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 By the end of Year 6,
their environment (ACSSU094) students compare and
Science understanding

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

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

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

and predicting investigation, and predict what the findings of an investigation might be (ACSIS232) develop investigable
questions and design
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve investigations into simple
conducting problems (ACSIS103) cause-and-effect
 Decide which variable should be changed and measured in fair tests and accurately relationships. They identify
observe, measure and record data, using digital technologies as appropriate variables to be changed and
(ACSIS104)
measured and describe
 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 potential safety risks when
analysing data represent and describe observations, patterns or relationships in data using digital planning methods. They
and information technologies as appropriate (ACSIS107) collect, organise and interpret
 Compare data with predictions and use as evidence in developing explanations their data, identifying where
(ACSIS221) improvements to their
Evaluating  Suggest improvements to the methods used to investigate a question or solve a methods or research could
problem (ACSIS108) improve the data. They
describe and analyse
Communicating  Communicate ideas, explanations and processes in a variety of ways, including relationships in data using
multi-modal texts (ACSIS110) graphic representations and
construct multi-modal texts to
communicate ideas, 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
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 Week YEAR LEVEL: 6 LEARNING AREA/TOPIC: Earth and Space Sciences -
1-5 Earthquakes

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

1 ACSSU ACSIS1 Define what an DIAGNOSTIC Introduction: What is Earthquake

Week 096 10 earthquake is - Show students various photos of an earthquake. wrong in this photos
1 Observations on Without saying it’s an earthquake, stimulate picture?
Discuss feelings students by discussion to students asking key questions. What do you
related to asking key think
- Once students identify that it could be an
earthquakes questions happened?
earthquake, ask what is an earthquake?
How do you
Using students - Have students on a sticky note, write their feel watching
own sticky note own definition on what they think an this? How do
definition to earthquake is and put it on the whiteboard. you think
depict prior - As a class, read all the definitions, and come up someone who
knowledge of is experiencing
with a definition together.
earthquakes an earthquake
Body: would feel?
- Show video on earthquakes, and students use a Why?

blank A4 piece of paper with Earthquakes as a A4 paper

title somewhere on the page, and when

 watching the videos they need to write how
they feel and what they see. (example in lesson
resources)
- Share feelings with the class.
- Students will use doodle buddy to brainstorm
iPads and
any questions they have about earthquakes. doodle buddy
Using the ‘I wonder..’ statement at the start. application
- Teacher prompt students with some examples if
they are stuck on coming up with questions.

Conclusion:
- To their shoulder partner, student 1 will define
what an earthquake is, and student 2 will
explain how people may feel when being struck
by an earthquake.

Early Finishers:
- Early finishers will work together to start and
create a word wall poster about earthquakes for
the class, and this can be continuously added to
throughout the unit of work.

Differentiation:
- Students with lower ability will be guided
through the learning process at their own pace.

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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
 (include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills

2 ACSSU ACSHE ACSIS1 Identify four FORMATIVE Introduction:

Week 096 100 03 features of an Make - Recap on the Y chart that was made in the
2 ACSIS earthquake using an observations on previous lesson talking about what an What does an Y Chart
105 newspaper article students earthquake looks like, sounds like and feels like earthquake
ACSIS1 participation and look/sound/
08 Students construct ability to work Body: feel like?
a building using in a group - Students are to open their computer and look
marshmallows and at the Newspaper article about earthquakes in Newspaper
straw/spaghetti/ske Students article
Indonesia. And respond to the questions:
wers/pipe cleaners prediction and
 where did it take place?
that stays together reflection journal
 When did it happen?
whilst being shook
 Why did it happen?
Work cooperatively  Who did it affect?
in your group by - Students complete this in their science journal
adhering to your and will be discussed as a class.
assigned role
Design Brief Design Brief
- Teacher introduces design brief to students and
gets members from the class to read out each
section
- Remind students how to safely act when
completing an experiment.
- Students will be broken into 4 groups,
appropriate for each rotation.
- Before completing, in science students will
predict what will happen with each material and
justify what material will be better and why
- 4 rotations: skewers, spaghetti, straws and pipe
cleaners Why do you

- Students have 8 minutes at each station to think this one Materials

has worked (listed in
construct a building as durable as they can
better than planning)
before moving onto the next rotation.
the other
- Once all students have done each rotation the one?
class will gather and the teacher will shake going What
through each material at a time. material was
- Teacher will facilitate class discussion by asking the least
durable?
key questions
Why?
Conclusion: What
Students, complete their reflections in their material was
journal. The groups then discuss what material was most durable? Science journals
best for making the building. Then discuss as a class Why?
the best materials used. Teacher probing students
to explain ‘why’ the materials were better. Getting
them to justify not just provide an answer.
Quick discussion as a class what materials will be
good to create an actual building and why.

Early Finishers: A3 paper

- Discuss ideas and create a chart for better
materials to make their building more durable
during an earthquake. Including the positives and
reasoning why the material is better.

Safety Considerations:
- Using materials safely
- Check for allergies (marshmallows)

Materials needed:
 - Pop sticks/pipe cleaners/skewers/ straws
- Marshmallows
- Design briefs

This lesson will be split into 2/3 lessons so they

have sufficient time to design, create and test
their building and also analyse the newspaper
article.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

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

3 ACSSU ASCHE ACSIS1 To know how the FORMATIVE Introduction

week 096 099 10 strength of an - -Recap on the previous lessons of constructing a

3 earthquake is Students work building. Share in a group what they have

measured samples of the learnt so fat about earthquakes
Richter scale
Body:
Sort descriptions and Mercalli What is the
- Ask students if they can remember what the
from least to scale Richter
‘Richter scale’ is.
most severe scale?
Rubric for story - Explain to students it is a way to measure the

creator severity of an earthquake

- Explain there is also another way to measure
and this is called the Mercalli scale.
- Explain that they are not measured in our
standard units, they are measured by roman
 numerals. And the Richter scale is measured in Science book,
numbers Richter scale
- Students are given the Richter scale all cut out and Mercalli
and jumbled up. Working in groups of 4 they scale sheet
are to sort the scale into the correct order.
This is done by looking at the description and
labels.
- Sort in science book, but do not glue down
until checked with the teacher.
iPads, iMovie

- Then repeat with the Mercalli scale.

- Using the app story creator, students will use
their iPads to create a short story including:
 Definition of an earthquake
 Images of earthquakes
 What happens
 How to measure the severity of
an earthquake

Conclusion: Why do you

- As a class talk about how the Richter scale is think the
more used now (discuss and ask students why Richter scale

this might be) is more

- Add a picture of the Richter scale to the word

commonly
used today?
wall at the back of the classroom

Differentiation:
Early finishers – Can create pictures and labelled
diagrams next to the scale showing the different
severity’s
 Lower ability – will be guided through learning by
working in groups

** students may not finish their story in this

lesson, however it is to be completed in free time
that week or beginning of next lesson**

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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

4 ACSSU ACSHE ACSIS1 Identify the 3 SUMMATIVE- Introduction: What is an

week 096 100 05 types of plate Students - Re-cap and ask students to answer key earthquake?
4 movements finished iMovie questions in groups and choose several students For a
marked against a at random to answer. building to
Define what a Rubric - Facilitate and discuss any questions students have more
tectonic plate is might have about earthquakes. chance of
Observations
withstanding
during task Body:
Show how plate an https://www.
Questioning - Allow time for students to complete short
movements might students
earthquake, youtube.com/
story.
cause an what does it watch?v=tcPg
- Teacher shows students video on Tectonic
earthquake and need to hqnnTVk
Plates
affect the earth’s include? How
- As a class, discuss:
surface do we
 What is a tectonic plate? measure
 What are the ways the plates earthquakes?
can move? What is the
- Teacher uses clay and models to students the Richter
different ways the plates can move (divergent, scale?
convergent, transform)
- Students in groups of 3 and need to have their
assigned roles (Reporter, Materials Manager and Clay/plasticine
IT Guru) for each
- The reporter reports to teacher, materials student

manager collects and manipulates the materials

and the IT guru is filming on the iPad
- Students need clay/plasticine
- Students get to have a turn playing with the
clay to manipulate their own plates and the
iPads, iMovie
movements.
- Students then need to create an iMovie story
using continuous pictures, voice recordings and
labelling the pictures. The document must
include:
 How it moves
 How it affects the earth surface
 How the movement might cause an
earthquake
- Students are allowed to use the internet to
help research and find information

Conclusion:
- As a class, watch each groups document and
give 2 stars and a wish. Answer any questions
students may have
 - Exit slip: write the 3 types of plates
movement and a brief summary.

Differentiation:
Early finishers – students who finish early will help
make an A3 poster for the class on different types
of plate movements, describing what they are, how
they move how it might cause an earthquake and a
diagram.

Lower ability – students with lower ability will be

guided by learning in groups and will have the time
to complete the task

Safety Considerations:
- Washing hands before and after playing with
clay
- Do not put near mouth

Materials needed:
- Clay/plasticine

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
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
5 ACSSU Explain that sudden SUMMATIVE- Introduction: What is a
week 096 geological changes Marking Rubric Recap on last lesson by asking questions. tectonic

5 can affect the of completed Body: plate? What

Earth’s surface work sample and - Using the information they know, and the are the types
presentation websites below, students are to create a of

presentation on earthquakes. movements?

How can the
- http://www.weatherwizkids.com/weather-
movements
earthquake.htm
affect the
- https://www.coolkidfacts.com/earthquakes-for- Earths surface
kids/
- https://earthquake.usgs.gov/learn/kids/
- Teacher encourages students to use any method
of presentation (must consult to teacher first)
((e.g. presentation, prezi, poster, iMovie)
- Students must follow the guideline sheet.
Whatever isn’t completed in class lesson, is a Doodle buddy
take home assignment and to be returned the app on iPad
following week for presentations to the class.

Conclusion:
- Students create a new brainstorm – referring
back to their ‘I wonder’ answering the
questions. They will use ‘I know’ The teacher
then prints and sticks in their science books

Differentiation:
- Students are able to complete the task using
whatever resource they feel comfortable using
- Websites listed are a range for different levels
of ability
References:

Australian Curriculum, Assessment and Reporting Authority. (2012). The Western Australian
Curriculum- Science. Retrieved from http://wacurriculum.scsa.wa.edu.au/Science/Rationale

Primaryconnections.org.au (2018). Primary Connections [online] Avaliable at:

https://primaryconnections.org.au/