SCIENCE

Planning Document
University of
Notre Dame
 Australian Curriculum: Science (Year 6)

Sub-strands Content Descriptions Achievement Standard

Biological  By the end of Year 6, students
The growth and survival of living things are affected by the physical conditions of their
environment (ACSSU094) compare and classify different
Science understanding

sciences
types of observable changes
Chemical  Changes to materials can be reversible, such as melting, freezing, evaporating; or to materials. They analyse
sciences irreversible, such as burning and rusting (ACSSU095) requirements for the transfer of
electricity and describe how
Earth and  Sudden geological changes or extreme weather conditions can affect Earth’s surface energy can be transformed
space sciences (ACSSU096) from one form to another to
generate electricity. They
Physical  Electrical circuits provide a means of transferring and transforming electricity explain how natural events
sciences (ACSSU097) cause rapid change to the
 Energy from a variety of sources can be used to generate electricity (ACSSU219) Earth’s surface. They describe
Nature and  Science involves testing predictions by gathering data and using evidence to develop and predict the effect of
development of explanations of events and phenomena (ACSHE098) environmental changes on
endeavour (Year 5-6)
Science as a human

science  Important contributions to the advancement of science have been made by people individual living things.
from a range of cultures (ACSHE099) Students explain how scientific
knowledge is used in decision
 Scientific understandings, discoveries and inventions are used to solve problems that making and identify
Use and contributions to the
influence of directly affect peoples’ lives (ACSHE100)
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) development of science by
people from a range of
cultures.

Students follow procedures to

Questioning  With guidance, pose questions to clarify practical problems or inform a scientific develop investigable questions
Science inquiry
skills (Year 5-6)

and predicting investigation, and predict what the findings of an investigation might be (ACSIS232) and design investigations into
simple cause-and-effect
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve relationships. They identify
conducting problems (ACSIS103) variables to be changed and
 Decide which variable should be changed and measured in fair tests and accurately measured and describe
observe, measure and record data, using digital technologies as appropriate potential safety risks when
(ACSIS104)
planning methods. They
 Use equipment and materials safely, identifying potential risks (ACSIS105)
 Australian Curriculum: Science (Year 6)

Sub-strands Content Descriptions Achievement Standard

Processing and  Construct and use a range of representations, including tables and graphs, to collect, organise and interpret
analysing data represent and describe observations, patterns or relationships in data using digital their data, identifying where
and information technologies as appropriate (ACSIS107) improvements to their methods
 Compare data with predictions and use as evidence in developing explanations or research could improve the
(ACSIS221) data. They describe and
Evaluating  Suggest improvements to the methods used to investigate a question or solve a analyse relationships in data
problem (ACSIS108) using graphic representations
and construct multi-modal
Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi- texts to communicate ideas,
modal texts (ACSIS110) methods and findings.

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait
 Numeracy
Islander histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 English
Prepare a news report from
the location of an earthquake.
Record ‘to camera’ (iPad) a
voiceover describing relevant
information about the
earthquake. Add still images
to complete the report using
green screen app.
CONCEPT MAP STEM
(option 1)
1. Create a simple
Religious Education / Spiritual Education seismometer using pen,
Investigate earthquake events mentioned ruler, paper and table.
in religious texts – how were they
perceived and what impact did they
have? 2. Do Earthquake Jelly
experiment showing the
effect of sudden movement
on buildings.
Concept: Earthquakes
Term: 2 Weeks: 1 -5
©The University of Notre Dame 2010 developed by C McGunnigle

ICT Geography
Create a customised map showing earthquakes in the Identify significant land features that have been
past 6 months using Geoscience Australia caused by the movement of tectonic plates and
http://www.ga.gov.au/earthquakes/ and Google Maps create an annotated visual presentation.
program www.google.com.au/maps/about/mymaps

Maths History The Arts

Plot the incidence and intensity
of earthquakes in Australia and
the region over the past 10 years
on a graph. Calculate the
frequency and intensity averages
and present data in a table.
Investigate 2 significant
Create a 3D model of the earth and
earthquakes in history. Present
investigation as a multimodal identify the internal layers.
presentation.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 wk1-5 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Earth and Space - Earthquakes
AUSTRALIAN CURRICULUM

General Capabilities: Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
Literacy thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about Earthquakes *To elicit students’ questions/ prior knowledge about Earthquakes
 Diagnostic assessment used- in this lesson you will find out what the students already know about Earthquakes. This will allow you to take account of students’ existing ideas when planning learning
experiences
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills

1 ACSS ACSH ACSIS Students will: DIAGNOSTIC Introduce earthquakes as focus topic and ask if What do you Mythbuster
U096 E100 110 1. Brainstorm anyone has experienced one. (This identifies know about Quiz sheet
what they know Focus Q – what students who may become affected by earthquakes?
about earthquakes. do students videos/pictures and need to be supported or Videos of
know about excused from this task). What can earthquakes:
2. Complete earthquakes you observe
‘Mythbuster’ quiz and what Ask students what they know about earthquakes about Video 1
to ascertain prior causes them? and complete a class brainstorm. Choose key earthquakes https://youtu.b
knowledge and words for Science Word Wall. Save (i.e. from the e/X2XmkHNQ
stick in science Discussion of photograph) and print brainstorm for later review. videos? yKY
journal. student ideas
about Introduce Mythbusters quiz sheet and ask students What do you
3. Watch videos of earthquakes. to fill in individually. Then tally responses on the want to find Video 2
earthquakes and whiteboard and ask for any comments about the out about https://youtu.be
record three Mythbuster quiz questions. earthquakes? /uA6fOf4HP_o
observations in sheet to identify (‘I wonder...’
their science misconceptions. Introduce videos and ask students to think about question) Video 3
journal. what is taking place and why. Tell them to pay https://youtu.be
Students’ attention as they will be asked to share their /VLeFmglFyug
4. Discuss their observations of observations.
observations and earthquakes as Science
ideas about noted in Ask students to think pair share with shoulder Journal
earthquakes and Science Journal partner their observations from videos. Give time to
share with the entries. discuss. Ask for feedback from pairs and generate Science Word
class. class discussion. Add any new key words to Word Wall
Wall.

Ask students to record 3 observations in their

Science Journal - written and/or drawings. Ask
students to come up with an “I wonder...” question
and record in Journal for future investigation.

Students needing support: Give extra time to

respond to questioning; seat them beside stronger
students for think-pair-share and journaling
activities; check on progress and provide guidance
regularly.
Students needing extension: Invite them to provide
more detail in their observations and journaling;
ask them to look up in the dictionary key words that
may be new to the class and write definition on
board.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of Earthquakes
 To support students to investigate and explore ideas about Earthquakes
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills

2 ACSS ACSH ACSIS Students will: FORMATIVE

U096 E098 107 1. Describe the Allocate students into teams of three – mixed What For each team:
difference between Were students abilities. happens - Role badges for
ACSH ACSIS magnitude and able to complete when an Director, Manager
E100 110 intensity of an Question Review brainstorm from previous lesson and earthquake and Speaker in
earthquake. Placemat about journal observations of video footage. hits? team
earthquake - Each team
2. Describe and recount? Explain we are using a factual recount to How are member’s
discuss the use of explore an earthquake and how scientists earthquakes science journal
the Richter and What measure them. (Review factual recount and its measured? - Sheet 1:
Modified Mercalli information did features). ‘Earthquake hits
Scales. they obtain How can we Newcastle:
about Distribute Sheet 1 (Eyewitness account) and describe the Eyewitness
3. Explore the earthquakes give time for students to read. effects of account’ – one
Geoscience from earthquakes? per team member
Australia website Geoscience Introduce Sheet 2 (question placemat) and have - Sheet 2:
and identify details website? students complete using info from Sheet 1. Enlarged copy of
of two recent Discuss some responses. ‘Question
earthquakes. placemat’ – one
Introduce Richter Scale sheet 3 and discuss per team member
4. Analyse descriptions in first column. Then discuss - iPads – one per
numerical and measurements/numbers in second column and team.
factual information how they relate to the descriptions. - Sheet 4:
from an eyewitness ‘Modified Mercalli
recount. Discuss how Richter scale is a formal way of scale’ resource
measuring earthquakes using a machine called sheet – one copy
a seismometer. Add these words to Science per team, and
Word Wall. - one enlarged
copy for class
Discuss the word ‘magnitude’ and have - Cut out list of
students add the word and its definition in their ‘Effects’ of the
science journals. ‘Modified Mercalli
scale’ (Sheet 4)
Introduce Geoscience Australia Website and for each team.
demonstrate how it can be used to gain Place in
information about earthquakes. Allow groups to envelope.
explore website and extract information
(location, time/date, magnitude) on two recent One enlarged
earthquakes and document in science journals. copy of Sheet 3:
‘Richter Scale’
Introduce Sheet 4 (Mercalli Scale) and discuss
its use in describing effects of earthquake. Refer
to Sheet 1 for example. Word Wall

Introduce and discuss the word ‘intense’, add

definition to science journal. Geoscience
Australia website:
Group activity: Students to collaborate and http://www.ga.gov
match cut out ‘effects’ with list of descriptors .au/earthquakes/i
(sheet 4) of Mercalli Scale. Compare team nitRecentQuakes.
matches to enlarged copy. do

Ask students to share two new things they have

leaned in the lesson.
-
Students needing support: group with stronger
students; check for understanding regularly;
place near the front.

Students needing extension: Allow time at the

end to explore Geoscience website and make
further observations in science journal.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

33 ACSS ACSH ACSI Students will: FORMATIVE Word Wall

U096 E098 S107 Review previous lesson, especially new What causes
Make and use a Students exhibit information. an
ACSI plasticine model to their earthquake? Electronic
S110 explain tectonic understanding Intro Sheet 6 (Plates on the Move) – have students copy of ‘Plates
plate movement. by creating a read and highlight key info/words. How can on the Move’
model of tectonic Sheet 6.
Create a factual tectonic plates Based on Sheet 6 discuss the words ‘divergent’, plates move,
text that reviews and movement ‘convergent’ and ‘transform’. Add each word and and what is Each group:
and reflects their using plasticine short definition to science journals and class Word the result? - role wrist
understanding of Wall. bands
earthquakes and Students - individual
plate movement. Review their Group activity: each team member to create one of science journal
understanding the 3 tectonic plate movements using plasticine. - copy of
by creating text Add captions using cardboard and toothpicks Sheet 6 (one
(labels) and which name and describe how each plate moves, per student); 2
verbal retell what happens at the boundary and how this might plasticine
around model. cause an earthquake. pieces per
team;
Assign teams to present their model of one of the 3 toothpicks;
plate movements. small pieces of
cardboard.
Review what new information was learned during
the lesson. Record 2 or 3 items in science journal.

Students needing support: check for understanding

regularly; place near the front.

Students needing extension: Create photo

sequence and voiceover describing each of the 3
plate movements using iPads and iMotion app.
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

4 ACSS ACSH ACSIS Students will: SUMMATIVE- Each student:

U096 E098 232 Science Inquiry Review previous lesson, especially science journal - science
Interpret evidence Skills entries and new additions to science word wall. How many journal
ACSH ACSIS and describe earthquakes - 1 copy of
E099 107 earthquake activity Checklist- were Introduce map of the continents onto interactive occur in and ‘Earthquakes
for Australia students able to whiteboard (IWB) (sheet 7). Students to use IWB around around the
ACSH ACSIS interpret marker pen to mark where they think earthquakes Australia in a world’
E100 221 Represent evidence to might occur in Australia and neighbouring year? (sheet 11)
earthquake activity describe countries. Ask students to provide reasons for their - 1 copy of
ACSH ACSIS results as a graph. earthquake selection. How sever ‘Earthquake
E220 110 activity. are they? information: 1–
Compare and Ask students to predict how many earthquakes 15
discuss difference Were they able might happen in these areas and their severity. How does December
in earthquake to read and plot Encourage students to support their predictions activity in 2011’ (sheet
magnitude and data to create a with reasons. Australia 12)
frequency between graph? compare to
Australia and Introduce ‘Earthquakes around the world’ (sheet neighbouring
neighbouring 11). Read and discuss the text and data with class. countries? – Science Word
countries. Is there a Wall
Distribute ‘Earthquake information’ (sheet 12). relationship?
Students to help construct a class column graph Large map of
showing frequency and magnitude of earthquakes. Why could be Australia
the reason
Students to mark earthquakes onto class graph for the ‘Map of the
using red adhesive dots for Australian earthquakes frequency continents’
and blue dots for other countries. and intensity electronic
of these version for
Students work in pairs to assess and describe earthquakes? interactive
pattern in graph data. whiteboard
(sheet 7)
Students use knowledge of tectonic plate
movement to suggest reasons why some countries 15 red self-
experience more intense and frequent earthquakes adhesive dots
than others.
15 blue self-
Ask student is they want to change their adhesive dots
predictions of earthquake activity (step 2) and
change their markings on the IWB ‘Map of the
continents’ in lesson step 2

Review lesson – ask students to record 2-3 new

things they have learned into science journals.

Students needing support: check for understanding

regularly; give extra time to complete tasks; place
near the front.

Students needing extension: Can recreate class

graph into science journal.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about Earthquakes and represent what they know about Earthquakes
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills

5 ACSS ACSH ACSIS Students will: SUMMATIVE- Review the previous lesson including the class What have Each student:
U096 E098 110 Science science journal, glossary and TWLH chart. we learned
Create a Understanding about - science
ACSH presentation to: Explain students are going to become earthquakes? journal
E100 seismologists and make a presentation about - 1 copy of
Explain that the Checklist- were earthquakes. Discuss what information that might What ‘Earthquake
ACSH Earth’s surface is students able to be useful in presentation. evidence do presentation
E220 made of tectonic explain all we have for planner’ (sheet
plates that move elements in Introduce an enlarged copy of ‘Earthquake how we 13)
presentation presentation planner’ (sheet 13) and discuss each know? - 1 copy of
Describe three planner (sheet section. Students to use planner to collect and ‘Quality matrix
types of plate 13)? prepare information for their presentation. What were and Radar
movement the most chart’
Anecdotal notes Encourage use of alternate presentation modes - interesting (sheet 14)
Discuss the causes on each oral report, interactive whiteboard presentation or things that
and effects of presentation – poster. you have
earthquakes content and learned? Science Word
delivery. Introduce enlarged copy of the ‘Quality matrix and Wall
Describe the Radar chart’ (sheet 14). Explain how it will assist How well do
scales that are them in making a high-quality presentation and you feel you 1 enlarged
used to engage in self-assessment. have learned copy of
measure the about ‘Earthquake
intensity and Ask students what features a good presentation earthquakes? presentation
magnitude should include and write their responses into planner’ (sheet
of earthquakes enlarged ‘Quality matrix’ sheet 14. Have students What helped 13)
copy info into their sheet and stick into their you to learn?
Describe how science journal. 1 enlarged
seismologists What are you copy of
measure and Allow time for students to prepare and practise still ‘Quality matrix
record earthquake their presentations. Invite each student to present wondering and Radar
activity. their information. about? chart’ (sheet
14)
Discuss with each student their ‘Quality matrix’ and
‘Radar chart’ and provide feedback on each coloured
student’s presentation. markers

Students reflect on how they can improve their

presentation and complete the third column of their
‘Quality matrix’.

Review lesson and Earthquake unit with the class.

Ask questions, review journal entries, reflect on “I
Wonder..” question posed by each student at start
of unit.

Students needing support: check for understanding

regularly; have Education Assistant work with
student to complete presentation task.