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Earth and space- Unit of work Bridget Little (20121717), Dylan Turner (20123097), Elizabeth Crofini (20094826)

Unit Title “Beneath our feet”

Stage 2 (year 4)

Term2

StrandEarth and Space

Duration90min per lesson/week – for 10 weeks.

Concept Earthquakes

Rationale Term 2 Science and Technology unit “beneath our feet” will engage students by allowing them to discover, explore and investigate through inquiry in accordance with the Australian curriculum (2014). The unit will incorporate working scientifically and technologically in alliance with an integrated unit consisting of different key learning areas.

The classroom for this unit will be set up with a constructivist approach to the students learning by using past experiences and using this to explore and learn new concepts. A constructivist approach for the unit will allow for a dynamic process throughout all lessons (Skamp, 2012). The classroom will be a technologically and scientifically efficient place to work in which will allow student to use investigation and research skills with appropriate tools.

Through the use of the first lesson, the teacher will do an assessment of individual knowledge to see if they have reached the stage 1 outcomes. From there, the teacher needs to make sure students build on this knowledge and past experiences. Every lesson incorporated into the unit are particular examples of how students can use science as a human endeavour. Students should be refining their ideas in line with those currently accepted by the scientific community so that they can make better sense of the way in which their world works (skamp, 2012).

It will be important for the teacher too make sure that lessons are engaging in different ways. Gardners Multiple Intelligences theory suggests that there are 8 different areas of intelligence (spatial etc). The teacher needs to take into consideration that students will have a few preferred intelligences that will assist through activities to assist learning. The ways the teacher will assist learning will be done by acknowledging kinaesthetic intelligence, linguistic intelligence and spatial intelligence.


A range of different learning activities are the unit of work in an effort to engage students in different ways and to present information so that it is easy to learn and remember. Group activities are a great way of giving students more active control over their learning, and encouraging them to give some input into the lesson and topic being discussed in a smaller, sometimes less intimidating groups.

The 5E model (Primary Connections, 2014) will be embedded into the students learning all the way through the unit. It will include - Engage - Explore - Explain - Elaborate - Evaluate

GOALS

KLA Science and Technology

Outcomes and indicators Earth's surface changes over time as a result of natural processes and human activity. (ACSSU075) Students: Use appropriate tools and equipment to collect and record data about some changes in natural conditions, eg tides, daily temperature, rainfall

and wind Investigate how change in the environment is used by Aboriginal and Torres Strait Islander peoples to develop seasonal calendars Describe some changes in the landscape that have occurred over time as a result of natural processes, eg erosion by wind and water Research changes that have occurred in a local environment in Australia or an Asian region as a result of human activities, eg increasing

erosion, construction of built environments and regeneration of an area

Values and indicators. Recognise the importance and relevance of science and technology in their lives now and for the future. ST2-2VAdemonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures ST2-3VAdevelops informed attitudes about the current and future use and influence of science and technology based on reason

Skills, knowledge and understanding.


Working scientifically. ST2-4WS- investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken - (1) using curiosity, prior knowledge, experiences and scientific information with guidance, identifying questions in familiar contexts that can be investigated scientifically (ACSIS053, ACSIS064) - (2)predicting what might happen based on prior knowledge in an investigation (ACSIS053, ACSIS064) - (3) working collaboratively and individually, to suggest ways to plan and conduct investigations to find answers to questions (ACSIS054, ACSIS065) sharing their findings and reflecting on the investigation, including whether a test was fair or not (ACSIS058, ACSIS069) - (4) comparing results with predictions, suggesting possible reasons for findings (ACSIS215, ACSIS216) - (5) representing and communicating ideas and findings in a variety of ways such as diagrams, physical representations and simple reports, tables, simple column graphs, written and oral factual texts, explanation and argument (ACSIS060, ACSIS071

Working technologically. ST2-5WT- applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria (1) Using creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling (2) Using a range of research techniques to access information relevant to the task (3) Using techniques, including labelled drawings, modelling and storyboarding, for documenting and communicating design ideas (4) Using digital technologies and multimedia for communicating design ideas (5) Refining ideas in responding to feedback from others (6) exploring a range of materials appropriate for the task (7) using established design criteria to evaluate the process, product or solution, and suggesting how their design solution could be improved.


Incorporating Indigenous Perspectives.

In this unit of work the teacher must be sensitive to all cultural and valued background of students. However, as there is 1 Indigenous student in the classroom the teacher must adapt the 8 ways of learning so they student can feel immersed in the learning through their own background and experiences, with respectful activities.

Aboriginal and Torres Strait Islander communities have diverse cultures, social structures and a history of unique, complex knowledge systems.

KLA English- Discuss literary experiences with others, sharing responses and expressing a point of view. (ACELT1603)- Speaking and Listening: interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687) - Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)- Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689) Create literary texts that explore students’ own experiences and imagining (ACELT1607)

KLA HSIE The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

KLA Maths Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084) Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)

KLA Creative and Performing Arts- Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)- Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1603

http://www.australiancurriculum.edu.au/Glossary?a=E&t=point%20of%20view


The Science K–10 (incorporating Science and Technology K–6) Syllabus provides students with opportunities to learn about how Aboriginal and Torres Strait Islander peoples have developed and refined knowledge about the world through observation, making predictions, testing (trial and error) and responding to environmental factors within specific contexts.

Students will investigate examples of Aboriginal and Torres Strait Islander peoples’ understanding of the environment and the ways that traditional knowledge and western scientific knowledge can be complementary. The teacher will be expected to model and tolerate mutual respect and sensitivity

Indigenous perspectives that will be incorporated into the unit will include: - story sharing - learning maps - non-verbal - symbols and images - Land links - non-linear - reconstruct /deconstruct - community links

Assessment Informal assessment will be ongoing throughout each activity through observation, questioning, peer evaluation and self-evaluation. There will also be formalised assessment activities such as: gathering a range of students’ work samples at various stages of an activity being anecdotal records and students’ oral, written and multimedia work samples.


Teachers will provide students with an opportunity to present and express their knowledge and understanding to their peers.

Students will be presented with authentic and contextual learning opportunities as teachers analyse the quality of student responses against the constructed rubrics being “summative” (found at the beginning of this unit) and “formative” (found at the end) .

Assessment for the student with autism will include adjustments to the assessment process, eg additional time, rest breaks, quieter conditions, or the use of a reader and/or scribe to assist with expressing thoughts and information. Specific technology can be a great advantage in the classroom. Students can use ipads to record information or document their activities through visuals.

Adjustments to assessment activities will include rephrasing questions and using simplified language, fewer questions and alternative formats for questions.

Also alternative formats for responses, eg written point form or notes, scaffolded structured responses, short objective questions and multimedia presentations.

Students 24- 1 autistic student - 2 indigenous students - 3 working above students Differentiation: Skills, interests and prior knowledge:


- In most of our lessons differentiation will be needed to cater for the spectrum of the diverse class. The differentiation will encompass lower students to work with high achieving students for scaffolding. The higher achieving students will be given high-order questioning throughout and extension activities such as helping slower students.

Skills, Interests and Prior Knowledge: Develop knowledge of the Natural Environment through understanding about the Physical World, Earth and Space, and Living World. ST1-8ESDevelop knowledge, understanding of and skills in applying the processes of Working Scientifically ST1-4WSDescribe some physical features of a landscape that have been changed by floods, droughts or processes, e.g. weathering and erosion. (ACSSU019)Students interests will rely heavily on this unit of work being engaging. The teacher will work out interest based at beginning of unit.

Learning matter Students will learn about: Learn how the earth's surface changes over time as a result of natural processes and human activity.

Students will learn to:- use a constructivist approach to learning science.- use materials and resources given to construct a technological or scientific experiment.

Essential understandings: - stage 1 concepts and skills- holistic views and approaches

Essential skills - language terminology- background knowledge or understandings about earthquakes

Related text types:- Literature review - Recount - Procedure

Outcomes LESSON 1. TEACHING & LEARNING ACTIVITIES RESOURCES


ST2-4WS

KLA LINKSMaths (ACELT1603)

ENGAGE Pre-assessment/prior knowledge- Students will be chosen to come up to the interactive white board to categorise what they think is related to earthquakes and not-related to earth quakes. - Establish a KWL chart and firstly discuss what they already know about earthquakes. Students then write down an inquiry question they would like to find out over the duration of the unit. - Students will then get into pairs and discuss times when they heard about an earthquake event and what happened to the environment or community. Students will then share their own and partners thoughts on ideas and beliefs. The class will compare on the interactive white board. Their ideas and beliefs will be recorded and posted on the class’s edmodo website. - The teacher will then give information on the latest earthquake that has recently occurred with a newspaper article handed around the classroom. - A discussion will take place to see prior knowledge and - Introduce the ‘beneath our feet’ topic and explain that we will be immersing our learning through this scientific concept throughout the unit.

http://www.sciencekids.co.nz/videos/earth/bigearthquake.html

http://www.edmodo.com.au

- Shoe box - KWL chart - Recent earthquake material

ASSESSMENT - Prior knowledge assessment (checklist of all concepts they should be able to display in this lesson) - Teacher will assess what they say and express in this lesson to move forward into the unit.

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATION- Story sharing and community links are imbedded in this lesson. - Austism student will be catered for throught the use of blind ideas in the shoe box. This way the student can express ideas without feeling the pressure of a social situation and pressure to answer straight to the class.

http://www.edmodo.com.au/

http://www.sciencekids.co.nz/videos

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1603


Outcomes LESSON 2. TEACHING AND LEARNING ACTIVITIES. Resources

ST2-3VAST2-5WT

KLALINKSMaths-(ACMNA083)HSIE-(ACHGK023)

*Students will act as structural engineer to design a low cost and most stable 2 story structure that can sustain an earthquake. They will be using a range of activities which can be found in the table. *Students need to consider how they will design a structure and what materials will work best to keep it stable. *The class will then test their constructions on trays of jelly by shaking it from side to side to simulate an earthquake tremor. *Students will examine whether their structure sustained the tremor, if not why did it fail? How could we change the structure so that it will work better?*The activity will incorporate a price list for each material. Students will fill in the following table as they go along calculating the total price for the used resources, the individual with the lowest costing house will win.*Once the students have had a few attempts and have successfully created a stable structure, bring their attention to real life engineer plans which are used in the real world to construct earthquake proof houses.*Show students a video on “Base Isolators”, describe their effects and how they are used to prevent the swaying of houses in small tremors.*Introduce the term “cross bracing”, display images of how timber is added to the structure to create more stable walls.* Ask students to recreate their houses incorporating one or more of these structures in their model.*Once students have completed this successfully ask them to use the ipads to photograph their structures and upload them onto the edmodo website.

Video:

http://imaginationstationtoledo.org/content/2011/03/can-you-build-an-earthquake-proof-building/

Table:

ASSESSMENT - Use of observations as students trial and error-Through informal questioning Students ability to depict what they have learn through the use of a recount

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATION- Indigenous perspectives can be seen through Construct/deconstruct through trial and error. Students experiment and make assumptions using a range of materials, they then consider why it did or did not work. Use of hands on activities allows students to physically become involved in their learning.- Austism student- student will be catered for through the use of free time to experiment using these materials. There is no right or wrong answer it is a trial activity where they are able to experiment and find out what works on their own. He student can also observe their peers to gain ideas.






ACSSU075

ACSIS064

ST2-4WS

KLA LINKS/INTRACURRICULARScience - Build environments, living world.English – ACELY1694HSIE- ACHGK023

EXPLAIN/EXPLORE*Students are to listen to an explanation of the different types of tectonic plate movements (Convergent Boundary, Divergent Boundary and Transform Fault) and explore the different movements that they involve.*Students can be divided into 3 groups where they each explore a specific tectonic movement. After an allocated time, children are to progress on to another tectonic movement. *Students are to use prior knowledge of earthquakes they may have heard and share stories to class (ABORIGINAL PERSPECTIVES - STORY SHARING).*Students will use various earthquake resources that demonstrate the movements (aids visual learners) and demonstrate in groups the movements that they have discovered.*At the conclusion of the explore phase, students are to write a recount of a selected tectonic movements in an earthquake and post onto edmodo.

Extension: Early finishes will need to go further using inquiry based learning to research specific earthquakes and the type of tectonic movement that it involved – Convergent, Divergent or Transform.

- Premade tectonic models- Water- Styrofoam Cups- Oreos (Ensure no children are allergic to chocolate)

http://www.edmodo.com.au Edmodo Website

ASSESSMENT - Use of observations as student’s trial and error with resources. - Informal questioning

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATION- Story Sharing. Students use prior experiences of events that they may have heard or experienced and present to the class. - Use of hands on activities allows students to physically become involved in their learning.- Autistic student will be catered for through the use of free time to experiment with the resources.Extension: Early finishes will need to go further using inquiry based learning to research specific earthquakes and the type of tectonic movement that it involved – Convergent, Divergent or Transform.

Outcomes LESSON 4. TEACHING AND LEARNING ACTIVITIES. Resources EXPLAIN/EXPLORE- Students will be placed into groups of 3-4 and given (individually) the word “seismogragh”.




ST2-5WTST2-4WSST2-3VA

KLA LINKSMaths- ACMMG084 HSIE- ACHGK023

Students must write words around the word thinking what they may think this word means in terms of earthquakes. Students will share responses. The teacher will then explain the use of it and how it works. This should stimulate discussion, and anything important they hear they must put into the worksheet.

- Students will then be given materials to make their own sesismogragh. This experiment will be very open ended and should stimulate constructivst learning. The teacher will give the students a basic outline of one on the interactive white board. Students must test it out by using trial and error.

- Students will then be given a picture of the richter scale from 1/10. A discussion will allow students to work out whether they think a destructive earthquake would be high or low etc. They will number the richer scale accordingly. - Students will then be put into pairs to research the destructivity of earthquakes that have happened over time and place interesting ones on their richter scale.

- sheets

- rulers - string - masking tape - pens - toilet paper/paper

ASSESSMENT - Method, trial and error and discussion will allow teacher to assess experiment through observation. - The research task will allow the teacher to assess students interpretation and research skills through- Observation of terminology understood?

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATION- To differentiate this lesson the teacher will apply mixed ability groups so the autistic student and the higher order thinkers can work together to share ideas and scaffold learning. -Symbols and images- When students get shown a basic seismograph and recordings it will only be through images.

Outcomes LESSON 5. TEACHING AND LEARNING ACTIVITIES. Resources ST2-4WSST2-5WT

EXPLAIN/EXPLORE-Students are to investigate an area of their own choice where the effect of an earthquake on the natural environment has occurred. (ABORIGINAL PERSPECTIVES – LAND LINKS)

Computer


KLA LINKSEnglish- ACELY1694ACELY1689ACELT1607HSIE- ACHGK023

-Students need to consider the variations of tectonic movements and the changes on the landscape, whether they have occurred over time as a result of natural processes (erosion, wind, water or ice).-Before students begin investigation, discussion on natural environments that have been effected by earthquake allow for the children with learning disabilities to have a framework or examples to work from.-Students are to use prior knowledge of earthquakes they may have heard and share stories to class (ABORIGINAL PERSPECTIVES - STORY SHARING).-Students are to record construct a report that explains the effect of the earthquake. Headings include: Introduction, Location, Effect on the environment, Fixing the impact.-Provide students with a list of effected areas where an earthquake has impacted on the natural environment. -This activity can be expanded over a few lessons, as students need time to collaborate ideas and construct a report that has been types onto Office Word.-Students to upload reports to Edmodo for assessment and feedback.

Microsoft Office Word

http://earthquake.usgs.gov/learn/kids/

Earthquakes for Kids

Edmodo Website

ASSESSMENTUse of observations as student’s trial and error with researching- Informal questioning- Marking criteria that assesses spelling, ability to construct sentences collaborate ideas of effects of an earthquake.

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATION- Story Sharing. Students use prior experiences of events that they may have heard or experienced and present to the class. - Land Links. Allows student’s to pick a particular area of the environment that has been effected.- Provide student that are struggling with guidance on ways to construct their reports. Extension: Early finishes may assist other students in collecting information, collaborating ideas and typing up their report. Or go onto Edmodo to do a webquest.

Outcomes LESSON 6. TEACHING AND LEARNING ACTIVITIES. Resources ST2-5WT

ST2-4WS

EXPLAIN/ELABORATEStudents will watch a quick you tube clip re-capping the concept of how plate techtonics relate to earthquakes. Using words they have not heard of until now will be made sure to be put up onto the vocabulary wall.

Video

https://www.youtube.c





KLA LINKSEnglish (ACELA1498)HSIE- ACHGK023

Students will be taken to “The Questacon” in Canberra as a field trip. In this event of going to the questacon- the focus will be on the earthquake simulated room in which will show the students in what happens in the case of a real life earthquake.

Students will have written down their experience in the room and observations. When students get back to the classroom they will use their class blog to research the actual earthquake the room simulated (Newcastle), and compare and contrast with previous earthquakes that have happened in history (1 in particular). They will compare measurement, destruction and whether it caused another natural activity (tsunami). Students must refer to the impact both earthquakes have had on the environment, community and

Students will write up their findings of the compare and contrast into a draft report. This draft will then be fixed up into a final written informative text type.

om/watch?v=tcPghqnnTVk

Edmodo website

Ipads

English text type books.

http://teacher.scholastic.com/activities/wwatch/earthquakes/famous.htm

ASSESSMENT- Students will be formally assessed through their findings in their blogs they create. (formative) - Teacher will also use formative assessment to mark draft and final written report.

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATION- To cater for the autistic student, the teacher will consider what reading and literacy level they are at. Using this information they will work with a core student to enhance their ability to stay on task. If social problems arise between the two students, teacher must adapt accordingly.

Outcomes LESSON 7. TEACHING AND LEARNING ACTIVITIES. Resources ST2-2VAST2-1VA ST2-4WS

EXPLAIN/ELABORATE*Students are to investigate an area of their own choice where the effect of an earthquake on the natural environment has occurred.

Computer

http://teacher.scholastic.com/activities/




ST2-5WT

KLA LINKSEnglish- ACELY1694 ACELY1689ACELT1607HSIE- ACHGK023

*Students need to consider the variations of tectonic movements and the changes on the landscape, whether they have occurred over time as a result of natural processes (erosion, wind, water or ice).*Before students begin investigation, discussion on natural environments that have been effected by earthquake allow for the children with learning disabilities to have a framework or examples to work from.*Students are to use prior knowledge of earthquakes and share stories to class *Students are to construct a project that explains the effect of the earthquake. Students begin to collect information in Science Journals. Headings include: Introduction, Location, Effect on the environment, Fixing the impact.*Provide students with photographs of effected areas where an earthquake has impacted on the natural environment. *This activity can be expanded over a few lessons, as students need time to collaborate ideas and construct a project.

Science Journals

Children can use websitehttp://earthquake.usgs.gov/learn/kids/ - Earthquakes for Kids

ASSESSMENTUse of observations as student’s trial and error with researching- Informal questioning- Marking criteria that assesses spelling, ability to construct sentences collaborate ideas of effects of an earthquake

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATIONStory Sharing. Students use prior experiences of events that they may have heard or experienced and present to the class. - Land Links. Allows students to pick a particular area of the environment that has been effected.- Provide student that are struggling with guidance on ways to construct their project and help them in collecting information.





Outcomes LESSON 8. TEACHING AND LEARNING ACTIVITIES. Resources ST2-3VA ST2-5WT

KLA LINKSEnglish-ACELY1694ACELY1689 ACELT1607HSIE- ACHGK023

ELABORATE-Students are to use information and knowledge that they have previous gathered from the last activities on their effected area of an earthquake.-Students are to collaborate their ideas from previous lesson and present an in-class project to be presented on a large colour cardboard paper.-Using the information in their science journals, students are to decorate with headings, texts, pictures and colours they’re selected affected earthquake area.-This activity can be expanded over a few lessons, as students need time to design and decorate their ideas.

Science Journals

Pens/pencils

Coloured Cardboard

Pictures

Access to computers

ASSESSMENT - Use of observations of student’s ability to combine information and present it into a project- Informal questioning- Marking criteria that assesses spelling, ability to construct sentences collaborate ideas of effects of an earthquake.

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATION - Story Sharing. Students use prior experiences of events that they may have heard or experienced and present to the class. - Land Links. Allows students to pick a particular area of the environment that has been effected.- Provide student that are struggling with guidance on ways to construct their projectsExtension: Early finishes may assist other students or finish their webquests.



ST2-5WTST2-4WSST2-3VA

KLA LINKSEnglishACELY1687Creative arts(ACADRM031)(ACADRM033)HSIEACHGK023

EXPLAIN/ELABORATEStudents will now be given time to read over and explored information which has been uploaded on the edmodo website in reference to earthquakes and how they form.*The class will then form into groups of 2 or 3 so they can complete the next activity which will require them to express to the class what they have discovered and learnt in the previous lessons and information through either interpretive dance, news report, role play or a presentation of their choosing.- Some of the websites given will just be pictures and images for visual and indigenous learners. (It is important to include a sense of choice which will enhance student independence)*Students can use a number of resources such as the ipads to record their presentations or either come up and present it live.*Once students have presented their work to the class they will upload them onto the edmodo.

Edmodo website

Ipads

ASSESSMENT- These presentations will provide the teacher with an overview of how understanding the students are of the concept.

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATIONBy allowing choice those students who may feel less confident can record their presentations rather than present in front of the whole class. Students are working in groups therefore can share and assist all team members. Having a mixture of ways to present will cater for all types of learners.


- Teacher will observe students as they work in groups to come up with ideas to present in their groups.

-Nonverbal, students can present information in the form of movement rather than using words if they prefer.- symbols and images for the websites instead of words.


ST2-5WT

KLA LINKSHSIE- ACHGK023

Evaluate.

A discussion will be held on the floor to see if students inquire questions at the beginning of the unit were answered throughout.

The teacher will get the students to work on an app called “poll1”. In this app the students will answer short answer questions about the unit. Students will also get to draw pictures and include images if they wish. The questions will be directly related to what the teacher found in the pre- assessment to see if any improvement has been made or not.

Poll1 app.

Ipads

ASSESSMENT- This lesson will be the formal post-test assessment that will help teacher will evaluation of unit, student progress and information for parents.

INDIGENOUS PERSPECTIVES/ SPECIAL CONSIDERATIONS/DIFFERENTIATION- Learning maps- In the discussions students will see the unit was a journey of having minimal

knowledge about earthquakes to maximum at the end in the discussion with their questions answers.

- Questions will be differentiated to learning styles and capabilities so students feel a sense of pride in answering them.


RESOURCES

Text- library books

Audio/Visual- Interactive white board

On-line- Edmodo.com- Poll1.com

Human- Parent helpers - Teachers - Students - Questacon leaders

Place- Questacon Canberra - School playground for experiments

Materials/ real life items- Shoe box - KWL chart - Recent earthquake material- Premade tectonic models- Water- Styrofoam Cups- English text-type books

- Oreos (Ensure no children are allergic to chocolate)- sheets - rulers - string - masking tape - pens - toilet paper/paper- Science Journals- Pens/pencils- Coloured Cardboard- Pictures


Rubrics

Summative Assessment Content Minimal Developing Competent

Students remained on task and engaged in the content material

Student was distracted and did not focus on the lesson content

Student displayed effort to remain on task at most times

Student was constantly engaged and focused throughout lesson

Students asked meaningful questions which addressed the main concepts of earthquakes

Student did not ask questions or express and prior knowledge recall

Limited questions were asked and student displayed some knowledge of the content

Student expressed knowledge of the concept through the use of ongoing questioning

Students worked co-operatively to come up with questions and engage in critical thinking

Student did not participate in the activity or attempt to engage in critical thinking

Student attempted to engage in critical thinking at times and worked co-operatively for a duration of the activity

Student continuously worked co-operatively to engage in critical thinking and extend their knowledge

Confident use of prior knowledge was utilised as students completed the online activity of classifying earthquake related images

Prior knowledge was not expressed

Student used some use of prior knowledge to engage in activities

Student confidently displayed a firm knowledge of previous understanding on the topic and was apply to apply it to the lesson

Knowledge of real life disasters were expressed as a result of discussion.

No real world knowledge of concept

Student had some form of knowledge in terms of real life situations

Student was aware of earthquakes which have occurred and where they are prone throughout the world


Formative assessment

MINIMAL DEVELOPING CONTENT

Presentation appropriately cites requisite number of

references.

Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation.

Technical terms are well-defined in language appropriate for the target audience.

Presentation contains accurate information.

Material included is relevant to the overall message/purpose.

Appropriate amount of material is prepared, and points made reflect well their relative importance.

Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, moving around, etc.).

Speaker uses a clear, audible voice.

Delivery is poised, controlled, and smooth.

Good language skills and pronunciation are used.


Visual aids are well prepared, informative, effective, and not distracting.

Length of presentation is within the assigned time limits.

Information was well communicated.

Risk assessment

LESSON SUNSCREEN HAT WATER HAZARD

FLOOR WET STYROFOAM FURNITUR

E BREAKING

TRANSPORT

Lesson 1 YESLesson 2 YES YES YES YESLesson 3 YES YES YES YESLesson 4 YES YES YESLesson 5 YES YESLesson 6 YES YES YES YES YES Lesson 7 YESLesson 8 YESLesson 9 YESLesson 10 YES


References

ACARA Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian curriculum: English. Retrieved on 10th July from http://www.australiancurriculum.edu.au/English

ACARA Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian curriculum :MATHEMATICS. Retrieved on 10th July

http://www.australiancurriculum.edu.au/English


from http://www.australiancurriculum.edu.au/Mathematics

ACARA Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian curriculum: SCIENCE. Retrieved on 10th July from http://www.australiancurriculum.edu.au/Science

ACARA Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian curriculum :HSIE. Retrieved on 10th July from http://www.australiancurriculum.edu.au/Humanities and Social Sciences

ACARA Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian curriculum: THEARTS. Retrieved on 10th July from http://www.australiancurriculum.edu.au/Thearts

N.A (2007) Ancient Stories, New Voices, Dust Echoes.ABC Retrieved from :http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

N.A (2014) Awesome Earth, The national Science and Technology Centre Retrieved from :https://www.questacon.edu.au/visiting/galleries/awesome-earth/exhibits/earthquake-house

N.A (2014) Primary Connections: Linking science with literacy, Australian Academy of Science Retrieved on July 9th from : https://primaryconnections.org.au/

Skamp, K (ed.). 2012). Teaching primary science constructively (4th ed.). Sydney: Cengage Learning Australia

http://www.australiancurriculum.edu.au/Thearts

http://www.australiancurriculum.edu.au/Science

http://www.australiancurriculum.edu.au/Mathematics

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