SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: TOPIC: Year 6 Earth and Space Science – Natural

Term 1 Week 1 Engage disasters and Earthquakes
Lesson 1
GENERAL CAPABILITIES
Literacy√ Numeracy ICT Capability√ Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking√ Capability√
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability √

SCSA LINKS EYLF

INTEGRAT TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ION (Year 1 QUESTIONS
& 2 only)
Science Science as a Science Inquiry Skills OUTCOME
Understanding Human S
Endeavour
Sudden Scientific Identify, plan and apply
geological knowledge the elements of scientific Introduction:
changes and is used to investigations to answer
extreme weather solve questions and solve - Introduce the new topic of earthquakes and natural Planning and reflection
events can affect problems problems using equipment disasters for the students. sheet, design brief sheet,
Earth’s surface and inform and materials safely and - Starting off we will be doing a challenge, build a house building materials and
(ACSSU096) personal and identifying potential risks that is earthquake safe. testing materials.
community (ACSIS103) - Outline the brief, materials, rules and show some
decisions examples of what students can do.
(ACSHE100 Reflect on and suggest Body:
) improvements to scientific
investigations (ACSIS108) - Get the students to make groups of 3 with other
students that they don’t usually play with.
- In their groups the students are given 10 minutes to
discuss their design and how it will work and to record
their responses on their planning sheet (attached).
- Once students have completed their planning of how
their design will work and how it will look, they may
start on the building of their design.
- Allow the students approximately 30 minutes to build.
- After 30 minutes get the students to gather round and
test all the designs together.
 - Students can explain the rationale behind their design
and how they expect it to work.
- After the testing has finished the students can record
their data and evaluate their design and their own group
work.

Closure:

- Allow students 10 minutes of reflection of what they

did and participated in throughout the lesson.
- Once students have handed in their planning and
reflection sheets, they can help pack away all the
materials.

LEARNER DIVERSITY

Prior to the session, ask certain students to pair up together in

their group. This allows for the less capable students to be
involved. Therefore, although you want students to go in
random groups, there is still some pre-planning involved in the
groupings.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Design a model earthquake safe house using household materials in
groups of 3
 Describe and illustrate their proposed plan and then evaluate the
design and their performance afterwards

ASSESSMENT (DIAGNOSTIC)

1. Planning and evaluation sheet to be handed in for each student

 SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: TOPIC: Year 6 Earth and Space Science – Natural
Term 1 Week 2 Explore disasters and Earthquakes
Lesson 2
GENERAL CAPABILITIES
Literacy√ Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking√ Capability√
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 QUESTIONS
& 2 only)
Science Science as a Science OUTCOME
Understanding Human Inquiry S
Endeavour Skills
Sudden geological
changes and Introduction: PowerPoint presentation
extreme weather - Open the lesson off by telling the students they will be engaging Model seismograph
events can affect in a fun and exciting lesson prior resources
Earth’s surface - Run a quick recap of what was covered in the first lesson, Exit ticket slips
(ACSSU096) tectonic plates and their effect on natural disasters. “what does the word
LESSON OBJECTIVES - Provide example of how earthquakes occur when tectonic plates magnitude mean”
As a result of this lesson, students will be able to:
 Construct a model version of a seismograph using
household resources
 Test their seismograph and rank their results from smallest
to largest
ASSESSMENT (FORMATIVE)
1. Think, Pair, Share activity.
2. Exit ticket activity, write answers to the two questions on a
piece of paper provided by the teacher.
move apart with a diagram and two students.
- Describe the lesson objective and what the students will be doing
today
- From this emphasise the word “magnitude” and tell the students
we will be doing a quick think, pair, share as to what this might
mean.
- Tell the students to choose a partner and then they have 30
seconds to think quietly to themselves.
- Instruct that you will be selecting students at random to share
what their partner said so they need to be actively listening.
- Instruct that the first person to speak in the pair will be the
student with the longer hair.
- Again, run 2x 30 second blocks allowing the students to speak
each and then ask students at random as to what their student
stated.

Body:
- Run through what resources students have at the disposal, ask
one student in the group to come up to the resources bench and
collect the items.
- Students are given a 2-minute window to instruct all the
resources first before hands away.
- Have the instructions up on the smart board of how they will
make their seismograph.
- Run through with them step by step each component, making
sure the not so capable students are not falling behind.
- Step by step, guide the students as they construct their
seismograph.
- Once they are made, students who finish early can colour or
name their seismograph.
- Demonstrate how the seismograph works by pulling the paper
through. Show that the higher the level of shaking, the more the
pen will move, replicating how a seismograph works.
- Instruct the students that they are to do 3 tests, one small,
medium and large force. That they are to rank theirs and leave
the sheets of paper on the desk for other to see as we will be
doing a gallery walk of other group’s tests.
- Allow plenty of time for the students to play, test and explore the
different levels of force applied and the effects it has on the
seismograph needle.
 Closure:
- Call the students back in to focus and ask questions of what they
thought of the activity.
- Instruct to lay their tests out and commence a gallery walk.
- Ask students at random which test do they think was the smallest
and which was the largest.
- Finally hand out the exit ticket slip and this is for the students to
complete prior to leaving the class for the lesson.

LEARNER DIVERSITY

Pairing of students that are not as capable in terms of completing and

following instructions with those that can. Similarly, those students that
are highly capable, pair them with students of a differing range so they
learn fundamental cooperation skills whilst doing this cooperative hands-
on task.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: TOPIC: Year 6 Earth and Space Science – Natural
Term 1 Week 3 Explain disasters and Earthquakes
Lesson 3
GENERAL CAPABILITIES
Literacy √ Numeracy ICT Capability√ Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking √ Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 QUESTIONS
& 2 only)
Science Science as a Science OUTCOME
Understanding Human Inquiry Skills S
Endeavour
Sudden geological Communicate https://youtu.be/yBr-
changes and ideas, Introduction: D1cFmEs
extreme weather explanations - Start with a group mind map word wall activity on the
events can affect and processes smartboard/whiteboard to illicit prior knowledge from the class Scissors, glue sticks, science
Earth’s surface using scientific as to this point it has been very practical sessions thus far. journals, projector, tectonic
(ACSSU096) representations - Ask students to build on natural disasters and all things the plate printout, iPads.
in a variety of encompass natural disasters, types, locations, how and why
ways, including they occur.
multi-modal Body:
texts - Pull up the video of how tectonic plates work and the tectonic
(ACSIS110) movements that happen.
LESSON OBJECTIVES - Discuss with the students what key elements were discussed in
As a result of this lesson, students will be able to: the video.
- On the Projector show a photo of all the tectonic plates and
 Identify where the tectonic plates are around the world.
instruct the students of the task for today
 Determine the difference between the 3 types of tectonic
- Research, using the iPads, the three different types of
plate shifts
movements: convergent, divergent and transform and where
they occur on the global tectonic plates.
- Activity - Tectonic plate jigsaw: Students are to make a jigsaw
of the world tectonic plates and then illustrate where
ASSESSMENT (FORMATIVE)
convergent, divergent and transforming shifts are.
1. Group mind map activity - For each different type of movement, the students are required
2. Tectonic plate activity in science journal to describe the natural disaster.
- These are to be glued into their science journal.

Closure:

- Teacher instructs students that they will pick them out at

random to tell the class what their desk partner stated.
- Students can share with their desk partner the different types of
movements and what they mean.
- The teacher then asks students at random to share what their
partner stated. To work on the active listening and act as a
finishing task.

LEARNER DIVERSITY

Having pre-cut out templates for students that require assistance. For
those students that finish early they can research a specific natural
disaster in history of their choosing and give a brief synopsis of the
details, for example if a significant earthquake occurred, the magnitude,
duration and location.
 SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: TOPIC: Year 6 Earth and Space Science – Natural
Term 1 Week 4 Elaboration disasters and Earthquakes
Lesson 4
GENERAL CAPABILITIES
Literacy√ Numeracy√ ICT Capability√ Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking√ Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia√ Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 QUESTIONS
& 2 only)
Science Science as a Science OUTCOME
Understanding Human Inquiry Skills S
Endeavour
Sudden geological Construct and iPad, exit ticket sheet, Book
changes and use a range of Introduction: Creator app
extreme weather representations, - Revisit what we have previously learnt about earthquakes with
events can affect including tables a think, Pair and share with the students’ desk partner.
Earth’s surface and graphs, to - Discuss the key ideas of earthquakes and their relationship to
(ACSSU096) represent and tectonic plate shifts (namely transforming movements)
describe
observations, Body:
patterns or - Introduce the lesson objective for today: Students will be
relationships in researching a location around the world that historically has
data using been affected by earthquakes and they will be collated
digital information on that location using the iPads and the app Book
technologies as creator.
appropriate - The key information required in their book presentation is:
(ACSIS107) 1. Brief overview of the location (link to HASS)
2. The location’s proximity to a tectonic plate line.
Communicate 3. A graph of the history of earthquakes experienced
ideas, (Extension – calculate the average magnitude of
explanations earthquakes in this location)
and processes 4. Comparison to Perth’s earthquake information (eg: average
using scientific magnitude, frequency of earthquakes)
 representations
in a variety of - Students have 40 minutes to research and create their
ways, including presentation book, once the students have completed their
multi-modal inquiries, they are to engage in a gallery walk around the class
texts to view the other earthquakes that have been researched.
(ACSIS110)
Closure:

- The students exit ticket for the class is to write a sentence or

two of something they learnt from another student’s
presentation.
- These are to be handed to the teacher for collection
- Students are then asked to email their finished book to the
teacher for marking and assessment.

LEARNER DIVERSITY

Extension students can take more time with their graph and add more
mathematical components, for example adding mean duration,
magnitude and frequencies of earthquakes. Students that require
assistance can be provided with helpful links prior to the class with
assisting their learning. Multimodal delivery of presentation, if students
feel more comfortable with putting their information on a physical
poster then they are more than welcome to do so.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Research a historically earthquake affected location around
the world and create a presentation using the Book Creator
app
 Compare the selected location against Perth’s earthquake
historical data
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
 1. Finished Book Creator presentation to be emailed to teacher.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: TOPIC: Year 6 Earth and Space Science – Natural
Term 1 Week 5 Evaluate disasters and Earthquakes
Lesson 5
GENERAL CAPABILITIES
Literacy √ Numeracy ICT Capability √ Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking √ Capability √
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 QUESTIONS
& 2 only)
Science Science as a Science OUTCOME
Understanding Human Inquiry S
Endeavour Skills
Sudden geological Science Reflect on and iPads and Projector. Kahoot
changes and involves suggest Introduction: quiz
extreme weather testing improvements - As this has been a very hands-on and content heavy unit of work
events can affect predictions to scientific this lesson is based more around summarising the information
Earth’s surface by gathering investigations learnt in a fun and engaging manner.
(ACSSU096) data and (ACSIS108) - To start, instruct the students that they have 5 minutes to create
using a word cloud with as many word associations as they can
evidence to possibly think of in regard to the topic of natural
develop disasters/earthquakes unit as a recap of all their prior knowledge
explanations on the topic.
of events and
phenomena Body:
and reflects - Using this lesson predominately as a presentation and evaluation
historical lesson but for those students that did not complete their
and cultural presentation from the previous lesson students may work on
contributions finishing their book presentation and for those that are finished
(ACSHE098 can have 5-10 minutes to practice their presentation skills prior
) to presenting their findings.
- Once all students have completed their book, the quicker and
more time for presentations there will be
- Students are to present their work from the previous lesson
detailing all the key information about their selected ‘earthquake
hotspot’.
- Explain to the students that it is imperative to actively listen and
to show utmost respect for the students presenting as that’s the
respect they wish to receive.
Closure:
- Although the Kahoot quiz is used as a fun and engaging tool, it
is still a summative assessment to gauge student knowledge on
the unit of work.
- This way the students don’t feel the pressure of an official
assessment yet still have a competitive aspect to it.
- The kahoot will be able to provide the teacher with the data on
the scientific understanding of each student
- To finish, provide a feedback sheet for the students to complete,
outlining 4 key questions of the unit:
1. Something they enjoyed from the earthquake unit.
2. Something they learnt that they didn’t previously know
3. Something they would like to further investigate further
- These feedback sheets are to be named and handed back to the
teacher upon the completion of the class.

LEARNER DIVERSITY:

Students who do not feel comfortable to present their findings out may
simply read their presentation from their desk. Again, students that did
not complete their presentation in the previous lesson have some spill
over time to do so in this lesson, important to provide flexibility between
lessons. Those that created posters may explain the elements of their
posters with the aid of a partner or by themselves, whichever they
 prefer. Finally, those students that have completed their presentations
are given time to practice their speaking and delivery skills prior to
presenting.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Present their findings in the Book Creator from the
previous lesson in a brief 1-2 presentation.
 Display their scientific understanding of earthquakes in a
summative manner in a Kahoot! Quiz.

ASSESSMENT (SUMMATIVE – Science Understanding)

- Kahoot! Quiz at the end of class