SCIENCE

Planning
Document
Primary &
Secondary
University of
Notre Dame
Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Biological  The growth and survival of living things are affected by the physical conditions of their By the end of Year 6, students
sciences environment (ACSSU094) compare and classify different types
of observable changes to materials.
Chemical  Changes to materials can be reversible, such as melting, freezing, evaporating; or They analyse requirements for the
sciences irreversible, such as burning and rusting (ACSSU095) transfer of electricity and describe
how energy can be transformed from
Earth and  Sudden geological changes or extreme weather conditions can affect Earth’s surface one form to another to generate
space sciences (ACSSU096) electricity. They explain how natural
events cause rapid change to the
Physical  Electrical circuits provide a means of transferring and transforming electricity Earth’s surface. They describe and
sciences (ACSSU097) predict the effect of environmental
 Energy from a variety of sources can be used to generate electricity (ACSSU219) changes on individual living things.
Nature and  Science involves testing predictions by gathering data and using evidence to develop Students explain how scientific
development of explanations of events and phenomena (ACSHE098) knowledge is used in decision making
science  Important contributions to the advancement of science have been made by people from a and identify contributions to the
range of cultures (ACSHE099) development of science by people
from a range of cultures.
Use and  Scientific understandings, discoveries and inventions are used to solve problems that
influence of directly affect peoples’ lives (ACSHE100) Students follow procedures to develop
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) investigable questions and design
investigations into simple cause-and-
effect relationships. They identify
variables to be changed and measured
and describe potential safety risks
Questioning  With guidance, pose questions to clarify practical problems or inform a scientific when planning methods. They collect,
and predicting investigation, and predict what the findings of an investigation might be (ACSIS232) organise and interpret their data,
identifying where improvements to
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve
problems (ACSIS103) their methods or research could
conducting improve the data. They describe and
 Decide which variable should be changed and measured in fair tests and accurately
observe, measure and record data, using digital technologies as appropriate (ACSIS104) analyse relationships in data using
 Use equipment and materials safely, identifying potential risks (ACSIS105) graphic representations and construct
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 represent and multi-modal texts to communicate
analysing data describe observations, patterns or relationships in data using digital technologies as ideas, methods and findings.
and appropriate (ACSIS107)
information  Compare data with predictions and use as evidence in developing explanations (ACSIS221)
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem
(ACSIS108)

Communicatin  Communicate ideas, explanations and processes in a variety of ways, including multi-
g modal texts (ACSIS110)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy histories and cultures
 Information and communication  Asia and Australia’s engagement
technology (ICT) competence
 Critical and creative thinking with Asia
 Ethical behaviour  Sustainability
 Personal and social competence
 Intercultural understanding
 English
-Make a story line of an earthquake using book
creator. Students are to include any pictures or
videos.
-Write a report on a certain individual
-Write and present questions to a person who has
experienced an earthquake
-Create a mix and match flip book using Modified
Mercalli scale
-Orally present findings to the class as a speaking
and listening assessment
Technology
-Using a script, re-enact a well-researched earthquake. Video and edit using
iMovie. Present to the class in small groups.
-Students use digital technologies to create their own column graphs
Geography
-Investigate the locations of earthquakes
around the world and then mark these on a
world map that will be displayed in the
classroom.
-Mark out all the tectonic plates on a world
map.
CONCEPT MAP Maths
(option 1) -Investigate the magnitudes of earthquakes and in
what unit they measure this
-Graph the frequency of earthquakes around the
world
-Find a simple fraction of 160 million years where
Concept: Earth and Space Sciences the result is a number of years
-Calculate the mode, mean and median for
earthquake data for Australia and neighbouring
Term: 3 Weeks: 1-5 countries
Amanda Kendall
Science
-Further explore how sudden geological changes affect the surface of the
Earth, for example, recognise that earthquakes can cause tsunamis
-Research scientists who have been involved in the development of the
Richter scale and Modified Mercalli scale
-View German geologist and meteorologist, Alfred Wegener, who first
proposed the idea of tectonic plate movement
History The Arts
-Construct a 3D earth and show the layers
-Investigate the history of different earthquakes Draw sketches of the aftermath of an earthquake
around the world. In pairs, students to collect data -Use colours to describe the feelings and thoughts of an
about a few of the earthquakes earthquake
-Identify and locate a range of relevant sources -Look at artwork of earthquake destruction and discuss
about other natural disasters, for example, the colours and emotions the artist wanted to portray
volcanoes and tsunamis.
 FORWARD PLANNING DOCUMENT
AUSTRALIAN CURRICULUM
General Capabilities:
TERM/WEEKS: T3 WK1- 5 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Earth and Space Science
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
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 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 Endeavou Skills
r
WK 1 (ACSS (ACSH (ACSIS Students discuss DIAGNOSTIC Intro Mini
Lesso U096) E100) 232) feelings and -Assess students 1. Show appropriate videos and pictures of What do you whiteboards
n1 thoughts about prior knowledge think causes
earthquake destruction. Using mini
earthquakes with a of the causes and earthquakes Photos/videos
whiteboards students are to write down are?
partner. effects of https://www.y
what they see and how it makes them feel.
earthquakes. outube.com/wa
2. Allow students to discuss with a partner Where do you
Students create a Assess using a think tch?v=4Y-
book about check list and what they observed. Choose 2-3 students to 62Ti5_6s
earthquakes
potential causes of their TWLH share with the class. happen?
earthquakes using chart. 3. Introduce a science journal to the class. Science Journal
written captions Inform students that this is where they will What do you
and photos on the be using to record any information to do with think it would iPads – the app
Book Creator App. feel like to be in “Book Creator”
their earthquake studies.
an earthquake?
Body
4. Individually, students use the app “Book
Creator” on the iPads. Students are to create
 a small story about what they observed in the
visual materials and what they think might
have caused the damage. *Each page must
include a written caption and a picture
drawn by the student.
5. On their own students need to complete a
TWLH chart. They are to fill in the first 2
columns of the chart.

Conclusion
6. Each student is given a word related to
earthquakes. They have to begin researching
its meaning for the next lesson where they
will present the word and the meaning. All
these words will be added to the new word
wall.

Differentiation:
Students who have low literacy skills are to either
write simple captions for each page or use a voice to
text recorder to explain each page of their book.
Early finishers:
To decorate the outside of their science journal.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of earth and space sciences
 To support students to investigate and explore ideas about earthquakes
 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 Endeavou Skills
r
WK2 (ACSS (ACSH (ACSIS Students can define FORMATIVE Intro YouTube clip
Lesso U096) E100) 103) and present the -Assess students 1. Begin lesson by reviewing what they learnt in https://www.yo
n2 (ACSIS word to the class reflection in utube.com/watc
the last lesson (quick class discussion) and
108) that was given to their science h?
informing students on what they will doing in v=21q83H7X4u
them in the journal using a How many
this lesson. M
previous class. checklist. layers does
2. Each student is to share with the class their
-Make the earth
Students construct observations on word and the definition of it. Teacher to add have?
a tour using students these to the word wall. Word wall
marshmallows and participation and 3. Students watch the video on YouTube about What are
straws/spaghetti/s ability to work in earthquakes. Stop and discuss some some causes
kewers that stays a group. important points of the video. of
together whilst 4. Students can take notes in their science earthquakes?
being shook. Design brief
journal as the video goes.
Marshmallows
Body What Skewers
5. Teacher introduces the design brief to materials Dried Spaghetti
students and calls upon different students to were more Straws
read parts out to the class. durable? Pipe cleaners
6. Quick discussion about the correct way to act
Did the Set jelly in a tray
when working in groups and during science
marshmallow
experiments (safety). s help
7. Teacher to group students appropriately for Science journal
stabilise the
rotation activities. rest of the
There will be 4 group rotations. construction?
The first group will be trying to make a
 durable construction using straws and Are there
marshmallows. The second group is using other
dried spaghetti and marshmallows and the materials that
could have
third group is using skewers and
been better?
marshmallows. The fourth group is using
pipe cleaners and marshmallows. Students What sorts of
have 8 minutes at each station before they materials
will be tested on the durability of their would be
design. good to build
8. At the end of each rotation each group stops a shelter for
and has there construction tested by placing earthquake
prone areas?
it on top of the set jelly. The tray is to be
shaken slightly to see if the construction Why do you
stays together. think the
earth shakes
Conclusion when we have
9. Students are to draw and label their best an
construction in their science journal. They earthquake?
also need to write a small summary about
what and why they think it worked best.
10. Students update their TWHL chart.

Early finishers: Students brainstorm some

more durable materials that could be better for
earthquakes
Safety considerations:
-Sharpness of the skewer (discuss this with
children so they are aware)
-Check for allergies to marshmallows (if so,
change material).
-Shaking of the jelly (teacher to do first, if
appropriate, find a few responsible students to
do it.
Materials:
-Marshmallows
-Skewers/pipe cleaners/dried spaghetti/straws
-Jelly
 **Design brief attached under lesson 2 tab
*This lesson would be split into two sessions so that
students have sufficient amount of time to review
and write in their 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 Endeavou Skills
r
WK 3 (ACSS (ACSH ACSIS1 Students explain FORMATIVE Intro: Statements
Lesso U096) E100) 10) the basic concept Teacher uses a 1. Reflect on the last two lessons. Students (attached in
n3 of plate tectonics rubric to Do you think Weebly)
share in a group discussion what they
using the explain identify how that
have learnt. statement is
everything app. much detail a 2. Students play ‘How scientific is it?’. true or false?
student
Students are put into pairs, and are given Why?
Students use understands
plasticine and about plate 5 knowledge statements and asked to
How many
descriptions to tectonics and rank them according to how scientific fragments do
represent their the three they feel the statements are. you think the https://www.p
understanding of different plate 3. A group discussion to follow after. Make earth’s crust bslearningmedi
tectonic plate movements. sure students have a basic understanding is broken up a.org/resource
movement. of what plate tectonics are. into? /ess05.sci.ess.e
arthsys.plateint
What do you ro/plate-
Body:
know about tectonics-an-
4. As a class, watch a plate tectonics
plate introduction
introduction video. tectonics? iPads: Explain
5. Independently students use the iPad app Everything
Explain Everything to draw and label the What would https://www.y
concept of plate tectonics. The instruction be a good way outube.com/wa
to describe tch?
is to be able to use their ‘explain plate v=kwfNGatxUJI
everything’ to teach someone who has no tectonics to https://www.b
idea what plate tectonics are. Students someone who ritannica.com/
are given 2 resources to assist them. has no idea science/plate-
what they tectonics
-YouTube video: Plate Tectonics
 Explained are?
-Britannica: Plate Tectonics

Conclusion:
6. In groups of 3 students model the plate
movement using plasticine. Each team is
to create a video/photo sequence Plasticine
(iMovie) of each types of plate tectonic iPads (iMovie)
movement. Students use captions to
describe each plate movement.
7. As a class, watch each groups animation
and discuss any queries the students
might still have.

Safety Considerations:
-Allergies: to the plasticine
-Cautions: of the plasticine, not being silly with it
-Roles: within their teams allocate roles
(collector= collects team equipment, manager=
makes sure everyone has a go at filming their
animation.)
Materials:
-Plasticine (for each student)
-iPads
Differentiation:
Students with lower literacy levels can use audio
captions instead of written captions. Teacher
would also group students with varying abilities
to ensure all students succeed.

**This lesson would most likely be split into two

sessions as students work at different speeds
when making their explain everything. Also
would like a substantial amount of time to
ensure every students does the plasticine plate
movement as well as allowing time to watch
each animation.
 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 Endeavou Skills
r
WK4 (ACS (ACS (ACS Students SUMMATIVE- Introduction:
Lesso SU09 HE10 IS110 experiment with Use work 1. Review last lesson. Whilst discussing
n4 materials to make samples (of What do you TWLH chart
6) 0) ) what they learnt, students update their
connections about science journal know about
and spider TWLH chart. an epicentre?
the significance of 2. Teacher hands out a sticky note to each
scribe) to assess
the epicentre.
their definition student, they have to write what they
of an epicentre think the epicentre is. Try not to discuss Sticky notes
Students define and their
what an epicentre this any further. Teacher will refer back to
reasoning of the
is using spider sugar cube tower this after experiment. What sort of
scribe. experiment. 3. Students are presented with a mystery experiment
Make notes box, the teacher will pull out the do you think Mystery box
whilst watching materials needed for the experiment. we will be (materials
groups of doing? listed below)
discussions
Students to discuss what they think the
between the experiment might be considering the
students about equipment/materials that are being
what is revealed.
happening as 4. Students are given the experiment to do
they tap the
cardboard. within groups. Students are to draw one
circle in the middle of the cardboard and
draw several circles around it until the
edge of the cardboard. They are to place
the cardboard over two books on either
end (no books to be in the middle of the
cardboard). Students must place a sugar
cube ‘tower’ right on top of the middle
dot. They are to place 4 other sugar
 towers wherever else around the
cardboard. One student is to start gently
tapping underneath the cardboard right
under the circle drawn in the middle.
Another student is to record the sugar
cubes on top using time lapse.

Body:
5. Each group is to watch back their footage
and discuss and come to a conclusion Why were the
about what happened in the video. They sugar cube
must record this in their science journals. towers closest
6. As a class discuss what each group found. to the dot in
the middle
7. Question students as to why the sugar
most
cube towers closest to the circle were affected?
most likely to fall easier and quicker than
those on the edges. What does
8. Question students on why that might the dot in the
middle
have been the case. What does the dot represent?
represent when we are talking about
earthquakes. If students don’t make the
connection explain the dot in the middle
represented the epicentre of an
earthquake.

Conclusion:
9. As a class create a spider scribe so that
each student can contribute their
definition of an epicentre.
Spider scribe

Materials:
-2 books per group
-1 A3 sized cardboard per group
-24 sugar cubes per group
-1 iPad per group
 Safety considerations:
-Groups: Group students appropriately
-Allergies: To sugar
-Responsibility: Ensure all students know how
to act appropriately when conducting
experiments. E.g. no eating the sugar cubes or
tapping the cardboard too hard.
-Space: Ensure there is enough room for each
group to do the task and film.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about earthquakes and represent what they know about the destruction of an earthquake
 Summative assessment of science understanding
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 Endeavou Skills
r
WK5 (ACSSU (ACSHE (ACSIS1 Students recall the SUMMATIVE- Introduction: https://earthq
Lesson 096) 098) 10) location, size, Using a rubric to 1. Students reflect on what they learnt in uake.usgs.gov/
5 (ACSIS2 impact and causes assess students What is the earthquakes/ev
the last 4 lessons.
32) of a chosen project. There magnitude of entpage/us200
information must 2. Using iPads, students are to explore
earthquake. the 0hiwb#executi
include: recent earthquakes using the UGSG ve
earthquake?
Students present -location Science for a Changing World website.
their letter using -size 3. Students are to look for important Where was it
adequate -impact
-causes information that it gives and look at the located?
presentation skills
such as having a maps.
Within the rubric Which plates
clear voice. did it affect?
assess the way Body:
students present 4. Teacher introduces to the students the
Students Where was
their information
summarise what and whether they project they will be doing. Each student is the epicentre
they have learnt by use effective to pick from a list of earthquakes, they located?
describing what presentation have to find information about it such as:-
they learnt skills e.g. clear What was the
throughout this unit voice.
the location, the size, the impact, regional
radius it
in their TWLH information and the suspected cause. affected?
charts. 5. Students have to then collate this
information and turn it into a Were there
presentation that will be handed into the any
Also use the aftershocks?
TWLH chart to class teacher. Students chose the way in
assess how much which they would like to present their How big were
they learnt over
information (E.g. PowerPoint, poster). the
unit.
6. Teacher to encourage different modes of aftershocks?
presenting.
7. Then students are to write a letter to one
of the two highest priority
neighbourhoods that are at risk of an
earthquake. They are to include why the
neighbourhood is at risk, what might
happen to their house and
 recommendation for minimising these
risks.
8. Students will then present their letter to
the class.

Conclusion:
9. Students listen to each speech
10. Students update their TWLH charts.

Differentiation:
Students with low written literacy skills and/or
a written impairment are to use audio to text to
write their speech.
Students with speech impairments can either
record their speech to be shown on the screen or
can read out a summary of their letter.