science integrated program

8/11/2019 Science Integrated Program

1/23

EDUC5508 Taryn van Rheede van OudtshoornAssessment 2 20384044

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EDUC5508 Integrated Studies from K-7: Science Focus

Assignment 2

Science Integrated Program

Inquiry is not just teaching science,

but using science to teach thinking

Joseph Abruscato (2010)

Tarn !an "#eede !an $udts#oorn

%0&8'0''


2/23


"ationa(e

Medicine for a tummy ache. Mixing ingredients to make cupcakes with mum. Kicking a

soccer ball to a friend on a warm summer's day. Counting stars in the night sky while thecrescent moon looks down. Admiring the wrinkly, white silkworm spinning a silky cocoon on

a new, waxy, green, mulberry leaf. Science is eerywhere.

According to !uxley"#$%& "as cited by (shach ) *ried, +-, p. /science is nothing but

trained and organised common sense.0 Science is about the real world, and studying

science helps deelop reasoning skills "(shach ) *ried, +-, p. . Scientific knowledge

helps us make sense of the world around us and in some areas it can een help us make

predictions of future eents "!ackling, +, p. #+$. 2he study of science can help people

understand why medicine can help a tummy ache feel better, and why a ball will moe when

it is kicked. Science also helps people understand why summer days are warm or why the

shape of the moon appears to change during the month, and why it seems to always

following the same pattern. Science e3uips students with a erifiable way, by means of

obseration and experience, to answer interesting and important 3uestions about the

physical, biological and technological world around them "ACA4A, +#5. (arly exposure to

science6related actiities and learning experiences will lead to /deep reseroirs of material0

that oer time may be organised into rich scientific concepts "!ackling, +, p. &++. 7t isimportant to teach science to primary school children because by learning scientific

principles and processes children start to deelop the foundation necessary to become

scientifically literate citi8ens that are e3uipped to make sound societal decisions as well as

decipher and ealuate the different media reports, and adertising, that bombard them each

day "9eters ) Stout, +##, p. -. :nderstanding scientific literacy enables citi8ens to actiely

and accurately participate in science related debates and issues "*it8gerald, +#&, p. +,

such as global warming or eolution. ;eeloping an understanding of scientific concepts not

only helps students make sense of their world but this understanding can also help studentsmake better personal decisions such as abstaining from non6prescription drugs, drinking,

unprotected sex and unhealthy eating habits "9eters ) Stout, +##, p. -. An education that

incorporates science helps students deelop into responsible citi8ens "Abruscato, +#, p.

$.

*or primary school children thinking and doing are closely related, and their understanding of

scientific concepts is dependent on them being able to see and work things out for

themseles "!arlen, Macro, 4eed, ) Schilling, +&, p. &. 2he sad truth is that far too often

science is taught by giing students a textbook, worksheet or ideo, and telling them the


3/23


'facts', which they are then expected to remember and regurgitate in a later test "Abruscato,

+#, p. -.


4/23


Program Summar

P#ase )esson $!er!ie*

Engage )esson +

What's in the box?

To entice students and ascertain their prior

no!"edge a#out soi"s$ rocs and ho! the Earth%s

sur&ace changes over time'

To a"so encourage students to as (uestion

deve"op a desire to investigate soi"s$ rocs and

ho! the Earth%s sur&ace changes over time'

E,(ore

)esson %

)uper Soils

To provide an opportunity &or students to e*p"ore

and record the di&&erent aspects o& di&&erent soi"

samp"es using a hands+on approach'

)esson &Raucous Rock

To provide an opportunity &or students to e*p"oreand record the di&&erent characteristics o& di&&erent

roc samp"es$ and ho! they are &ormed$ using a

hands+on approach'

)esson '

Exploring Erosion


and record the in&"uence humans have on erosion$

using a hand+on approach'

)esson 5

Wet 'n Wil Weathering


and record the change to rocs over time !hen

e*posed to !eathering$ using a hands+onapproach'

E,(ain )esson .

!uicrous !an"orms

To encourage students to connect current

scienti&ic e*p"anations !ith their ne! &indings on

soi"s$ rocs$ !eathering and erosion to e*p"ain

ho! the Earth%s sur&ace changes over time and

ho! di&&erent "and&orms are made'

E(a/orate )esson 7

Engineering Erosion

To encourage students to p"an$ rep"icate and

investigate the di&&erent &actors that e&&ect soi"

erosion'

E!a(uate )esson 8

E#aing Erosion

To provide an opportunity &or students to app"y

their no!"edge and understanding o& the ro"es o&

soi"s$ rocs$ !eathering and erosion in the change

o& the Earth%s sur&ace and the importance o&

preventing human induced erosion'


5/23

ustra(ian Curricu(um $!er!ie*

General Capabilities:

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Inter cul tu ra l U nde rs ta nding P er son al a nd oc ia l Co mp etenc e !thica l "e ha viou r

Cross#Curriculum Priorities:

$boriginal % Torres trait

Islander &istories and Cultures

$sia % $ustralia's

!ngagement (ith $sia

ustainability

cience )verarching Ideas:

Pattern* )rder and )rganisation +orm and +unction tability and Change

cale and ,easurement ,atter and !nergy ystems

Integrated Unit of -ork on .topic/ :How the Earth's Surface changes over time and how we as people can look after our planet.

0ear Level: 1

Prior Kno*(edge E,em(ar Te,ts

$ut(ine re(e!ant re!ious curricu(um and e,eriences t#at *i(( suort

#is unit of *or12

tudents have had e*perience !ith rocs and soi"s in everyday p"ay'

tudents have had prior e*periences using i,ads and are &ami"iar !ith taing

hotographs and using search engines'

tudents have had e*perience !ith deve"oping mind+maps'

tudents have had e*perience !ith dra!ing graphs and taing notes'

)ist t#e 3e,em(ar4 te,ts t#at *i(( suort t#is unit of *or1 /oo1s6 icture /oo1s6 music6 oetr6 DDs6 etc2The )coop on )oi"s+ e-oo &rom $he Elementar% &lobe $he &lobe (rogram) http.//!!!'g"o#e'gov/documents/1880/5088/E"ementary34O-E_)oi"_en'pd&The Roc Cyc"e+ video &rom Stu%*ams Scholastic)http.//studyams'scho"astic'com/studyams/ams/science/rocs+minera"s+"and&orms/!eathering+and+erosion'htmThe Roc Cyc"e. %Test yourse"&%+ On"ine 6ui7 &rom Stu%*ams Scholastic) http.//studyams'scho"astic'com/studyams/ams/science/rocs+minera"s+"and&orms/!eathering+and+erosion'htmeathering 9 Erosion+ video &rom Stu%*ams Scholastic)http.//studyams'scho"astic'com/studyams/ams/science/rocs+minera"s+"and&orms/!eathering+and+erosion'htm:aps 9 ;mages+ &oogle Earth

ind$ ater$ aves$ and ;ce'''oh my< + =ands on ideas &rom the #"og +eakers an +umblebees http.//#eaersand#um#"e#ees'#"ogspot'com'au/200>//!ind+!ater+!aves+and+iceoh+my'htm"Weathering, Erosion - .eposition/ &ame. ?rom the #"og +eakers - +umblebees http.//#eaersand#um#"e#ees'#"ogspot'com'au/200>//!eathering+erosion+and+deposition'htm"-eneath our ?eet. @ear 1+ (rimar% onnectionsUnit . )haping the Earth%s )ur&ace. @ears+1+ScienceWeb Australiahttp.//science!e#'asta'edu'au/years++1/unit/"esson+t!o/yr1+unit+"esson+t!o'htm"

Destructive ?orces @ear 1+ 1resome Resources inerals an Energ% Eucation http.//!!!'oresomeresources'com/resources_vie!/resource/unit_o&_!or_destructive_&orces3"aciers$ ater and ind$ oh my


6/23

Unit )vervie( .+or(ard planning document/

Conte,t9Intent Dee Kno*(edge and Understandings S1i((s Processes9a(ues9ttitudes

Integrating t#eme

ScienceEng(is# at#ematics

Science Understanding

AC)U05

Science as a ;uman

Endea!our

AC)=E0

AC)=E02

Science In

AC);)0 AC);)0

AC);)08

)anguage

ACE4A188

ACE4A18>

ACE4A1>8

)iterature

ACE4T0

ACE4T0

)iterac

ACE4@8

ACE4@88

ACE4@8>

ACE4@>1

=um/er and (ge/ra easurement and

>eometr

AC::3081

AC::30>0

Statistics and

Pro/a/i(it

AC:),0>5

AC:),0>


7/23

)esson num/er: + ?'5min@ )esson tit(e: What's in the box? - Students understanding of soils, rocks and how the Earth's surface changes over time

E=>>E $o capture stuents interest an "in out 5hat the% think the% kno5 about the ke% concepts6

$o elicit stuents 7uestions about the ke% concepts6

nspiration taen &rom the ,rimary Connections unit p"anner

Se(ected

)earning

$utcomes ?C@

)earning E,eriences "esources Teac#ing Strategies and >rou Structure ?*#o(e

c(ass6 sma(( grous or indi!idua(@

ssessment Diagnosticin out 5hat stuents alrea% think the% kno5 an unerstan6

$his allo5s %ou to take account o" stuents existing ieas 5hen

planning "uture learning experiences6

cience

ACSS:-

ACS!(1#

ACS7S15

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@2#1&

AC(@#1$

AC(@#1$$

Students *i((:

' Discuss their prior no!"edge o& soi"s$

rocs and ho! the Earth%s sur&ace

changes over time !ith their partners'

2'E*p"ore and p"ay !ith soi"s and rocs

&rom the %ster% +ox

' Cooperative"y !or in pairs/groups

and discuss$ i""ustrate and e*p"ain ho!

they thin that the Earth%s )ur&ace

changes over time' During this time there

!i"" #e a s"idesho! o& photos o& di&&erent

soi"s$ rocs and "and&orms to he"p spar

in+depth conversations'

1' )hare their dra!ings and ideas

cooperative"y !ith their partners and !ith

the !ho"e c"ass'

5' Descri#e$ i""ustrate and "a#e" a dra!ing

depicting ho! mountains$ va""eys and

rocs are &ormed'

1. Interacti!e A#ite/oard

. Soils, !ocks, " #andforms Slide Show

See !esources $%%endix 1.$

&. (ster( )ox *items+ soil, rock, %ebble

. ind-ma% tem%latex

See !esources $%%endix 1.) " 1.

/.0rawing %a%er and %encilsx

.2igsaw 3uestions

See !esources $%%endix 1.0

A#o(e C(ass acti!it B Pair-Aor1: ster o,

One at a time items are p"aced in secret in a mystery

#o*' A di&&erent student is piced each time to come up

and put their hand in the #o* and touch the item'

)tudents in the c"ass have to as %yes/no% (uestions to

!or out !hat each item is in the #o*' hen the item is

identi&ied it is #rought out o& the #o* and students

discuss each item in their pairs and then dra! a (uic

mind+map$ and setch$ to sho! ho! much they no!

a#out each item'

Differentiation9ccommodation of needs

+ The !eaest student is paired !ith a competent

student that has sho!n previous"y ho! to !or !e"" as

a team and !ho does not dominate the !eaer student'

+ The !eaer student is a"so given a copy o& a mind+

map !ith prompts to he"p them comp"ete the tas'

?endi, +2C@

igsa*

)tudents are divided into groups and each group is

given a di&&erent (uestion to discuss' )tudents ot do!n

thoughts and ideas as !e"" as dra! pictures to he"p

e*p"ain their thining' A&ter some time students igsa!

!ith students &rom other groups to discuss the

(uestions that they had discussed as !e"" as their

ans!ers' )tudents can add and share to the

discussions'

Aord Aa((

+ C"ass #rainstorming a#out soi"s$ rocs and ho! the

Earth%s sur&ace changes over time and the re"evant

!ords speci&ic to this topic'

ind-mas

Assessed #ased on ho! much detai" is provided

and the ratio o& true to &a"se in&ormation given'

See $ssessment $%%endix 1. for marking

criteria and marking scales.

igsa* Dra*ings

See $ssessment $%%endix 1.) for marking


A"ternative conceptions demonstrated in the

dra!ings !i"" #e noted so that these may #e

addressed in &uture teaching'


8/23

)esson num/er: % ?+25 #rs@ )esson tit(e: Su%er Soils- Students ex%lore " record different as%ects of different soils.

EP)$"E

;nspiration &or this "esson !as taen &rom the e+-oo %The )coop on )oi"s% FThe E"ementary 3"o#eG and simi"ar

ideas are &ound in (rimar% onnections +eneath our eet 9ear 4)as !e"" as ScienceWeb Australia 9ears3/4

:nit 3 Shaping the Earth's Sur"ace6 1resome Resources inerals an Energ% Eucation +elo5 1ur eeta"so

sets out a simi"ar activity'

$o pro#ie hans/on experiences o" the phenomenon or concept6

$o pro#ie share experiences o" thephenomenon or concept6


Se(ected

)earning

$utcomes ?C@



ssessment Formati!e

!ook "or e#ience o" stuents use o" appropriate 5a%s to

represent 5hat the% kno5 an unerstan an gi#e them

"eeback about ho5 the% can impro#e their r epresentation6

cience

ACS!(1#

ACS7S1-

ACS7S11

ACS7S1$

ACS7S1%

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@A#5%$

AC(@2#1

AC(@#1%5

,aths

ACMM>$5

ACMS9%-

ACMS9%1

Students *i((:

' E*p"ore the schoo" grounds as a c"ass

and co""ect soi" samp"es &rom di&&erent

areas F)andpit$ ova"$ garden etcG'

2' Use magni&ying g"asses to investigate

soi" samp"es co""ected as a c"ass &rom

around the schoo" paying particu"ar

attention to &eatures such as co"our$

te*ture$ structure$ moisture$ and organic

matter contents'

' Ana"yse soi" samp"es "e&t in ars !ith

!ater and note ho! they &orm "ayers

over time'

1' Cooperative"y !or in groups and

discuss their o#servations and thoughts

a#out the di&&erent soi"s'

5' Dra! pictures o& their di&&erent

o#servations and share their di&&erent

dra!ings !ith their group mem#ers'

' Use sca"ed instruments to measure

and compare the height i& the di&&erent

"ayers o& soi" in the soi" ars'

'Construct ta#"es to represent the data

gathered during the investigation$ simi"ar

to the ta#"es seen in %$he Scoop on

Soils'6

+2 Interacti!e A#ite/oard

%2 e-oo1 4he Scoo% on Soils'See !esources $%%endix .$

&2 Gi(oc1 /ags B sades for soi( co((ection

'2 Pre!ious( reared ?+ *ee1 ear(ier@ soi(

sam(es6 in Hars *it# *ater6 to s#o* t#e

different soi( (aers2 Soi( is ta1en from t#e same

areas of t#e sc#oo( t#at t#e c(ass sam(es *i((

/e ta1en from ?Sandit6 o!a(6 garden etc@2

52 Su%er Soils5nvestigation 4ablex

See !esources $%%endix .) " .

.2 agnifing g(assesx

72 T*eeers

A#o(e C(ass:

+ As a c"ass co""ect and "a#e" soi" samp"es &rom around

the schoo" F)andpit$ ova"$ garden etcG'

-As a c"ass read the e+-oo %$he Scoop on Soils'on the

interactive !hite#oard'

Soi( Stations: >rous of &

+ ;n groups o& three move around the c"assroom to the

di&&erent soi" stations investigating the di&&erent &eatures

o& the di&&erent soi" samp"es' )tudents a"so note ho!

the samp"es divide into di&&erent "ayers in !ater'

Indi!idua(

+Even though students !or in teams around the c"ass

each student individua""y comp"etes their o!n ta#"e'


+ The !eaest student is paired !ith competent

students that have sho!n previous"y ho! to !or !e""

as a team and !ho don%t dominate the !eaer student'

+ The !eaer student is a"so given a copy o& a Soils

;n#estigation $able !ith prompts to he"p them comp"ete

the tas' ?endi, %2C@

Aord Aa((

+ Add ne! !ords re"evant to understanding soi"s'

Ta/(es

Assessed on accuracy and (uantity/(ua"ity o&

in&ormation provided'

See $ssessment $%%endix $ for marking



9/23

)esson num/er: & ?+25#rs@ )esson tit(e: !aucous !ocks- Students ex%lore " record different as%ects of different rocks.

EP)$"E

This uses a simi"ar approach as "esson one !ith simi"ar ideas seen in (rimar% onnections +eneath our eet 9ear

4)as !e"" as ScienceWeb Australia 9ears3/4 :nit 3 Shaping the Earth's Sur"ace6




Se(ected

)earning

$utcomes ?C@



ssessment Formati!e!ook "or e#ience o" stuents use o" appropriate 5a%s to



cience

ACS!(1#

ACS7S1-

ACS7S11ACS7S1$

ACS7S1%

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@A#5%$

AC(@2#1

AC(@#1$

AC(@#1%5

,aths

ACMM>$5

ACMS9%1

Students *i((:

' =ave co""ected di&&erent rocs &rom

their home gardens$ or "oca" areas$ and

have "a#e""ed them$ !ith the date and"ocation &ound$ ready &or c"ass'

2' Use magni&ying g"asses to investigate

and p"ay !ith the di&&erent roc samp"es

that they$ and their peers$ have #rought

in'

' atch a cartoon video on the roc

cyc"e and tae notes &or a (ui7'

' Ana"yse di&&erent roc samp"es paying

particu"ar attention to &eatures such as

si7e$ co"our$ te*ture$ hardness and

shape'

1' Cooperative"y !or in groups and

discuss their o#servations and thoughts

a#out the di&&erent rocs'

5' Dra! pictures o& their di&&erent

o#servations and share their di&&erent

dra!ings !ith their group mem#ers'

' Use sca"ed instruments to measure

and compare the si7e o& the di&&erent

rocs'

'Construct ta#"es to represent the data

gathered during the investigation'

+2 Interacti!e A#ite /oard

%2 Cartoon !ideo: '4he !ock (cle'- Studams

?Sc#o(astic@

&2 Jui: '4est (ourself 6 4he !ock (cle'

Studams ?Sc#o(astic@

'2 !aucous !ocks 5nvestigation 4ablex

See !esources $%%endix &.$ " &.)

52 agnifing g(assesx

A#o(e C(ass9 Indi!idua(9 T#in1-Pair-S#are

-As a c"ass !atch the cartoon %$he Rock %cle'on the

interactive !hite#oard'

+As indi!idua(s tae notes on the video+As a c"ass !or through the (ui7 using the 4hink-

7air-Shareapproach to ans!ering the (uestions'

"oc1 Stations: >rous of &

+ ;n groups o& three move around the c"assroom to the

di&&erent roc stations investigating and discussing the

di&&erent &eatures o& the di&&erent roc samp"es'

Indi!idua(

+Even though students !or in teams around the c"ass

each student individua""y comp"etes their o!n ta#"e'





+ The !eaer student is a"so given a copy o& a

Raucous Rocs$able !ith prompts to he"p them

comp"ete the tas' ?endi, &2@

Aord Aa((

+ Add ne! !ords re"evant to understanding rocs'

Ta/(es



See $ssessment $%%endix &$ for markingcriteria and marking scales.


10/23

)esson num/er: ' ?+25#rs@ )esson tit(e: Ex%loring Erosion- Students ex%lore " record the effect of wind and water on erosion. *Erosion and change to the Earth's surface.

EP)$"E

This "esson !as inspired #y photos o& e*periments posted on the #"og +eakers an +umblebeesin a post ca""ed Win, Water, Wa#es, an ;ce666oh m%< This "esson a"so shares

ideas &rom an activity ca""ed &laciers, Water an 5in, oh m%< Contri#uted #y the ;ntegrate $eaching an !earning (rogram at the :ni#ersit% o" olorao seen on the !e#site

$eachEngineering6 ;deas !ere a"so taen &rom the "esson p"an #y elissa +reuer ca""ed .ig this< Erosion ;n#estigation'

$o pro#ie hans/on experiences o" the

phenomenon or concept6

$o pro#ie share experiences o" the

phenomenon or concept6


Se(ected

)earning

$utcomes ?C@

)earning E,eriences "esources Teac#ing Strategies and >rou Structure ?*#o(e c(ass6

sma(( grous or indi!idua(@

ssessment Formati!e

!ook "or e#ience o" stuents use o" appropriate 5a%s to


"eeback about ho5 the% can impro#e their representation6

cience

ACS7S1%

ACS!(1#

ACS7S1-

ACS:-

ACS7S1-

ACS7S11

ACS:-

ACS7S1$

ACS7S#

ACS7S1%

ACS7S#

!nglish

AC(@#1$

AC(@#1$$

AC(@A#5$%

AC(@A#5$$

AC(@#1$%

,aths

ACMS9%1

Students *i((:

' atch a video on !eathering and

erosion'

2' Deve"op note+taing si""s !hen taing

notes !hi"st !atching the video'

' Engage in a $hink/(air/Share to

complete a c"ass (ui7 on the interactive

!hite#oard

' Cooperative"y !or together to

investigate and discuss o#servations at

the di&&erent erosion stations'

1' Cooperative"y !or in groups to

discuss ho! erosion !ors and ho! it

impacts the Earth%s sur&ace'

5' Dra! diagrams to i""ustrate ho!

erosion !ors and share these !ith their

group'

' Comp"ete ta#"es !ith the o#servationsthey have made'

' Engage in c"ass discussions a#out

!eathering$ erosion and deposition'

8' or as a team to p"ay a team game

on!eathering$ erosion and deposition'

+2 Interacti!e A#ite /oard

%2 Cartoon !ideo: '4he Weathering and Erosion'

Studams ?Sc#o(astic@

&2 Weathering " Erosion 8ideo Wor1s#eetx

See !esources $%%endix .$ " .)

'2 Erosion Stations 9bservation Sheetx

See !esources $%%endix .

/. Items for t#e different erosion stations:

+ Wind:$ra%, san - stra5s "or blo5ing

+ Water *fluvial: Ti"ted sand tray 9 !ater #ott"e

/ Wave:,ainting tray !ith sand on the higher

"eve"$ !ater in the trough and padd"e+pop

stics to create !aves

/ S%lash:petri+dish !ith sand and !ater dropper'

.2 utc#ers aer 1ee station areas tid2

72 )ego Structures ?,'@ for t#e Weathering,

Erosion " 0e%osition game.

A#o(e C(ass

+ As a c"ass !atch the cartoon video 'Weathering an

Erosion''

+ As indi!idua(s tae notes on the video using the

Weathering an Erosion#ieo orsheet'

?"esource endi, '2@

+ As a c"ass !or through the (ui7 using the $hink/(air/

Share approach to ans!ering the (uestions'

>rou Aor1: Erosion Stations

+ ;n groups o& three students move around the c"assroom

to the di&&erent stations to investigate and discuss the

di&&erent types o& erosions and ho! they !or' T!o groups

at each station'

+ As indi!idua(s students comp"ete the Erosion Stations

1bser#ation Sheet ?"esource endi, '2C@

A#o(e C(ass

+ As a c"ass students engage in a teacher+directed

discussion a#out the c"asses o#servations o& their

investigations'

+ As a c"ass students participate in the team game

Weathering, Erosion - .eposition6This game shou"d #e

p"ayed outside to a""o! &or e*tra room to run around'

)tudents !or in teams o& si*' Each team is given a "ego

structure !hich they have to tae in turn to run to$ remove

a piece FeatheringG$ cra# !a" !ith the piece #ac to

their team FerosionG and put it do!n !ith their team

FdepositionG'


+ The !eaest student is paired !ith competent students

that have sho!n previous"y ho! to !or !e"" as a team

and !ho don%t dominate the !eaer student'

+ The !eaer student is a"so given a copy o& the

Weathering an Erosion =ieo Worksheet extra prompts

to he"p them comp"ete the tas'?"esource endi, '2@

Aeat#ering B Erosion ideo Aor1s#eet

Assessed on accuracy and (uantity/(ua"ity

o& in&ormation provided'

See $ssessment $%%endix .$ for

marking criteria and marking scales.

Erosion Stations $/ser!ation S#eet

Assessed on accuracy and (uantity/(ua"ity

o& in&ormation provided'

See $ssessment $%%endix .) for


Dra*ings

Assessed on accuracy and (ua"ity o&


See $ssessment $%%endix . for






11/23

)esson num/er: 5 ?+25#rs@ )esson tit(e: Wet 'n Wild Weathering- Students ex%lore " record the effect of weathering on rocks. *Weathering and change to the Earth's surface.

EP)$"E

;deas &or this "esson are taen &rom "esson 1 o& (rimar% onnections +eneath our "eet 9ear 4)and &rom 1resome

Resources inerals an Energ% Eucation .estructi#e orces 9ear 46




Se(ected

)earning

$utcomes ?C@



ssessment Formati!e!ook "or e#ience o" stuents use o" appropriate 5a%s to



cience

ACS7S1%

ACS!(1#

ACS7S1-

ACS:-ACS7S1-

ACS7S11

ACS:-

ACS7S1$

ACS7S#

ACS7S1%

ACS7S#

!nglish

AC(@#1$

AC(@#1$$

AC(@A#5$%

AC(@A#5$$

AC(@#1$%

,aths

ACMM>$5

ACMS9%1

Students will:

' Discuss the meaning and &eatures

o& a &air test'

2' Cooperative"y !or together todeve"op scienti&ic (uestions &or

investigation'

' Cooperative"y !or together to

deve"op a &air scienti&ic test$ eeping

in mind the di&&erent varia#"es that

need to #e ept the same as !e"" as

the one varia#"e that is #eing test'

1' :ae predictions regarding the

e*pected outcomes o& the

investigation'

5' Cooperative"y !or together to

conduct a &air scienti&ic test !here

they !i"" investigate the e&&ects o&

mechanica" !eathering'

' Use sca"ed instruments to

measure and compare the si7e o& the

di&&erent rocs at the end o& the

e*periment'

' :ae o#servations'

8' Construct ta#"es and dra! co"umn

graphs to represent the co""ected

data'

>' Dra! conc"usions &rom the

evidence gathered'

+2 >(ass Hars ?& er team@2

%2 Pre-made c(a-sand /a((s ?roc1s@2

?+ er Har@

&2 Aater

'2 Wet 'n Wild Weathering 5nvestigation 7lannerx

See !esources $%%endix /.$

52 Wet 'n Wild Weathering 5nvestigation !esultsx

See !esources $%%endix /.)

.2 Weathering, Erosion " 0e%osition ;ame: From

t#e /(og )eakers " )umblebees.

A#o(e C(ass Discussions

- As a c"ass students !i"" engage in teacher+directed

discussions a#out the di&&erent aspects o& a &air test'

+ As a c"ass students !i"" engage in teacher+directed

discussions a#out the steps that they can tae toensure a &air test'


discussions a#out deve"oping good scienti&ic (uestions

&or investigations'

+ As a c"ass students !i"" receive instructions and

e*pectations o& the tas'

>rou Aor1

+ )tudents !i"" !or in groups o& to discuss and

comp"ete the Wet 'n Wil Weathering ;n#estigation

(lanner'

+ Once their p"anning has #een approved #y the teacher

students !i"" #egin their investigations' ?endi, 52@

Indi!idua(

+ )tudents comp"ete the investigation as a team #ut

then each comp"ete their o!n Wet in Wil Weathering

Resultssheet on their o!n'





Second A#o(e C(ass Discussions

+ A&ter the e*periments are comp"eted and the resu"ts

recorded the students !i"" engage in teacher+directed

discussions a#out the conc"usions dra!n &rom the

evidence gathered'

Aord Aa((

+ Add ne! !ords re"evant to understanding !eathering

and erosion'

Ta/(es



See $ssessment $%%endix /.$ for marking


>ra#s

Assessed on accuracy and (ua"ity o& graph'

See $ssessment $%%endix /.) for marking


In!estigation P(anning

Assessed on accuracy and depth o&


See $ssessment $%%endix /. for marking



12/23

)esson num/er: . ?+25#rs@ )esson tit(e: #udicrous #andforms- Students develo% ex%lanations for how different landforms were made. *hange to the Earth's surface.

EP)I=

This "esson uses Resource > Re Rock Rising &rom (rimar% onnections +eneath our "eet /9ear 46

This "esson uses some ideas &rom (rimar% onnections +eneath our "eet /9ear 4#ut a"so di&&ers (uite a #it &rom it'

$o support stuents to e#elop explanations "or experiences an make representations o" e#eloping conceptual

unerstaning6

$o introuce current scienti"ic #ie5s6


Se(ected

)earning

$utcomes ?C@



ssessment Formati!e!ook "or e#ience o" stuents use o" appropriate 5a%s to represent

5hat the% kno5 an unerstan an gi#e them "eeback about

ho5 the% can impro#e their representations6

cience

ACS:-

ACS!(1#

ACS7S1$

ACS7S+#1ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@A#5%$

AC(@2#1&

AC(@#1$

AC(@#1$$

AC(@#1%5

,aths

ACMSB%1

Students will:

' atch a video on :luruand then

engage in c"ass discussions on their

predictions on ho! it !as &ormed'

2' Read current scienti&ic "iterature on the

&ormation o& U"uru and compare this to

their o!n thoughts'

' Cooperative"y !or together !ith other

students to predict ho! di&&erent

"and&orms !ere &ormed and ho!

!eathering and erosion he"ped in the

&ormation o& these di&&erent "and&orms'

1' Cooperative"y !or together !ith other

students to research the &ormation o&

di&&erent "and&orms using i,ads !ith

internet access'

5' Record predictions and research+

o#servations

' Dra! i""ustrations to sho! their

"and&orm and ho! it !as &ormed'

' Construct ta#"es to represent the

co""ected data'

+2 Interacti!e *#ite/oard

%2 ouTu/e !ideo: /w/2u;@v5

&2Coies of t#e !ed !ock !isingresource

from 7rimar( onnections: )eneath our feet.,%'

See !esources $%%endix .$

'2 iPads *it# internet access , %' ?or + er '@

52 #udicrous #andforms Worksheet, %'

See "esources endi, .2

.2 Pictures of different (andforms:

Fave Roc$ The 2 Apost"es$ The Three sisters$

Devi"%s :ar#"es$ The -ung"e -ung"es$ The pinnac"esG

A#o(e C(ass

+ As a c"ass !atch the @ouTu#e video6

/As a c"ass discuss the &ormation o& U"uru using the

$hink/(air/Share approach6=o! do they thin that

it &ormed+ As a c"ass "oo at the Re Rock Risingresource'

+ =igh"ight important in&ormation and discuss !ith

partners$ then !ith the c"ass during teacher+directed

discussions'

>rou Aor1

+ )tudents !or in groups o& &our'

+ Each group is a""ocated a di&&erent "and &ormation

Fave Roc$ The 2 Apost"es$ The Three sisters$

Devi"%s :ar#"es$ The -ung"e -ung"es$ The pinnac"esG'

+ )tudents indi!idua(( comp"ete their !uicrous

!an"orms Worksheet!hi"e engaging in group

discussions'?endi, .2@

+ )tudents are given a picture o& their "and&orm and

they have to discuss ho! they thin that it !as

&ormed$ ho! erosion and !eathering he"ped to shape

it$ and then they !rite do!n their predictions !ith a

dra!ing'

+ )tudents use i,ads !ith internet access to research

their di&&erent "and&orms to comp"ete the !orsheet$

!hi"e sti"" engaging in group discussions'

igsa*

+ A&ter students have researched their a""ocated

"and&orms they igsa! !ith students &rom other

"and&orms to &ind out the in&ormation necessary to

comp"ete the rest o& the !orsheet'





)udicrous )andforms Aor1s#eet



See $ssessment $%%endix .$ for marking


Dra*ings

Assessed on accuracy and (ua"ity o& in&ormation

provided'

See $ssessment $%%endix .) for marking




https://www.youtube.com/watch?v=Y5w5JNuGHvIhttps://www.youtube.com/watch?v=Y5w5JNuGHvI


13/23

)esson num/er: 7 ?+25#rs@ )esson tit(e: Engineering Erosion- Students %lan and conduct investigations on factors affecting soil erosion. *hange to the Earth's surface.

E)$"TE

;deas &rom this "esson !ere inspired #y the e*periments &rom +eing a Soil Scientist Stuent +ooklet 4

ueenslan omparable Assessment $asks 20@2)6

$o challenge an exten stuents unerstaning in a ne5 context or make connections to aitional concepts through a

stuent/planne in#estigation6

$o support stuents to plan an conuct an in#estigation6


Se(ected

)earning

$utcomes ?C@



ssessment Summati!e!ook "or e#ience o" the extent to 5hich stuents ha#e achie#e

the in#estigating outcomes6

cience

ACS7S1%

ACS!(1#

ACS7S1-

ACS:-ACS7S1-

ACS7S11

ACS:-

ACS7S1$

ACS7S#

ACS7S1%

ACS7S#

!nglish

AC(@#1$

AC(@#1$$

AC(@A#5$%

AC(@A#5$$

AC(@#1$%

,aths

ACMM>$5

ACMS9%1

Students will:

' Discuss the meaning and &eatures o& a

&air test'

2' Cooperative"y !or together to deve"opscienti&ic (uestions &or investigation'

' Cooperative"y !or together to deve"op a

&air scienti&ic test$ eeping in mind the

di&&erent varia#"es that need to #e ept the

same as !e"" as the one varia#"e that is

#eing test'

1' :ae predictions regarding the e*pected

outcomes o& the investigation'

5' Cooperative"y !or together to conduct a

&air scienti&ic test !here they !i"" investigate

the e&&ects o& di&&erent varia#"es on soi"

erosion'

' Use sca"ed instruments to measure the

amount o& !ater needed &or each

e*periment'

' Use sca"ed instruments to !eigh the

amount o& soi" eroded during the

e*periment'

8' :ae o#servations'

>' Construct ta#"es and dra! co"umn

graphs to represent the co""ected data'

0' Dra! conc"usions &rom the evidence

gathered'

+2 Engineering Erosion P(anner ,%'

See "esources endi, 72

%2 Engineering Erosion 5nvestigation

!esultsxSee "esources endi, 72

&2 E,eriment materia(s:

- Soi( ?L+01g /ag@

- (uminium tras ?.@

- Aater

- Sca(ed ea1ers9Hugs

- Fi(ter aer ?. s#eets@

- Funne( ?.@

- Catc#ment Hugs

- Sca(es

- Piece of turf9grass atc# ?+5cm / %0cm@

A#o(e C(ass Discussions

- As a c"ass students !i"" engage in teacher+directed

discussions a#out the di&&erent aspects o& a &air test'


discussions a#out the steps that they can tae toensure a &air test'


discussions a#out deve"oping good scienti&ic (uestions

&or investigations'

+ As a c"ass students !i"" receive instructions and

e*pectations o& the tas'

+ As a c"ass discuss a"" the possi#"e &actors that might

a&&ect soi" erosion' F)"ope$ compactness$ p"ants etcG

>rou Aor1

+ )tudents !i"" !or in groups o& 1 to discuss and p"an

soi" erosion e*periments' They !i"" design e*periments

that !i"" either &ocus on ho! s"ope a&&ects erosion$ ho!

the compactness o& soi" e&&ects erosion or ho! the

presence/a#sence o& p"ants a&&ects soi" erosion$ They

!i"" comp"ete the Engineering Erosion (lanner'

+ Once their p"anning has #een approved #y the teacher

students !i"" #egin their investigations' ?endi, 72@

+ Each team o& 1 !i"" then sp"it up to have t!o peop"e

&ocussing on the contro" o& the e*periment and the other

pair !oring on the e*periment !ith the changed

varia#"e'

A#o(e C(ass "eorting

+ A&ter the e*periments have #een conducted and the

resu"ts have #een recorded and ana"ysed students &rom

the di&&erent groups report #ac to the c"ass'





Ta/(es



See $ssessment $%%endix A.$ for marking


>ra#s

Assessed on accuracy and (ua"ity o& graph'

See $ssessment $%%endix A.) for marking


5nvestigation 7lanning

Assesse on accurac% an epth o" in"ormation

pro#ie6

See $ssessment $%%endix A. for marking



14/23

)esson num/er: 8 ?+25#rs@ )esson tit(e: anaging Erosion- Students review and reflect on their understanding of the relationshi% between erosion and %eo%le.

E)UTE

The ideas &or this "esson are adapted &rom +eing a Soil Scientist Stuent +ooklet 4 ueenslan omparable

Assessment $asks 20@2) lesson >6

$o pro#ie opportunities "or stuents to re#ie5 an re"lect on their learning an represent 5hat the% kno56


Se(ected

)earning

$utcomes ?C@



ssessment Summati!e!ook "or e#ience o" the extent to 5hich stuents ha#e achie#e

the conceptual outcomes6

cience

ACS:-

ACS!(1#

ACS!(1+ACS7S15

ACS7S1%

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@2#1&

AC(@2#1

AC(@#1$

AC(@#1$$

AC(@#1%5

at#s

AC:),0>

Students will:

' atch videos on areas a&&ected #y

erosion and identi&y type o& erosion

occurring$ ho! it has changed thesur&ace o& the Earth as !e"" as ho! it has

impacted peop"e'

2' or cooperative"y together to &ind

possi#"e so"utions &or di&&erent erosion

pro#"ems !hi"st usti&ying their

suggestions'

' Dra! and "a#e" diagrams o& erosion

a&&ected areas'

1' Dra! and "a#e" diagrams o& proposed

so"utions to erosion a&&ected areas'

+2 Interacti!e *#ite/oard

%2 ouTu/e !ideos

- !ising sea levels wear awa( 8ictoriancoastline:#tts:99***2outu/e2com9*atc#M

!Nf=07rou

+ )tudents !or in groups o& three to comp"ete the

anaging Erosion Worksheet6

/As a c"ass students move around the schoo" to

di&&erent areas that seem to #e e*periencing some &orm

o& erosion'

+ ;n groups they discuss the type o& erosion that the

area is e*periencing and the impact it has on the area

and on anima"s/peop"e'

+ )tudents discuss possi#"e so"utions and dra!

i""ustrated diagrams'

+ )tudents a"so identi&y potentia" erosion issues around

the schoo" and ho! they can #e prevented$ providing

evidence and usti&ication &or suggestions'





)udicrous )andforms Aor1s#eet



See $ssessment $%%endix B.$ for markingcriteria and marking scales.

Dra*ings

Assessed on accuracy and (ua"ity o& in&ormation

provided'

See $ssessment $%%endix B.) for marking

https://www.youtube.com/watch?v=YfN07Mq4hVAhttps://www.youtube.com/watch?v=YfN07Mq4hVAhttps://www.youtube.com/watch?v=YfN07Mq4hVAhttps://www.youtube.com/watch?v=fJhkBpEwmiMhttps://www.youtube.com/watch?v=fJhkBpEwmiMhttps://www.youtube.com/watch?v=YfN07Mq4hVAhttps://www.youtube.com/watch?v=YfN07Mq4hVAhttps://www.youtube.com/watch?v=fJhkBpEwmiMhttps://www.youtube.com/watch?v=fJhkBpEwmiM


15/23


endi, +


16/23



17/23


ortrait


18/23



19/23


cti!ities and in!estigation +0O


20/23


ssessment %0O


21/23


Integration +0O


22/23


"eferences

A#ruscato$ H' F200G' $eaching chilren science A isco#er% approachF)eventh ed'G'

-oston. A""yn 9 -acon'

ACARA' F201G' ?+0 curricu"um science rationa"e' Austra"ian Curricu"um Assessing and

Reporting Authority'

Austra"ian Academy o& )cience' F>>1G' (rimar% in#estigations' Can#erra. Austra"ian

Academy o& )cience'

Eshach$ ='$ 9 ?ried$ :' I' F2005G' )hou"d science #e taught in ear"y chi"dhood *ournal o"

Science Eucation an $echnolog%$ @4FG$ 5J' doi.0'00/s0>5+005+>8+>

?it7gera"d$ A' F20G' !earning an teaching primar% science' Cam#ridge L Ie! @or.

Cam#ridge University ,ress'

=ac"ing$ :' ' F200G' Chapter . ;n(uiry and investigation in primary science' ;n M'

Da!son 9 3' Menvi""e FEds'G$ $he art o" teaching primar% scienceFpp' 2J18G'

Cro!s Iest I)$ Austra"ia. A""en 9 Un!in'

=ammerman$ E' 4' F200G' 8 essentials o" in7uir%/base science, /8' =eatherton$ Mic'.

=a!er -ro!n"o! Education'

=ar"en$ '$ :acro$ C'$ Reed$ '$ 9 )chi""ing$ :' FEds'G' F200G' aking progress in primar%

science a stu% book "or teachers an stuent/teachers' 4ondon L Ie! @or.

Rout"edge?a"mer'

=ood$ '$ 9 3er"ovich$ H' F200G' ;n(uiring minds do !ant to no!' Science an hilren$

44FG$ 12J11'

,eters$ H' :'$ 9 )tout$ D' 4' F20G' Science in elementar% eucation methos, concepts,

an in7uiriesFE"eventh ed'G' -oston. ,earson Education'

)amp$ ' F202G' $eaching primar% science constructi#el%F1th ed'G' )outh :e"#ourne$ Mic.

Cengage 4earning Austra"ia'

Touhi""$ 4' F202G' e+Ie!s"etter no'15. ;n(uiry+#ased "earning' Iationa" 6ua"ity )tandard

,ro&essiona" 4earning ,rogram' Retrieved &rom


23/23


http.//!!!'ear"ychi"dhoodaustra"ia'org'au/n(sp"p/!p+

content/up"oads/202/0/I6)_,4,_E+Ie!s"etter_Io15'pd&

science integrated program

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