UbD Earth’s Interior 2012
Stage 1 Desired Results
ESTABLISHED GOALS
Transfer
G
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SACE Scientific Studies
Assessment design criteria and specific features:
A3: Demonstration of skills in individual and
collaborative work
KU3: Communication of knowledge and
understanding of science in different formats
AE3: Analysis and evaluation of data and other
evidence to formulate relevant conclusions
A1: Application of scientific concepts and
evidence from investigations to form personal
views and to solve problems in new and familiar
contexts
Australian curriculum – Science Year 10
Content: Science Understanding
Earth and Space Sciences
 Global systems including the carbon cycle
rely on interactions involving the biosphere,
lithosphere, hydrosphere and atmosphere
Science as a Human Endeavour
 Scientific understanding, including models
and theories are contestable and are refined
over time through a process of review by the
scientific community.
Communicating
 Communicate scientific ideas and
information for a particular purpose,
including constructing evidence based
arguments and using appropriate scientific
language, conventions and representations.
Year 10 Achievement Standard
 Develop questions and improve appropriate
methods of investigation, including field
Students will be able to independently use their learning to…
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Discuss the detection of earthquakes
Use simple tests and observations to identify common minerals
Appreciate Aboriginal culture and issues on Aboriginal land ownership
Meaning
UNDERSTANDINGS
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T
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U
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Causes, effects ad occurrence of
earthquakes
Locate the epicenter of an earthquake
Identify common minerals using a
mineral identification sheet
ESSENTIAL QUESTIONS
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Q
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What are seismometers and
seismographs?
Why do earthquakes occur?
How are lag times identified and
epicentres determined?
How are minerals identified?
What are the different mineral
properties?
What are the issues with regard to
Aboriginal land ownership?
Acquisition
Students will know…
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K
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How and why earthquakes occur
The meaning of foci and epicentres of
earthquakes
The procedure of identifying a mineral
The Aboriginal land ownership issues
Students will be skilled at…
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S
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Measuring lag times and finding the
epicentres of earthquakes
Identifying minerals through their
properties and using a mineral
information sheet
Discussing land ownership issues from
the Aboriginal perspective
work. When analyzing data, selecting
evidence and developing conclusions they
identify alternative explanations for findings
and explain and sources of uncertainty.
They construct evidence based arguments and
select appropriate representations and text
types to communicate science ideas for specific
purposes.
Stage 2 – Evidence
Evaluative Criteria
<type here>
Assessment Evidence
TRANSFER TASK(S):
TT
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<type here> Our main assessment tasks go here.
The extent to which students:
OTHER EVIDENCE:
Demonstrate constructive and focused
collaborative work skills
Use logical and clear expression
Use appropriate language and format
Develop ideas and arguments logically and in
depth with evidence of the interconnectedness
of concepts
Activity 1: Epicentre practical activity
Students identify the lagtimes and determine the epicentres of earthquakes
Activity 2: Mineral Identification and research
Students use a minerals identification sheet to identify minerals by working out their
properties. Students research one mineral of importance to Australia and present their
findings to the class.
Activity 3: Warriparinga
Students visit the LKCC to learn about Aboriginal culture and land ownership issues.
OE
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Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Activity 1: Danger beneath our feet: Earthquakes.
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We begin our investigation by reading about seismic waves and the detection of these by instruments called
seismometers on these handouts.
Have a look at this short NASA video on Youtube for a summary of seismic waves and a written summary.
The powerpoint, produced by the Seismologists at the PIRSA (Primary Industries and Resources South Australia) takes
you through the basics of the causes, effects and occurrence of earthquakes.
The epicentre practical activity continues on from the student information sheets. You will also need equipment including
a compass, pencil and mm ruler to complete the activity. This needs to be done individually and then compare your
findings with the students around you. A word of warning - measure your points carefully!
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You will then investigate the human impact of earthquakes through a research task.
SCRAPBOOK IDEAS:
o
Have you felt an earthquake? What was it like?
Earth materials
Activity 2(a): Ore Mineral Identification
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You will use the resource from DMITRE to help you understand the definition of a mineral and the way geologists use a
few simple tests and observations to identify minerals - there are copies in the trolley you can use during the session.
You will be able to observe and test the following ore minerals that are important to the Australian economy:
o galena
o chalcopyrite
o sphalerite
o haematite
o magnetite
o ilmenite
o pyrite
o rutile
o azurite
o malachite
In addition, you can look at common rock forming minerals such as quartz, feldspar and calcite and observe the
differences between these and the metallic ore minerals. Other interesting minerals include talc and graphite.
Your teacher will provide you with a mineral identification sheet so you can try to work out what the mineral is!
Activity 2(b): Ore mineral research
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You can then dig more deeply (excuse the pun!) into one of the ore minerals.
select and research one mineral of importance to Australia and present their findings to the class. You can use PowerPoint,
Prezi or similar software as images will be very useful. Select from the following minerals ores:
 Bauxite
 Haematite
 Galena
 Chalcopyrite
 Sphalerite
 Magnetite
 Malachite
 Diamond
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You should include the following mineral properties and factors in their presentation:
 Mineral colour, streak, cleavage, hardness, lustre, density, magnetism, what meta is produced from this ore and where
in Australia it is/was mined
 Refer back to the Mineral Idenfication and Lab book to help you.
Activity 3: Visit to Warriparinga
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You will visit the Living Kaurna Cultural Centre, learn about the background of Aboriginal culture and issues associated
with Aboriginal land ownership.
You can get the task sheet here(S:\Central Studies\Earth and Cosmos\2012\Dynamic Planets\Earth's interior\LKCC)