Paluma Environmental Education Centre
School:
From:
Tuesday
Example State School
2013
Year Level:
To:
2013
01.03.2013
AWARENESS
CT
PT
BS
Class Teacher/s
Paluma Teacher/s
Barry Smith
Unit Support Officer
Travel from: Example State School
To: Paluma Environmental Education Centre
ETA Paluma approximately 10:30pm
Students:
On arrival, unload gear from coach
CT
Great Hunt – Induction
PT
Combined orientation tour of buildings & grounds
BS
BYO Lunch
11:30am
Students: Move personal gear to cabins
CT/Adult Helpers
Introduction to excursion- types of erosion and weathering, human impacts, etc (review)
Sci_Y04_U1_V2.0_Lessons 8-9
 Slideshow - Types of erosion
 Review TWLH chart started at pre-visit
ENGAGE/EXPLORE Magic Spot Trail [41]
PT/CT
Sci_Y04_U1_V2.0_Lessons 8-9, 10, 13
 Explore the Magic Spot Trail to the Rainforest Classroom
 Identify examples of erosion along the way
 Students collect photographs of examples of erosion
 Students complete reflective/attendance activity whilst seated at their own ‘Magic Spot’
Afternoon Tea
3:30pm
ENGAGE/EXPLORE Erosion Investigation
PT/CT
Sci_Y04_U1_V2.0_Lessons 15-18
 Demonstration of erosion investigation completed as a class group
 Discuss factors that may impact on water erosion (variables)
 Students form groups and plan for their own investigation tomorrow ie; choosing
variables, making predictions, etc
 Showers/ Free Time/ Fire Drill
Dinner
Evening Program
1. After Dark Experience [4] - Paluma Rainforest Walk
2. Reflective Journal
3. Observing Nocturnal Animals [5] at Bandicoot Bench
Bedtime/ Lights Out
CT/Adult Helpers
6.00 pm
PT/CT
PT/CT
PT
10.00 pm
4
Teacher/ s:
Paluma EEC Teacher:
Wednesday
Class Teacher
Paluma Teachers
02.03.2013
Thursday
Exn No:
XX
Here Today, Gone Tomorrow (Science Unit 1 V2.0)
03.03.2013
ACTION
CONNECTEDNESS
Rise and Shine
6.30 am
Observing Birds/ Using Binoculars [7]
PT/CT
 Learn how to use binoculars
 Observe birds in grounds and on rainforest edge
 Identify sources of water for local birds
Cooked Breakfast
7:30 am
EXPLORE/ELABORATE Group Erosion Investigation
PT/CT
Sci_Y04_U1_V2.0_Lessons 15-18
 Working in their groups, students undertake an investigation to measure the impact of
different variables on erosion
 Students record findings through photographic comparisons, measurements and
observations – Investigation Worksheet
 Students start to plan how to share their findings with their classmates
Rise and Shine
6.30 am
EXPLAIN/ELABORATE Investigating Plant/ Animal Interactions [15]
PT/CT
 Discuss the complexity of plant/ animal relationships & the Connected Map
 Distribute Plant/ Animal role cards & construct food web. Model impact of disturbance.
Continental Breakfast
7.30 am
Sensory Trail Experience [8]
PT/CT
 Discuss the requirements for this activity
 Experience the Sensory Trail
HID 08
Morning Tea/ Lunch
CT/Adult Helpers
EVALUATE Final reflections
PT/CT
 Students reflect on excursion experience and content
 What can we do? – Students discuss ways in which human beings can limit their impact
on the earth’s surface
Pack bus & leave Paluma
12:15pm
This residential excursion program supports Year 4 Science V2.0 Unit 1 and provides
an opportunity to gather evidence of student learning. Excursion learning experiences
are constructed on excerpts from:
 Sci_Y04_U1_V2.0_Lessons 3-4 – The Dirt on Soil
 Sci_Y04_U1_V2.0_Lessons 8-9 – Erosion in Our Area
 Sci_Y04_U1_V2.0_Lesson 10 – Uluru – Case Study of Erosion
 Sci_Y04_U1_V2.0_Lessons 11-12 – Investigating Water Erosion
 Sci_Y04_U1_V2.0_Lesson 13 – Natural Disasters and Erosion
 Sci_Y04_U1_V2.0_Lessons 15,16,17&18 – Assessment Task – Being a Soil Scientist
Morning Tea
10.30 am
EXPLAIN Group Erosion Investigation (cont…)
PT/CT
Sci_Y04_U1_V2.0_Lessons 15-18
 Students continue to plan their presentations
 Depending on resources, each group may have a small amount of time allocated to use
a computer to develop a short PowerPoint presentation to aid their explanation
Lunch
12:30pm
EXPLORE The Great Hunt – Erosion Edition
PT/CT
Sci_Y04_U1_V2.0_Lessons 3-4, 8-9, 10
 In groups, students gather evidence from around the village area of erosion, working
through the tasks in their workbooks.(Great Hunt – Erosion Edition Worksheet)
 Students will find evidence of erosion, analyse soil types and look for steps taken to
mitigate erosion problems.
 Soil type identification will be assisted through the use of the Soil Identification Key
(Sci_Y04_U1_V2.0_Lesson 3-4)
Afternoon Tea
3.00 pm
EXPLORE/ELABORATE Quarry Revegetation Project [25]
PT/CT
Sci_Y04_U1_V2.0_Lessons 8-9, 10
 Students travel to the revegetation site at the old quarry
 Discussion re: human impact on the area and actions that could be taken to mitigate
 Students construct an Annotated Diagram of the area affected by erosion
 Students work in groups to contribute to the revegetation of the quarry area
Dinner
6.00 pm
Evening Program
CT/ Adult Helpers
EXPLAIN/EVALUATE Group Presentations to Class
Sci_Y04_U1_V2.0_Lessons 15-18

Student groups will present their findings from their investigations to their
classmates

Outdoor Fireplace / Marshmallows [42] HID 2
CT/Adult Helpers
Bedtime/ Lights Out
10.00 pm
Assessment Resources provided for Class Teacher – GTMJs supplied for:
 Group Erosion Investigation (Investigation and Presentation)
Student Booklet – to be printed & collated by Class Teacher
 Blackline masters for the student activity booklet Erosion – Here Today, Gone Tomorrow
are available for download from our website www.palumaeec.eq.edu.au .
C2C Websites & Learning Place resources accessed online
 Slideshow — Types of erosion
C2C & other downloadable resources
 Soil Identification Key
Equipment provided by PEEC for use at Paluma
 Class set of binoculars
 Resources for Erosion Investigation
 Role cards for Food Web activity
 Class set of blindfolds for Sensory Trail activity
 Equipment for Quarry Revegetation Project
ICTs
 2x laptops/workstations & Smartboard
 Digital cameras & Flip Videos
 iPad/iPod Touch (optional)
LINKS TO THE AUSTRALIAN CURRICULUM - SCIENCE
SCIENCE AS A HUMAN ENDEAVOUR
Nature and development of science
 Science involves making predictions and describing patterns and relationships
(ACSHE061)
Use and influence of science
 Science knowledge helps people to understand the effect of their actions
(ACSHE062)
SCIENCE INQUIRY
Questioning and Predicting

With guidance, identify questions in familiar contexts that can be investigated
scientifically and predict what might happen based on prior knowledge
(ACSIS064)
Planning and conducting

Suggest ways to plan and conduct investigations to find answers to questions
(ACSIS065)

Safely use appropriate materials, tools or equipment to make and record
observations, using formal measurements and digital technologies as appropriate
(ACSIS066)
SCIENCE UNDERSTANDING
Earth and space sciences

Earth’s surface changes over time as a result of natural processes and human activity
(ACSSU075)
Physical Sciences

Forces can be exerted by one object on another through direct contact or from a
distance (ACSSU076)
Processing and analysing data and information

Use a range of methods including tables and simple column graphs to represent
data and to identify patterns and trends (ACSIS068)

Compare results with predictions, suggesting possible reasons for findings
(ACSIS216)
Communicating

Communicate ideas, findings and solutions to problems using scientific language
and representations using digital technologies as appropriate (ACSIS133)
Evaluating

Reflect on the investigation, including whether a test was fair or not (ACSIS069)
Communicating

Represent and communicate ideas and findings in a variety of ways such as
diagrams, physical representations and simple reports(ACSIS124)
Year 4 achievement standard
By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and non-contact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the
Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions. They describe situations where science understanding
can influence their own and others’ actions.
Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and
simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate
their methods and findings.
LINKS TO C2C UNITS - UNIT ONE V2.0
Before PEEC:
At PEEC:
After PEEC:
What learning will already have taken place in the classroom?
How does the class teacher see the excursion program feeding into the assessment
 Rest of Unit One Lessons
task?
 Follow-up lessons available during Post-Visit a month after excursion & during the year if requested
Classroom lessons will include
Lessons from the units planned to be delivered at Paluma (time permitting)
are:
 All Unit One V2.0, Lessons except Lessons 8-9, & 15-18.
 Unit One V2.0, Lessons 3-4 – The Dirt on Soil (Supporting information only –
 The excursion program will provide learning to support Lessons 3-4, 10 & 13,
lesson should be completed at school)
however these lessons will not be covered in full during the excursion program
 Unit One V2.0, Lessons 8-9 - Erosion in our Area
 Lessons 11-12(Erosion Investigation) can be completed as part of the Pre-Visit
program
 Unit One V2.0, Lesson 10 – Uluru, Case Study of Erosion (Supporting
information only – lesson should be completed at school)
 Unit One V2.0, Lesson 13 – Natural Disasters and Erosion (Supporting
information only – lesson should be completed at school)
 Unit One V2.0, Lessons 15-18 – Being a Soil Scientist (Review & Assessment)
Assessment
Feedback
Front-ending the assessment task – what is the task?
Use student responses to activities throughout the teaching and learning sequence to monitor students’ knowledge and understanding of:
 Assessment task i.e. investigation and oral report to class
 Erosion causes and mitigation
Paluma EEC will provide GTMJs for the assessment tasks as required
 Human impacts on erosion
 Weathering processes
Student work samples for inclusion in Science portfolio:
 Impact of natural disasters on erosion
 Investigation worksheet
 The Great Hunt – Erosion Edition Worksheet
 “Connected Map”
 Annotated diagram of an area affected by erosion