled diagrams,
including crosssectional
representations, to
communicate ideas
and processes within
multi-modal texts
Elaboration 3
Describing how
people measure
significant
geological events
Elaboration 4
Exploring ways
that scientific
understanding
can assist in
natural disaster
management to
minimise both
long- and shortterm effects
Elaboration 2 Considering how
gathering evidence
helps scientists to
predict the effect of
major geological or
climatic events
Elaboration 3 Applying experience
from previous
investigations to
predict the outcomes
of investigations in
new contexts
Part B Learning Module Overview
Lesson
Australian
Science Outcomes
Curriculum
Links
Lesson 1:
What do we
know about
sudden
geological
events? A
closer look at
volcanoes.
ENGAGE
EXPLORE
EXPLAIN
Lesson 2:
A Closer look at
earthquakes.
ENGAGE
EXPLORE
EXPLAIN
Literacy Outcomes
Assessment
Opportunities
Science
understanding
ACSSU096,
Science enquiry
skills questioning
and predicting
ACSIS232, Science
enquiry skills
communicating
ACSIS110.
 Describe what a sudden
geological event is.
 Pose questions to inform
volcano experiments and
predict and confirm the
results.
 Explain how volcanoes
erupt and the effect on
the earth’s surface.
 Extend this knowledge to
include an understanding
of the different types of
volcanoes.
 Use scientific vocabulary
appropriately in their
writing.
 Represent their
understanding by
completing a crosssection, labelled drawing
of a volcano.
 Participate in class cooperative groups and
class discussions.
 Recall/review what students already
know about sudden geological events.
 Focus on volcanoes and develop an
understanding of their impact on the
earth’s surface by predicting, observing
and explaining.
 Refine questions to enable scientific
investigation and hands-on activities.
 Develop an understanding that all
volcanoes are not the same.
 Demonstrate learning by completing a
cross-section drawing of a volcano
describing its structure, completing a
cloze activity and filling out science
journals.
Diagnostic assessment
 Prior knowledge.
Science
understanding
ACSSU096,
Science enquiry
skills questioning
and predicting
ACSIS232, Science
enquiry skills
communicating
ACSIS110
 Pose questions to inform
earthquakes experiments
and predict and confirm
the results.
 Explore and represent
earthquakes through
practical experiences.
 Explain how earthquakes
occur and their effect on
the earth’s surface.
 Use scientific vocabulary
appropriately in their
writing.
 Record predictions,
observations and
explanations.
 Represent their
understanding by creating
a labelled flowchart that
depicts how an
earthquake develops.
 Participate in class co-
 Focus on earthquakes and develop an
understanding of their impact on the
earth’s surface by predicting, observing
and explaining.
 Refine questions to enable scientific
investigation
 Understand that energy released from
beneath the earth’s surface causes
earthquakes.
 Explain and identify factors that affect
the duration of an earthquake.
 Demonstrate learning by constructing a
flow chart that illustrates how an
earthquake develops.
 Focus on tsunamis and develop an
Formative assessment:
 Participation in
discussions.
 Science Journals
 Flow chart
operative groups and class
discussions.
Lesson 3:
Lesson Overview
Science
 Pose questions to inform
 Use scientific vocabulary
Formative assessment
 Participation in
discussions.
 Science Journals
 Cross-section
drawing.
Formative assessment:
A closer look at
tsunamis.
How these
events can be
measured.
ENGAGE
EXPLORE
EXPLAIN
understanding
ACSSU096,
Science enquiry
skills questioning
and predicting
ACSIS232, Use
and influence of
science
ACSHE100
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Lesson 4:
What do all
these events
have in
common?
A closer look at
plate tectonics.
ENGAGE
EXPLORE
EXPLAIN
Lessons 5, 6
and 7
Science
understanding
ACSSU096,
Science enquiry
skills questioning
and predicting
ACSIS232, Science
enquiry skills
Communicating
ACSIS110, Science
as a human
endeavour
ACSHE100
Science
understanding
ACSSU096,
tsunami experiments and
predict and confirm the
results.
Explore and represent
tsunamis through
practical experiences.
Explain how tsunamis
occur and their effect on
the earth’s surface.
Explore why scientists
measure these events.
Explain how this
knowledge can assist in
reviewed scientific
knowledge and disaster
management.
appropriately in their
writing.
 Record predictions,
observations and
explanations.
 Represent their
understanding by
completing worksheet
research activity.
 Participate in class cooperative groups and
class discussions.
 Pose questions to inform
plate tectonic
experiments and predict
and confirm the results.
 Explore and represent
plate tectonics through
practical experiences.
 Explain how movement
occurs and the effect this
has on the earth’s
surface.
 Explore how scientists
measure these events.
 Explain how this
knowledge can assist in
reviewed scientific
knowledge and disaster
management.
 Use scientific vocabulary
appropriately in their
writing.
 Record predictions,
observations and
explanations.
 Represent their
understanding by
labelling and completing
a cross-section drawing.
 Participate in class cooperative groups and
class discussions.
 Demonstrate an
understanding of
 Plan, draft, proofread
and edit work.




understanding of their impact on the
earth’s surface by predicting, observing
and explaining.
Refine questions to enable scientific
investigation
Develop and explore tsunamis and the
fact they often occur as a result of an
earthquake, refer students to
knowledge learnt in previous lesson.
Investigate how scientists measure
such geological events.
Gain an understanding that scientific
explanations can assist in disaster
management and scientific knowledge
is often revised as new evidence
emerges.
 Extend learning from previous lessons
and make connections to develop an
understanding that earthquakes,
volcanoes and tsunamis are the result
of the earth’s shifting surface.
 Understand that the earth is made up
of four layers and illustrate this in a
 Participation in
discussions.
 Science Journals
 Worksheet
Formative assessment:
• Participation in
discussions.
• Science Journals
 Cross-section
drawing.
diagram.
 Refine questions to enable scientific
investigation
 Develop the knowledge that different
movements in the earth’s surface have
different impacts on the outside of the
earth’s surface.
 Considering how gathering evidence
helps scientists to predict the effect of
major geological or climatic events and how
this knowledge changes as new evidence
arises.
 In pairs students can use their science
journals, the internet and information
Summative assessment:
 Draft copy of poster.
ELABORATE
ACSIS232, Science
enquiry skills
Communicating
ACSIS110, Science
as a human
endeavour
ACSHE100



Lesson 8
EVALUATE
Science
understanding
ACSSU096,
ACSIS232, Science
enquiry skills
Communicating
ACSIS110, Science
as a human
endeavour
ACSHE100



geological events and
their impact on the
earth.
Communicate this
understanding using
scientific terminology.
Extend on ideas by
suggesting ways this can
assist in natural disaster
management.
Provide evidence to
support their
descriptions.
Describe one of the
geological events in
detail.
Describe the effect it has
on the earth’s surface.
Explain how scientific
knowledge can assist in
natural disaster alerts
and management and
how these ideas have
changed over time with
research.
 Summarise findings and
communicate ideas.
 Work effectively in pairs.


 Design of poster
depicting key points.
 Speaking and listening
skills.
 Communicating their
ideas.



books in the classroom to design and
prepare a poster that describes how
one of the geological events learnt
occurs, its impact on the earth’s surface
and how scientific understanding can
assist in natural disaster alerts and
management and how these ideas have
changed over time with research.
Students to work co-operatively in pairs
and plan/discuss, draft, proofread, edit
and publish their information posters.
Students must demonstrate that all
points discussed are covered.
Students communicate their
information and findings with
confidence.
Students use scientific explanations to
describe their geological event.
Reflect on learning with students and
discuss its strengths and weakness.
 Working cooperatively in pairs.
Summative assessment:
 Final copy of poster.
 Working cooperatively in pairs.
 Presentation and
communication skills.
Part C Lesson Plans
Lesson 1
Australian Curriculum Links:
-
Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science
enquiry skills communicating ACSIS110
Lesson Objectives:





Recall/review what students already know about sudden geological events.
Focus on volcanoes and develop an understanding of their impact on the earth’s surface by predicting,
observing and explaining.
Refine questions to enable scientific investigation
Develop an understanding that all volcanoes are not the same.
Demonstrate learning by completing a cross-section drawing of a volcano describing its structure,
completing a cloze activity and filling out science journals.
Lesson Sequence:
Introduction




5 mins – ENGAGE - Start a KWL chart that will be used for the following 5 lessons. Students identify what
they already know about major geological events such as, volcanic eruptions, earthquakes and tsunamis in
Australia, the Asia region and throughout the world.
5 mins –ENGAGE - Explain todays focus is on volcanic eruptions and fill out the ‘W’ – what we want to learn
column about volcanoes only.
Students sketch a volcano to demonstrate current understanding (in science journal)
Teacher draws with student guidance a volcano on the board.
Body
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20 mins – EXPLORE - In co-operative groups (outside) students begin to shape their own volcanoes using a
disposable plate and PVC pipe.
Students place dishwashing liquid, red food colouring and bi-carb soda into volcano and then add vinegar
and watch the volcano erupt.
In their science journal they write their predictions, record observations and results. They explain what they
think would happen to living and non-living habitants around the volcano.
Ask groups to explain what they think happens once the lava flows from the volcano. E.g. Does it remain hot
and runny or will it dry and form a new surface on the earth?
Manager of co-operative groups to collect 2 disposable cups, one half filled with honey (to model silica) and
the other half filled with water. Ask groups to predict which liquid would travel the greatest distance if it
was to erupt from a volcano.
Ask students to test their predictions by asking a volunteer from each group to blow with a straw into the
cup to see which makes the most bubbles. Students make note of their observations. The more bubbles the
more fluid the lava (viscosity).
Provide further information by explaining there are also gases in volcanoes that add to the explosion as well.
Demonstrate this by shaking a bottle of lemonade. Ask students what they think will happen if you removed
the lid? Explain the more gas the greater the explosion and this is added to the thick stick or runny lava. Ask
what impact this has on the earth’s surface?
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30 mins – EXPLAIN - Provide students with a cross section diagram of a volcano. Each student to name each
component and label the diagram. Labels/definitions include; magma, parasitic core, sill, vent, flank, lava,
crater, conduit pipe, summit, throat, ash and ash cloud.
Teacher to provide other technical names for the types of volcanic eruptions. E.g. explosive and effusive.
Students can use observations and predictions to help with writing their explanations.
Using this information learnt from both activities, students can write an explanation about how a volcano
erupts and the effect this has on the earth’s surface.
Explain there are three types of volcanoes (briefly explain active, dormant and extinct –after 10, 000 yrs. of
being dormant and ask students to write into science journals).
Mention that nearly all Australian volcanoes are extinct but there are many mountains in every
state/territory that were once active.
Continue to explain there are four different shapes and they are grouped this way because of their chemistry
and shape. Students to watch Discovery Channel clip on YouTube that depicts the types of volcanoes and
complete an oral close activity.
Conclusion


Ask students to tell a person sitting next to them 1 really interesting fact learnt in the lesson.
Add new words to word wall.
Lesson 2
Australian Curriculum Links:
-
Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science enquiry
skills communicating ACSIS110
Lesson Objectives:

Focus on earthquakes and develop an understanding of their impact on the earth’s surface by predicting,
observing and explaining.
Refine questions to enable scientific investigation
Understand that energy released from beneath the earth’s surface causes earthquakes.
Explain and identify factors that affect the duration of an earthquake.
Demonstrate learning by constructing a flow chart that illustrates how an earthquake develops.




Lesson Sequence:
Introduction

5 mins –ENGAGE - Explain todays focus is on earthquakes and fill out the ‘W’ – what we want to learn column
about earthquakes only.
Body
15 mins – EXPLORE
Activity 1:





Manager of co-operative groups to collect a small bag of sand.
Ask each group to scatter some of the sand on the top of their desk and predict and record what they think
will happen if they bang down on the desk with a closed fist.
Ask one student from each group to bang down on the corner of the desk and observe what happens. Ask
them to record their result.
Students should be able to observe that vibrations on the desk are like shock waves by the way the sand
jumps and moves.
Ask them to repeat several times but in different places on the desk. Again ask them to record their results.
Activity 2:






Manager of each group to collect a bowl filled with fine sand and a plastic comb.
Ask a member of the group to hold the comb and slide it deep into the bowl of sand.
Ask the group to predict what they think will happen if the person holding the comb under the sand flicks it
with their thumb. Record their predictions.
Ask the person to flick the comb and the group observe what happens. It should resemble the earth shaking
which is the result of plates colliding beneath the earth’s surface.
10 mins – EXPLAIN – Use time to explain to students that where their fists hit the desk is the point where
slippage and sudden energy was released underground and this is known as the hypocentre (they cannot see
it).
The place on the surface where we see the centre of the earthquake is known as the epicentre and it is from
here the shockwaves spread outwards in rings. Students to write the terms hypocentre, epicentre and
shockwaves into their science journals.
10 mins – EXPLORE
Activity 3 (ADAPTED FROM USGS WEBSITE):





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
Group managers to collect two pieces of string. 1 x 2m and 1x 10m
Ask one person from each group to hold the string and tie the other end to a structure. Assign one person to
be an earthquake. The string will be the fault.
Explain that with earthquakes the fault does not move all at once. It unzips like a zipper.
Ask the student being the ‘earthquake’ to walk along the string. The other students can jump up and down
until the earthquakes walks the length of the fault. Repeat on longer string.
Explain to each group that each point on the fault releases energy which forms the shock waves.
Ask each group to record their observations and decide which earthquake lasted the longest and why.
Ask if the ‘shock waves are the same all the way along or are some places weaker because the ‘rock layers’ in
the table are weaker or stronger? Record findings.
EXPLAIN – 20 mins – Help students to understand what’s happening underground when an earthquake
strikes.
Demonstrate this by using 2 square pieces of pre-made thick pastry ‘tectonic plates’. Ask the students to
predict what they think might happen if the two pieces of pastry collided. Push the plates together and try to
slide them past each other. Ask the students is this smooth or do strains and earthquakes develop?
In their science journals ask students to draw a flow-chart of how an earthquake develops from below the
surface and how it appears on the surface.
Students also to write how they believe earthquakes impact on the earth’s surface.
Conclusion

Add new words to word wall.
Lesson 3
Australian Curriculum Links:
-
Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Use and
influence of science ACSHE100
Lesson Objectives:

Focus on tsunamis and develop an understanding of their impact on the earth’s surface by predicting,
observing and explaining.
Refine questions to enable scientific investigation
Develop and explore tsunamis and the fact they often occur as a result of an earthquake.
Investigate how scientists measure such geological events.
Gain an understanding that scientific explanations can assist in disaster management and scientific knowledge
is often revised as new evidence emerges.




Lesson Sequence:
Introduction

5 mins – ENGAGE - Explain todays focus is on earthquakes and fill out the ‘W’ – what we want to learn column
about Tsunamis only.
Body
15 mins - EXPLORE
Activity 1:


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




Co-operative groups to work outside using tidy trays from desks. Tidy tray will have a brick placed in it and
water filled just below the top level of the brick. This brick will represent a low island around an earthquake
fault line.
Ask groups to place some LEGO on the island (brick).
At the opposite end of the tidy tray place a large rock. Ask students to predict what they think will happen if
they lift and drop the rock.
Explain lifting and dropping the rock is like the release of energy cause by an earthquake.
Students to trial dropping the rock into the water and observe and record the effect this has on the island at
the other end.
Ask students if the water stays there or moves back out into the ocean like ‘normal tidal waves’
Repeat the activity but this time place a tile at the island end on an angle as to create a slope.
Drop the rock again and ask the students to observe how the wave runs up the slope and if the slope makes a
difference.
Students record their observations with their predictions in their science journals.
10 mins – EXPLAIN


Students to participate in a discussion that explores the damage a Tsunami can cause to the earth’s surface
and the impact this has on people, places and communities.
In co-operative groups students brainstorm and use knowledge from previous earthquake lessons to come up
with an explanation of how earthquakes are the most common cause of Tsunamis.
15 mins – EXPLORE
Activity 2:





The manager of each co-operative group is to collect a piece of string and some sticky tape.
Ask groups to tie the string to a pen and sticky tape it to the top of a desk and let it hang so it is just touching
the ground. Place a piece of paper on the ground under where the string falls.
Ask student to predict what they think would happen if the floor started moving like in an earthquake.
Ask one student from each group to jump up and down while the others make observations.
Ask students to write their observations and findings into their science journals.
20 mins – EXPLAIN

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

Help students to understand that scientific knowledge allows scientists to monitor movement deep below the
earth’s surface.
Explain that around the world, Seismometers measure the smallest movement in the earth’s surface and they
are recorded as wavy lines similar to those created from the pen on a string experiment.
Elaborate by further explaining that the energy released by an earthquake is measured on a Richter scale. A
moderate earthquake measures 4.5-5.5, a major earthquake measures 5.5-6.5 and a major earthquake is
greater than 7.5.
Provide information from the BOM explaining how a possible Tsunami is detected after an earthquake occurs
and in their groups ask them to answer questions relating to how tide gauges, satellites and the DART system
are used to measure tsunamis. Worksheet to be provided.
Ask students if they believe this scientific knowledge helps assist in disaster management? Why and how?
Explain scientific knowledge and explanations are often revised as new evidence arises.
Conclusion

Add words to word wall.
Lesson 4
Australian Curriculum Links:
-
Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science enquiry
skills Communicating ACSIS110, Science as a human endeavour ACSHE100
Lesson Objectives:

Extend learning from previous lessons and make connections to develop an understanding that earthquakes,
volcanoes and tsunamis are the result of the earth’s shifting surface.
Understand that the earth is made up of four layers and illustrate this in a diagram.
Refine questions to enable scientific investigation
Develop the knowledge that different movements in the earth’s surface have different impacts on the outside
of the earth’s surface.
Considering how gathering evidence helps scientists to predict the effect of major geological or climatic events
and how this knowledge changes as new evidence arises.




Lesson Sequence:
Introduction

5 mins – ENGAGE - Explain todays focus is on movement in the earth’s surface and fill out the ‘W’ – what we
want to learn column about movement in the earth’s surface how this causes significant geological events.
Review what has been learnt in relation to volcanoes, earthquakes and tsunamis. Ask if anyone can see a
connection between the three.
Body
25 mins – EXPLORE
Activity 1:


In co-operative groups students use a diagram showing the surface of the earth students will re-create the
layers of the earth using play-doh to demonstrate each layer. Students will then name each part of the earth’s
surface (crust, mantle, outer core and inner core). Draw a cross-section diagram into science journals.
Teacher to provide explanation that the crust of the earth (outermost part) is made up of separate curved
shaped rocks similar to an eggshell.
Activity 2:
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Group manager to collect two hard-boiled eggs from teacher.
Ask each group to predict what would happen if they crack the outside shell of the egg and ask them to record
their predictions.
Each group can then crack the eggs and observe and record how the cracks appear. Some cracks should
overlap while others will be separated leaving a gap.
Invite groups to share their observations.
Teacher to explain that very slowly the plates move but we do not notice this movement.
Ask students what they think might happen in the places where the plates are being pushed closer together.
Invite each group to sketch a diagram of what they think this pushing together might create (volcanoes and
earthquakes).
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

Remind students about the activity completed in a previous lesson when the pastry plates rubbed against each
other and caused cracks in the earth surface (earthquake).
Teacher to explain if there is separation of the plates magma from below the surface rises between the plates,
this usually occurs deep in the ocean floor and creates underwater volcanoes (seafloor spreading).
Students to add information to science journal.
30 mins – EXPLAIN



Students to watch Plate Tectonics," a 20-minute Earth science DVD for primary school, "Earth in Action
Series," produced by Visual Learning Company.
Following the DVD, groups are to identify 3 new interesting points from the DVD and share them with the
class.
Ask groups to consider how gathering this type of evidence about the structure of the earth helps scientists to
predict the effect of major geological or climatic events.
Conclusion


10mins - fill out the ‘L’ on KWL – what we’ve learnt.
Add new words to word wall.
Lesson 5, 6 and 7
Australian Curriculum Links:
-
Science Understanding ACSSU096, Science Enquiry Skills Communicating ACSIS110, Science as a Human
Endeavour ACSHE100
Lesson Objectives:
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Students to work co-operatively in pairs and plan/discuss, draft, proofread, edit and publish information
posters.
Students must demonstrate that all points discussed are covered.
Lesson Sequence:
Lesson 5
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Let students know of their task which is to create an information poster
Explain to students that this is an assessment task and each point on the poster needs to be explained,
considered and described accurately and presented to their peers
Ensure students have chosen a topic, identified places they will gather their information and started their first
draft.
Teacher to check each student’s progress before the lesson is finished.
Lesson 6
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Ensure draft copy is nearing completion. If not provide additional time to catch up.
When draft is completed, students are to proofread information before asking teacher to proofread.
Teacher to check each student’s progress before the lesson is finished.
Lesson 7
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Students to complete final copy of poster. Provide additional time if required.
Teacher to check progress
Lesson 8
Australian Curriculum Links:
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Science Understanding ACSSU096, Science Enquiry Skills Communicating ACSIS110, Science as a Human
Endeavour ACSHE100
Lesson Objectives:



Students communicate their information and findings with confidence.
Students use scientific explanations to describe their geological event.
Reflect on learning with students and discuss its strengths and weakness.
Lesson Sequence:
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
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In pairs students present their posters to the class. They must describe how their geographical event occurs,
its impact on the earth’s surface and how scientific understanding can assist in natural disaster alerts and
management.
As students present their information poster, all other students are expected to listen and ask questions
following each poster presentation.
Students will be assessed on listening as well as speaking.
Conclude by discussing with the students what the like or didn’t like about this unit of work.
Part D Summary
Misconceptions:
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Earthquakes are rare events
The ground opens up and swallows people and events during earthquakes
Rocks and minerals grow
Volcanoes are only hazards not long term resources
Tsunamis do not cause damage out in the open ocean
Plates are rigid
Earth’s surface is fixed
Plates are fixed
Volcanoes always existed where they are now
Mountains where always the way they are
Adaptation to cater for Indigenous perspectives:
- Reflect on indigenous and non-indigenous views on geological events.
- If possible make links to the Indigenous community (observing protocols) to gain an Indigenous
perspective on major geological events or extreme weather.
- For all students including Indigenous, the teacher will foster positive and genuine relationships in
an effort to create a mutual environment of trust. To achieve this all students will be treated
fairly and supported in an environment that builds on all students self-efficacy.
- Cultural protocols will be observed at all times to ensure Indigenous students are comfortable in
the classroom environment. Some examples would include; understanding they do not like to
be put on the spot, or at times avoid eye contact and may be sensitive to questioning. To
overcome this, the teacher will provide additional scaffolding, encourage risk taking, use minimal
instructions and use visual cues as well as verbal cues (Australian Government, 2007).
- For all students including Indigenous there are high expectations that everyone can achieve. To
guide and help students to develop these expectations the teacher will act as a role model and
provide feedback that is ‘real’ to the students.
- A majority of the lessons have a focus on ‘hand-on’ topics and are completed in collaboration
with group. The activities provide additional visual cues and alternatives to traditional direct
instruction that is teacher lead instruction. This allows all students to help facilitate their own
learning in a supportive environment.
- Investigate Australian organisations that work in partnership with indigenous people on projects
such as on protecting the environment and predicting any geological changes that may occur in
or surrounding Australia
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The Wet Tropics Management Authority is one organisation that works on developing and
improving relationships with local Aboriginal people, which assists in forging sustainable futures
for the World Heritage Area and the Aboriginal people in that area.
(http://www.wettropics.gov.au/wwc/wwc_index.html)
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The CSIRO website has articles on engagement with Aboriginal people on land and sea
management. (http://www.csiro.au/org/IndigenousEngagement.html)
Adaptation to include Numeracy and ICT:
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Numeracy:
 Create time lines
 Compare wave heights
 Compare repair costs
 Research different earthquakes and compare Righter Scale measurements
 Create graphs
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ICT:
 Create a PowerPoint presentation instead of an information poster
 Use IWB (Interactive White Board) to create the word wall and KWL chart amongst other
things
 Students to complete their research on the computers more
 Watch animations throughout the unit of the different geological events
References:
ACARA, 2012. Australian Curriculum – Science. Retrieved 1 May, 2012 from
http://www.australiancurriculum.edu.au/Science/Curriculum/F-10#level=6
Australian Government, 2007. Primary Connections. Canberra, ACT. Australian Academy of
Science.
USGS, 2010. Earthquakes for Kids. Retrieved, 29 April, 2012 from
http://earthquake.usgs.gov/learn/kids/