Document 6525620

Transcription

Document 6525620

Approved ARC 02/09 meeting
IACU
AUSTRALIAN CATHOLIC UNIVERSITY
Assignment cover sheet
Note: (1) The attention of students is drawn to:
the Academic Regulations,
the Academic Honesty Policy and
the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy!J 36703
(2) A de-identified copy of your assigmnent may be retained for University quality (audit) processes,
benchmarking or moderation.
Student ID Number/s:
Student Surname/s:
Given names:
S00100646
Archer
Corinne
S00102505
Jacinta
Raymer
Course: Bachelor of Education (EC & P)
Unit code: EDST261
l
School: Brisbane- Education
I Unit title: Science & Technology Education
Due date: Mon 29/04/13
Date submitted: Mon 29/04/13
Lecturer-in-Charge: Gerard Effeney
Tutorial Group/Tutor:
Assigmnent Title and/or number: Assessment 2- Earth & Space Sciences Learning Module
DECLARATION OF ORIGINALITY
By submitting this assigmnent for assessment, I acknowledge and agree that:
1. this assignment is submitted in accordance with the University's Academic Regulations, Assessment Policy
and the Academic Honesty Policy. I also understand the serious nature of academic dishonesty (such as
plagiarism) and the penalties attached to being found guilty of committing such offences.
2. no part of any assessment item has been copied from any other source without acknowledgement of the source.
3. no part of this assignment has been written by any other person, except to the extent of collaboration and/or
group work as defined in the unit outline.
4. this assignment has not been recycled, using work substantially the same as work I have completed previously
and which has been counted towards satisfactmy completion of another unit of study credited towards another
qualification, unless the Lecturer in Charge has granted prior written consent to do so.
5. a copy of the original assignment is retained by me and that I may be required to submit the original
assignment to the Lecturer in Charge upon request.
6. the Lecturer-in-Charge may, for the purpose of assessing this assigmnent:
6.1. reproduce this assigmnent;
6.2. authorise the reproduction ofthis assignment;
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Last updated:
Approved by:
Februaty 2013
University Leatning and Teaching Committee
Untt: Natura! Dtsasters Cause
fr
Effect
Year 6
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Table of Contents
Unit at a glance .........................................................................................................3
Alignment with the Australian Curriculum: Science ............................................ 4
Australian Curriculum General Capabilities ..........................................................5
Cross Curriculum Priorities .....................................................................................6
Alignment with other key learning areas .............................................................7
Teacher Background Information ..........................................................................8
Student Misconceptions .......................................................................................12
lesson One:· Natural Disasters ............................................................................. 13
.......................................................... 16
..............................................................................21
...................................................... 24
...•.......................•....................•..••.........•..................28
............................................................................ 32
......................................................................33
······················································ .......................... 35
........................................................... 37
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Natural Disasters: Cause & Effect equipment list .............................................. 39
Glossary & Reference list ......................................................................................40
Backwards Unit Planner/brainstorming ..............................................................41
Key: Highlighted sections represent the 5 E's.
Engage I
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Unit at a glance
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Phase.
ENGAGE
Lesson
lesson 1
Natural
Disasters
Session 1
What We
Know
EXPLORE
Session 2
Earthquake
Simulation
lesson 2
Understanding
Earthquakes
lesson 3
Plate Tectonics
EXPLAIN
lesson 4
Weather &
Geological
Insights
lesson 5
Disaster Details
At a glance
*To gain students interest and find out
what they know ,about how sudden
''"""'rn'
oce~
conditions '"'"'"
can affect
Earth's sur e
* Evoke questions and interest abou
natural disasters in regards to types an
causes.
5
. *To provide students with a hand-on
experience of modelling an Earthquak~-"
prect.
~NJI-
ELABORATE
lesson 7
Designing
Disasters
E~?v~udent~~
""
ehensio~ how an Earthquake
arre.,,
c.
,',surface and people's
lives. As well as the cause of Earthquakes.
*To provide students with researching
skills.
*To provide students with a hands-on
experience of modelling the changes to
the Earth's surface.
*To introduce students to current
scientific views about natural disasters,
continental drift and tectonic plates.
*To provide students with a hand-on
~
experience of modelling plate
boundaries.
*Support students to investigate a
natural disaster's cause and effect.
L"b~
t/
jw fPWI~-d
* Support students to investigate how to
relay scientific information and teach
fellow peers using presentation skills and
ICT.
*Support students to construct and
design an experiment to demonstrate an
element of a specific natural disaster.
·~/
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lesson 8
Formative assessment
*Class discussions.
*Student participation.
*PKC contributions.
~y/t'"-
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lesson 6
Presenting
Disaster
Assessment
* Provide opportunities for student to
*Class discussions.
* Student participation
*4W's and 2E's Graphic
Organiser
*students' participation
* Egg-cellent
experiment worksheet
*Class discussions.
*Student participation
*Worksheet "Map of
Plate Boundaries"
..
*Group discussions
*Individual group
research
*Group discussions
*Teacher anecdotal
records
*Group discussions
~mmative assessment
*Design and
construction of
experiment.
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EVALUATE
Past-a-disaster
demonstrjte what they know through
paste r fs/rm.
lesson 9 & 10
Collaborative
learning
*~~{~ide opportunities for students
to how heir learning about how sudden
geo og1cal changes or severe weather
conditions can affect Earth's surface, the
cause behind the affect, and to reflect on
their learning during the unit.
* Students reflect on how their learning
has changed over the course of the unit.
Session 1
Presentations
Session 2
Bringing It All
Together
*Group discussions
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Alignment with the Australian Curriculum: Science
The unit, Natural Disasters- Cause and Effect, includes all three strands of the Australian Curriculum:
Science. The table below outlines the sub-strands included in this unit and their aligned lessons.
STRAND ·.
Science
Understanding
(SU)
Science as a
Human
Endeavour
(SHE)
Science
Inquiry Skills
(SIS)
SUB-STRAND
Earth and space
sciences
CODE
ACSU096
Nature and
development of
ACSHE098
science
Use and influence
of science
ACSHE220
Questioning and
predicting
ACSIS232
Planning and
conducting
ACSIS103
ACSIS104
ACSIS105
Processing and
analysing data
and information
ACSIS107
YE,l\RG.CONTENT DECRIPTIONS
Sudden geological changes or
extreme weather conditions can
affect Earth's surface.
Science involves testing predictions
by gathering data and using
evidence to develop explanations
of events and phenomena.
Scientific knowledge is used to
inform personal and community
decisions.
With guidance, pose questions to
clarify practical problems or inform
a scientific investigation, and
predict what the findings of an
investigation might be.
With guidance, plan appropriate
investigation methods to answer
questions or solve problems.
Decide which variable should be
changed and measured in fair tests
and accurately observe, measure
and record data, using digital
technologies as apJiropriate.
Use equipment and materials
safely, identifying potential risks
Construct and use a range of
representations, including tables
and graphs, to represent and
describe observations, patterns or
relationships in data using digital
LESSONS
1- 10
It
4, 5, 8, 9,
10
4, 6, 8
1
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8
.,
2, 718
7, 8
)
1, 3, 5, 6,
7, 8, 9, 10
51 6 1 8, 9,
10
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technologies as appropriate.
ACSIS221
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Evaluating
ACSIS108
Communicating
ACSIS110
General Capabilities
·......... <············
Literacy
.,
.......
Numeracy
Information & Communication
Technology (ICT) Competence
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5, 6, 8, 9,
10
6, 8
1, 4, 8, 9/
10
Australian Curriculum General Capabilities
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Compare data with predictions and
use as evidence in developing
explanations.
Suggest improvements to the
methods used to investigate a
question or solve a problem.
Communicate ideas, explanations
and processes in a variety of ways,
including multi-modal texts.
Critical & Creative Thinking
> • Australi~~ Cl.itricull.lni >
.< .
. . Descriptjoh • ;· •<< .·.
Literacy knowledge and
understanding specific to the
study of science develops along
with scientific understanding
and skills.
Elements of numeracy are
evident in Science Inquiry Skills
demonstrated through practical
measurement and the
collection, representation and
interpretation of data.
Within Science Inquiry Skills
incorporate ICT competence
through the use of digital
technologies to investigate,
design, communicate and share
ideas and results.
Natural Disasters .-s.aose ;••••••
·.. · Effect Examples •·· •
In Natural Disasters- Cause &
Effect the literacy focuses are:
• Oral Presentations
• PKC
(Prior Knowledge Chart)
Glossary
•
• Factual Recounts
• Graphs
• Timelines
Students:
• Represent and interpret
data in graphs
• Identify trends and
patterns in numerical data
Measurement
(em)
•
Students are given optional
opportunities to:
• Use interactive and multimodal resources to view,
analyse and synthesis
information
• Use ICT to create
multimedia presentations
(Prezi/PowerPoint)
Critical and creative thinking
Students:
develops as students speculate
Ask questions on a PKC and
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answer them based on
and solve problems through
their research and
investigations, make evidenceinvestigation findings
based decision, and analyse
and evaluate information
• Analyse, evaluate and
synthesise primary and
sources to draw conclusions.
secondary sources of
They develop creative
questions and suggest novel
information to formulate
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solutions.
Students' ethical behaviour
develops through exploration
of ethical principles and
guidelines in gathering
evidence and by analysing the
ethical implications of their
investigations of others and the
environment.
Ethical Behaviour
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Personal & Social Competence
Intercultural Understanding
Students' personal and social
competence develops through
effectively working in teams,
develop collaborative methods
of inquiry, work safely and use
their scientific knowledge to
make informed decisions.
Science as a Human Endeavour
incorporates intercultural
understanding as students
learn about the influence of
people from a variety of
cultures on the development of
scientific understanding.
conclusions
Students:
• Ask and respond to
questions respecting each
other's point of view
• Make evidence based
judgements about social,
environmental and
personal effects of natural
disasters
Students:
• Work collaboratively in
teams
•
•
•
•
Listen to and follow
instructions to safely
complete investigations
Participate in discussions
Indigenous cultural
perspectives are
incorporated when relevant
Important contributions
made to science by people
from a range of cultures are
highlighted where relevant.
Cross Curriculum Priorities
There are three cross curriculum priorities identified by the Australian Curriculum:
1) Aboriginal and Torres Strait Islander Histories and Cultures
2} Asia and Australia's engagement with Asia
3} Sustainability
All three are embedded in this unit as details in the below table.
Cross Curriculum
PriOritieS
Aboriginal and Torres
Strait Islander Histories
and Cultures
Asia and Australia's
engagement with Asia
Australian Curriculum Description
Students develop understandings that Aboriginal and
Torres Strait Islander Peoples have particular ways of
knowing the world and continue to be innovative in
providing significant contributions to development in
science. They will investigate examples of Aboriginal and
Torres Strait Islander science and the .§.Jays traditional
knowledge and western scientific knowledge can be
complementary (Australian Curriculum, Assessment and
Reporting Authority (ACARA), 2013).
Students appreciate that the Asia region plays an
important role in scientific research and development.
These can include research and development in areas
such as medicine, natural resource management, nano-
Natural
Disasters
Lesson
Lesson Two
Lesson Five*
Lesson One
Lesson Five*
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technologies, communication technologies and natural
disaster prediction and management (ACARA, 2013).
Students appreciate that science provides the basis for
decision making in many areas of society and that these
Lesson Four
decisions can impact on the Earth system. They
Sustainability
understand the importance of using science to predict
Lesson Five*
possible effects of human and other activity and to
develop management plans or alternative technologies
to reduce these effects (ACARA, 2013).
..
* Please Note: The cross-circular priont1es embedded w1thm th1s lesson are dependent on the
findings of students' individual research and are not formally taught. Therefore, the application of
these priorities may differ based on the natural disaster groups are researching .
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Alignment with other key learning areas
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Strand
. ··
Literacy
Numeracy
Study of Society and Environment (SOSE)
Information and Communication Technology (ICT)
History
Geography
Creative Arts (Dance, Drama, Art and Music)
,'
.·
Lessons .•: ..: . •• •· ·· ••••
1-10
1,2,5*,7
1,4
1,4,5*,6,9/10
5*
5*
8
*Please Note: The alignment of other key learnmg areas embedded w1thm th1s lesson IS dependent
on the findings of students' individual research and are not formally taught. Therefore, the
application of these areas may differ based on the natural disaster groups are researching.
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Background Information
Introdu tion to natural disasters
Within n ture nothing is constant. Indeed, nature is typified by continual changes, in some cases by
geologic I changes or by the normal sequence of seasonal weather. Much of nature is unpredictable.
When u predictable natural events become extreme in their o~rrence, they may constitute a
danger
humans and to the other members of an environment. Such an event defines a natural
disaster . Natural disasters can be as devastating as causing massive destruction of populated areas
to causing very minimal damage (Geoscience Australia, 2012).
Natural disasters can be categorised according to their cause. The causes of natural disasters
examined within this unit fall into two categories, that of geological changes and severe weather.
Examples of natural disasters categorised by geological changes include Earthquakes, Tsunamis,
Volcanoes and Avalanches. In contrast, examples of natural disasters caused by severe weather
include Floods, Cyclones, Tornadoes, Thunderstorms/Hailstorms, Wildfires and Drought.
Venn Diagram
Categorising causes of natural disasters
Geological Changes
Cyclone
Tsunami
Earthquake
Wild Fire
Avalanche
Tornado
Fire
Drought
Volcano
Flood
Thunderstorm
Certain natural disasters can act as a trigger to cause other natural disasters. Therefore,Vare
categorised within both geological changes and severe weather. For example, earthquakes
themselves can cause other disasters to follow, such as avalanches, tsunami, flooding, fires and
occasionally volcanic activity.
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Introduction to Plate Tectonics
The Earth is made of many different and distinct layers. The deeper layers are composed of heavier
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materials; they are hotter, denser and under much greater pressure than the outer layers
(Enchanted Learning, 2010).
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thosphere:
Upper Mantle =
list he nos phere
(floving)
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(Enchanted Learning, 2010)
Lithosphere: is the rigid, more resistant outer shell of the Earth where plates [which are later
explained] are located. If it wasn't rigid, then mountains would simply level themselves out. It is
made of both the crust, a rocky mantle, which is composed of silicon, oxygen, magnesium, iron,
aluminium, and calcium, and the uppermost part of the upper mantle. Under oceanic crust it
extends down to 70 km, while under continental crust it extends down to 150~alian
Museum, 2012; Enchanted Learning, 2010).
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Asthenosphere: is a part of the upper mantle that exhibits plastic
perties. This sections starts
with a sharp decrease in strength known as the Low Velocity
ne (LVZ). The lower strength in
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Earth's mechanical properties means that this layer can fl~ sily and will rise after being ~d
by heat radiating from the Earth's core and sink after osin
eat on contact with testonic ~s
(Primary Connections, 2012). It is located below the lit osphere and is between about 100 and
250km deep (Australian Museum, 2012; Enchanted Learning, 2010).
Mesosphere: Below the asthenosphere is the mesosphere which consists of most of the mantle
extending down to the outer core (at a depth of 2900 km). This part of the mantle flows, but at
much slower rates than the asthenosphere.
··~;;ingle
Two hundred million years ago, all the Earth's continents formed
land mass called, Pangaea. /
Today's continents were formed as a direct consequence of the Earth's surface continuously moving.
The Earth's outer layer is broken into pieces called tectonic plates which are about 100km thick
(Geoscience Australia, 2012). Tectonic plates sit in the Earth's outermost layer, the lithosphere and
are broken into 7 large, rigid pieces: the African, North American, South American, Eurasian,
Australian, Antarctic, and Pacific plates (Centre for Educational Technologies, 2005). Several minor
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8.5cm/perl(~rimary
are moving slowly at about the speed that our fingernails grow (0.66 to
Connections, 2012). Each tectonic plate is subjected to a different combination of pressures and
movements, so they all move in different directions and at different speeds (Primary Connections,
2012).Therefore, are constantly moving towards, away from or past each other (Geoscience
Australia, 2012). When tectonic plates come into contact with one another they often become stuck
regardless of the pressure trying to move them. This pressure gradually builds up, resulting in
sudden, intense movement due to built up store<J,energy (B."jrnary Connections, 2012).
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There are three types of plate movements. Divergent (plates moving away from each other),
Convergent (plates moving towards each other), and Transform (plates moving past each other)
/
(Centre for Educational Technologies, 2005). Furthermore, the place where the two plates meet is
called a plate boundary. Boundaries are named after the type of plate movements in that area
depending on how the two plates are moving in relationship to each other. For example, the line
formed by plates moving away from one another is the divergent boundary (Centre for Educational
Technologies, 2005).
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Transform
{Geoscience Australia, 2012).
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plates also exist, including the Arabian, Nazca, and Philippines plates. These tectonic pla+tof rock
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Convergent boundaries (plates moving towards each other): Mountains, earthquakes, and
volcanoes form where plates collide.
•
Divergent boundaries (plates moving away from each ot~.~?f.l: Earthqual~s occur along the
faults, and volcano~ form where the magma reaches the s·urface . .( L l!f{<uJ.-t, 11'U.-o/
•
Transform (plates moving past each other): The friction between the two plates can be the
tL , ~·.
hJ,--......... ,.r,'\@4CQ/J
cause of an Earthquake. /' e
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Weather
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Weather is the specific condition of the atmosphere at a particular place and time. It comprises
different elements, such as wind, temperature, humidity, atmospheric pressure, cloudiness, and
precipitation. In most places, weather can change from minute-to minute, hour-to-hour, day-to-day,
and season-to-season.
Almost all familiar weather phenomena occur in the troposphere (the lower part of the
atmosphere). Weather does occur in the stratosphere (layer just above the troposphere) and can
affect weather lower down in the troposphere, but the exact mechanisms are poorly understood.
Weather occurs primarily due to density (temperature and moisture) differences between one place
and another. These differences can occur due to the sun's angle at any particular spot, which varies
by latitude from the tropics as well as, the air in our atmosphere always moving, distributing energy
from the Sun. The atmosphere is a complicated system, so small changes to one part of the system
can grow to have large effects on the system as a whole.
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Introduction to lesson pedagogy
During the course of this unit, teachers may adapt their own pedagogy. However, this unit plan was
designed for two specific teaching styles to be applied inte~!'JIJily. Some lessons are focused
towards a teacher ,directed -student centred approach) Where byttk teacher is implementing the
lesson with collaboration from the students. ThTsi?levident in lessons one through four. Other
lessons are student directed- teacher facilitated, whereby the students control their own learning
with scaffolding from the teacher. This is evident in lessons five through ten.
( _ _ __
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Student Misconceptions
To effectively plan and implement teaching and learning sequences withi./science acknowledging
student~ prior knowledge and understanding frameworks is fundamentaV. ~tudents develop their
own knowledge, understanding and reasoning in regards to scientific events by engaging with
diverse the'l[.etical and practical resources and may hold more than one und-1erst:~~ of events or
phenome'}AA'iSneider & Ohadi, 1998).
~·
Students' conceptions, or misconceptions of
learningto~r when tryin
o"iunderstand the cause of
effect relationship of natural disasters on people, society and
e environment. A common
conception held by students is that natural disasters occur at ran m with no scientific explanation
(Primary Connections, 2012). However, in fa'? natural disasters ccur as a direct result of geological
changes in the Earth or extreme weather events. Additionally, often hold the misconception that
volcanoes and earthquakes can only occur on land and within hot climates. Volcanoes and
earthquakes actually happen all over the world in both hot and cold climates and occur on both land
and within the vast ocean that cover 70% of the world (Sneider & Ohadi, 1998).
Common misconceptions held- by students within Earth and Space Sciences occur in relation to the
Plate Tectonic Theory. Students often believe the crust of the Earth sits on top of tectonic plates
which are moving, rather than understanding that that Earth's crust is broken, creating the tectonic
plates and thus moving (Primary Connections, 2012). Other conceptions include that the edges of
the continents form plate boundaries and that crust motions can only occur vertically and not
laterally. ~,·];; actual fact the plate boundaries are formed on rigid segments of the Earth's
lithosphere that move separately from those surrounding it, thus creating the seven major plates of
North America, South America, Eurasia, Africa, Indo-Australian, Pacific and Antarctica and many
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smaller mircoplates. Additionally, the tectonic plates can move both vertically and laterally through ~~
convergent, divergent and transform plate movement (Sneider & Ohadi, 1998).
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The nature of the unit, Natural Disasters: Cause and Effect, relies heavily on th~ of secondary
data assist in formulating students conceptual knowledge and understanding. fos, it is fundamental
to ensure that the sources used throughout the unit constitut~ reputable sci~ntific source_s. The unit
promotes the use of sources inclusive of: Geoscience Australia materials and local news articles .
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Lesson One: Natural Disasters
lesson
Overview
11~"\.A/"<-
lesson
Focus
Assessment
Focus
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Key
Outcomes
i.u'Lf'/:>LJ7~~ <;J<-1R#"'';,
~~:.'~ative
assessment used through cla_ss
Within the experiment.
f" "'--4,
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discus:_i~nd st~ participation
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What:
/:::.
*Science Understanding- How sudden geological changes or extreme weather
conditions can affect Earth's surface (ACSU096).
*Science Inquiry Skills- Use equipment and materials safely, identifying potential risks
(ACSISlOS) and communicate ideas, explanations and processes in a variety of ways,
including multi-modal texts (ACSIS110) .
Students will illustrate their conceptual knowledge and understanding as they:
·-£
.-,_.;1-
-t~ r{, lc ,;.;:.,~,
0ther Kl/s
*SOSE- Through exploring natural disasters susceptible to Asia and Australia.
*ICT- Through the use of multimodal resources to scaffold student learning.
*Literacy- Students contribute to class discussions about natural disasters.
*Numeracy- Through measurement used in the experiment.
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Students:
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* Watch visual materials to stimulate their thoughts on the topic.
*Engage in a whole class experiment simulating an earthquake.
Cause:n~;;E:ect. The
This lesson forms the ENGAGE phase of Natural Disaster~:
purpose is to introduce students to the unit whilst captivatin their i erest and .·
evoking their curiosity for future investigation of the top' .
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Science:
*use multimodal resources to observe and describe natural disasters.
J~fr'- ?"-->Yl
*voice what they think they know about natural disasters.
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*To gain students interest and find out what they know about how sudden geological
changes or extreme weather conditions can affect Earth's surface
* Evoke questions and interest about natural disasters in regards to types and causes.
*To provide students with a hand-on experience of modelling an Earthquakes affect.
Cross-curricular Priorities
Required
Equipment
*Asia and Australia's engagement with Asia- Evident within teacher directed
questioning in regards to countries susceptible to natural disasters.
Session One:
* PKC
* Black, red and green permanent markers
*2 x poster sized paper/cardboard
*Internet/Computer/Projector
*YouTube clip: http://www.youtube.com/watch?v=_smJ13x90oM
Session Two:
*2 x A4 pieces of paper
*Hole puncher
*Tape
*Scissors
*Baking paper
*String
*Dirt
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Session One: What We Know
•
term natural
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.~tud;~:s~ prior knowledge by posing the question "What does the
disaste~{an?" in a class discussion forum.
Document students learning on poster sized paper/cardboard using a PKC (r--efer glossary) J.JJ!vr-RvV"'
detailing student responses to the following questions:
.
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a. What are types of natural disasters?
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b. What are causes of natural disasters?
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Using the list of types of natural disasters, teacher <lS~udents what disasters they think
/
are likely to occur in Australia followed by 7P-acific. Circle students' responses for
g
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Introduce topic and elicit
~(t~y
Australia in green and Asia/Pacific in red. ·
To further engage students and provide opportunities fo~ju<-ttter knowledge, students
watch the following YouTube clip (4min7sec) "Natural Disasters" by emynrosie
http://www.youtube.com/watch?v~ _smJ13x90oM
After viewing clip, provide opportunities for students to add to the PKC.
Session Two: Earthquake simulation
•
•
Students form a semi-circle formation around the experiment to enable full view.
Teacher models the earthquake simulation experiment (refer to next page) to the students .
Teacher provides opportunities throughout the experiment duration for student
•
participation.
/Ju-1-Vr-Vt"-, u~J f.--,._.Jvjvzr-e.-1.
Students return to their de¥for the following class discussion:
o Can anyone expla'fri what occurred during the experiment?
~
o What happened to the dirt and cups throughout the experiment?
•
o Why do you think these factors occurred?
Conclude lesson by enlisting the 'future motivation' strategy (refer glossary) challenging
students to relate the experiment to suitable natural disaster providing explanation for
choice.
'c
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Earthquake Simulation Experiment
1.
Place paper pieces on top of one another.
2.
Use the hole puncher to punch out two holes in
the middle of both pieces of paper.
3.
Lay out the two pieces of cardboard so the holes
are facing inward toward one another allowing for
a 2cm gap in between the pieces of paper.
4.
Cut a piece of string the length of the two pieces
of paper (roughly 50cm long) wide.
5.
Weave the string inwards and outwards between
the ~holes ensuring the string is mainly
underneath the paper.
6.
Tape the gap between the four holes, and two
pieces of paper together and place tape on the
reserve side ensuring the tape is no longer sticky.
7.
Place the joint paper on top of a long sheet
(roughly 80cm long) of baking paper.
8.
Place dirt upon the pieces of paper ensuring both
pieces are completely covered.
9.
Place five plastic cups (representing buildings) on
top of the string and paper.
10. Pull the strings upwards or outward and watch the
dirt and cups as they simulate an earthquake.
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Lesson Two: Understanding Earthquakes
Teacher Background
An earthquake occurs when there is a quick release of energy in the Earth's crust, creating seismic
waves therefore resulting from geological changes in the Earth's surface (Donations for Disasters,
2009). The depth of an earthquake is very fundamental to the effects on human activity, and manmade and natural environments. A shallow earthquake results in a higher degree of structural
damage to buildings compared to that of a deeper earthquake (Donations for Disasters, 2009).
Similarly, if an earthquake occurs at sea it can move and displace the seabed and may result in a
tsunami (Donations for Disasters, 2009). {
Types of Shockwaves:
Primary Waves (P-Waves) are high frequency, short-wavelength, longitudinal waves which can pass
through both solids and liquids. During P-Waves the ground is forced to move forwards and
backwards as it is compressed and decompressed thus producing small displacements of the ground
(NGFL, 2006).
Secondary Waves (S-Waves) are high frequency, short-wavelength waves, transverse waves. They
move in all directions away from their source, at speeds dependent upon the density of the rocks
through which they are moving. On the Earths surface, S-Waves cause the sideways displacement of
walls and fences, leaving them'S' shaped (NGFL, 2006).
,y~surface Waves (L-Waves) are low frequency transverse vibrations with a long wavelength. They are
·1
~,.;- ~close to the epicentre and can only travel through the outer part of the crust resulting in the
f'.
majority of building damage on the Earth's surface (NGFL, 2006).
Lesson
Overview
* To provide students with comprehension of how an Earthquake affects the Earth's
surface and people's lives. As well as the cause of Earthquakes.
L,v/v{
* To provide students with researching skills.
~'
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Lesson
Focus
Assessment
Focus
Students:
* Engage in an individual activity to create a deeper understanding of causes and
effects of earthquakes.
* Students partake within a research activity to enhance skills required for the 'Year 6
Science Assignment Task'.
This lesson forms the EXPLORE phase of Natural Disasters: Cause and Effect. The
purpose is to discover and investigate natural disasters, in particular earthquakes, at a
deeper level. building students' conceptual knowledge and understanding.
If' J.iw.t
..
How:
* Formative assessment of students' participation within whole class discussion and
students' ability to extract information from secondary sources through use of graphic
.
orgamser.
()~
pi!.
"
What:
*Science Understanding- How sudden geolo&ical changes or extreme weather{/
conditions can affect Earth's surface (ACSU096~~r
* Science Inquiry Skills- With guidance, plan ap opriate investigation methods to
(
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Key
Outcomes
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answer questions or solve problems (ACSIS103}
Science:
* Use comprehension graphic organiser to develop students' understandings of
earthquakes, inclusive of the causes,'locations and effects on people and natural and
built environments.
* Develop understandings of questions, processes and skills required in scientific
research within a practical context.
I 51.- ;:....s
Other I<LS's:
* Literacy- Application of reading, comprehending and synthesising a newspaper
article to enhance research skills.
* Numeracy- Use of precise figures ofto describe the magnitude, damage and cost
resulting from the earthquake.
Cross-curricular Priorities:
*Aboriginal and Torres Strait Islander histories and cultures- Exploration of effects of
natural disasters (earthquake) on Aboriginal communities, people and land.
Required
Equipment
Session One:
* Whiteboard
* Whiteboard marker
* Anchor Chart
* 25 x Newspaper Article- Nyinkka Nyu nyu Community Devastated by Earthquake
* 25 x 4W's and 2E's Graphic Organiser
* Students' pencils
jit"1
Lesson Steps:
•
Introduce lesson with reference to future motivation
;,~
strate~.£m lesson one through class
discussion of possible natural disasters represented thro~ the experiment simulation and
explanations for their choices. Record student responses on the whiteboard.
•
Explore student responses and in particular responses in relation to earthquakes through
intentional questioning.
~ ~~
What elements of the experiment simulation r~~:l'of an earthquake?
What happens beneath the Earth's crust when an earthquake occurs?
What are the visible effects of earthquakes on the Earth's surface?
•
Provide students with a comprehension sheet, in the form of a newspaper article, based on
the January 22"' 1988 Tennant Creek earthquake.
•
Enlisting a whole class reading strategy read the newspaper article. Within the whole class
setting explore and unfamiliar language, words and terminology to ensure student
understanding (eg: Nyinkka Nyu nyu community).
•
Record unfamiliar language and corresponding meanings on an anchor chart displayed on
the whiteboard for future student reference.
•
Provide students with a graphic organiser to represent the information extracted from the
article in relation to the who, what, where, when of the earthquake and the effects on the
environment and Aboriginal Nyinkka Nyu nyu community (4W's and 2E's). Teacher provides
Page 117
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individual differentiated instruction to any students requiring additional assistance with
comprehending the task requirements.
•
•
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Working individually students complete the graphic organiser addressing the 4W's and 2E's,
whilst developing knowledge and understanding of researching skills.
Teacher circulates classroom to ensure all students have understood the task requirements
and provides differentiated instruction as necessary.
Within a whole class context, share and review student responses for the 4W's and 2E's
strategy through to allow for student reflection.
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Nvinkka Nvunvu Community Devastated by Earthquake
On 22"' of January, 1988 disaster hit the Nyinkka Nyu nyu Aboriginal community of Tennant Creek,
Northern Territory. A series of three powerful earthquakes ranging from 6.3 to 6.7 in magnitude
shook the regign with each occurring about half an hour apart.
~J
The maiW"amage was severe deconstruction of a major natural gas pipeline caused by large ground
ruptures occurred across a 35km area. Additionally, two buildings and three other structures,
including two Aboriginal houses and the Indigenous Community Centre, were severely damaged
resulting in a total bill of $2.5 million.
The two Aboriginal families affected by the tragedy are deeply saddened by the prospect of losing
their belongings and according to one young man "the only place he knows to call home". The
Aboriginal community is devastated by the events and the effects on their local community. A
Nyinkka Nyunyu elder has since released a statement describing the earthquake as a "terrible
natural event with effects not oJIYH:l)fie communities structure but on the Aboriginal people's sense
ofbelonging".
r}Jf~
Scientists have ded~d the Tennant Creek disaster occurred as a direct result of an Intraplate
earthquake. The earthquake was caused by ~hrust faulting due to the rocks being compressed
resulting surface waves effecting the surrounding natural and built environments.
I
Effects on the Tennant
Creek Environment
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Effects on the Nyinkka Nyu nyu
Aboriginal Community
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Effects on the
Environment
What
Who
Event
Why
When
Effects on People
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Lesson Three: Plate Tectonics
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The purpose of this experiment is to explore the plate tectonics theory within a practical context..
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The students are provided with a hard boiled egg, representing the Earth's crust, and instructed to ~Ja•
crack the shell of the egg, which forms the plate boundaries. Students are then directed to push two
1.1,1);,'1
sides of the egg together to form peaks on one side of the egg and trenches on the opposite side, ~
representing the convergent and divergent tectonic plates movement. Students will then turn the
egg shell to create transform plate movement. Through this experiment no formal teaching of the
plate tectonics theory, plate boundaries or corresponding terminology will take place and no
explanation will be supplied. The explanation behind the theory, plate boundaries and terminolog
will be introduced in the following lesson and whilst making specific reference to the experiment.
Lesson
Overview
••
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Teacher Background Knowledge
Lesson
Focus
Assessment
Focus
*To provide students with a hands-on experience of modelling the changes to the
Earth's surface.
lt•·"":f
Students:
[.t~
* Engage in an individual experiment torate a deeper understanding of the Earth's
crust and tectonic\ plates .
*Students are developing the adequate processes and skills necessary to design, OW
q:eate<lnd evaluate a scientific experiment.
This lesson forms the EXPLORE phase of Natural Disasters: Cause and Effect. The
purpose is to discover and investigate the Earth's crust and tectonicj plate _theories
through a practical context.
jthJi.,
How:
* Formative and diagnostic assessment of students' participation within the
experiment and corresponding reasoning through anecdotal records.
.
Key
Outcomes
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What:
~
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·
*Science Understanding- How sudden geologica c~tre/ather
*Science Inquiry Skills- Use equipment and materials safely/.f{i~g potential risks
(ACSIS105)
Students will illustrate their conceptual kno7clilnderstanding as they:
.1!
?
Science:
//_.*Experiment to investig~e-j'ilate tectonics theory, boundaries and movement.
*Use scientific reascrrttfig and explanations to explore the effects the.plate tectonics
theor{Orl1liefaflh--s·surface.
Required
Equipment
Other KLS's
*Literacy- Reading and processing method necessary to complete the experiment.
* 24 x hard boiled eggs
*24 x paper towel squares
* Egg experiment worksheet
*Students writing utensils
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Lesson Steps:
•
•
•
•
•
•
•
•
•
•
•
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Provide each student with a hard-boiled egg, permanent marker and an 'Egg-cellent
J-
Expierment' worksheet.
Read, explain and discuss the experimen}.Procedure with the class to ensure student
comprehension of the experiment requirements.
Students Place the egg on the paper towel, and lightly tap the egg in different places to
produce cracks of various lengths and sizes. Being careful not to tap too hard.
Using the marker, students trace a number of the large cracks to make them more visible.
Students answer question one on the activity sheet.
.
Gently squeeze the egg until slight movement occurs between the pieces of the shell. { {pl'{'lJ
Students answer question two on the activity sheet.
Gently pull the egg apart until slight movement occurs between the pieces of the shell. C
Students answer question three on the activity sheet.
Students gently twist their hands in opposite direction, twisting the egg slightly until
movement occurs between the pieces of the shell.
Students answer question four on the activity sheet .
Following students' completion the worksheet observations enlist a whole class discussion
of egg observations and elicit students' possible reasoning for these occurrences.
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••
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Egg-cellent Experiment
Egg Shell Observation
1) Describe what the cracks on your egg looks like. Are they all the same size and shape?
2) Describe what happens to the egg shell when you squeeze the egg in your fingers.
What happens to the egg whites?
3) Describe what happens to the egg shell when you pull the egg apart slightly.
4) Describe what happens to the egg shell when you twist the egg.
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Lesson Four: Weather & Geological Insights
Lesson
Overview
Lesson
Focus
Assessment
Focus
*To introduce students to current scientific views about natural disasters,
continental drift and tectonic plates.
*To provide students with a hand-on experience of modelling plate boundaries.
Students:
* Contribute ideas and questions for PI<C.
*Watch visual materials to explain continental drift and plate tectonics.
*Engage in an individual activity to understand plate tectonics and view boundaries
mapped out.
This lesson forms the EXPLAIN phase of Natural Disasters: Cause and Effect. The
purpose is to educate students on plate tectonics and continental drift.
How:
*Formative assessment used through class discussions and student participation and
individual work on activity sheet.
~''-)
fu/U--
r!N-
What:
tn.<*Science Understanding- How sudden geological changes or extreme weathe1J c.-vr L
conditions can affect Earth's surface (ACSU096}.
6, ~
*Science as a Human Endeavour- Science involves testing predictions by gathering
.JdP_£,!!f
~t~
data and using evidence to develop explanations of events and phenomena
(ACSHE098), Scientific knowledge is used to inform personal and community
_.,...;v
decisions (ACSHE220).
t~
*Science Inquiry Skills- Communicate ideas, explanations and processes in a variety;:
:t,., .w:;J
of ways, including multi-modal texts (ACSIS110).
r-6.
J1..:.-.
Key
Outcomes
Science:
*use multimodal resources to observe continental drift and plate tectonics.
*voice what they think they know about geological changes and extreme weather.
I
·'"'?'57 . --.....____ lfu-w
i:o
c.e:4.vd ~.. ~c.i.e. ?
Other KLS"s
*SOSE- Through mapping of plate boundaries
*ICT- Through the use of multimodal resources to scaffold student learning.
*Literacy- Use scientific language to describe types of plate movement.
Cross-curricular Priorities
Required
Equipment
*Sustainability- Evident within teacher directed questioning in regards to people
having effects on natural disasters.
* PKC
*Black permanent marker
*2 x poster sized paper/cardboard
*Internet/Computer/P rejector
*Website: Education Place
http://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_01_005_drift/AC_O
1_005_drift.html
*YouTube clip: "plate tectonics" by Geo Dharma
http://www.youtube.com/watch?v=ryrXAGYldmE&feature=endscreen&NR=l
* YouTube clip (lmin37sec) "Earth's history in the last 600 million years" by
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TheBentastic http://www.youtube.com/watch?v=cQVoSyVu9rk
*Activity Worksheet "Map of Plate Boundaries"
*Atlas (one per student)
*Students' science workbooks
Lesson Steps:
Class discussionjPKC
•
•
Introduce lesson by explaining that natural disasters
changes or extreme weather conditions.
Elicit students prior knowledge by posing the estion "What does the term geological
changes mean?" in a class discussion forum.
•
Teacher then poses the question "What does extreme weather conditions mean?" in a class
•
discussion forum .
Document students learning on poster sized paper/cardboard using a PKC detailing student
responses to the following questions:
a.
b.
What are the causes of geological changes?
What are the effects of geological changes?
c.
What are the causes of extreme weather condition?
What are the effects of extreme weather condition?
d.
•
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Class discussion- students try and categorise natural disasters by their cause and teacher
records answers on PKC. Categories are geological changes, extreme weather or both. ~
.
PI ate tectomcs
•
..J.l
To engage students and provide opportunities for further knowledge, students watch the
"~ A,._;~p-....-
following YouTube clip (lmin37sec) "Earth's history in the last 600 million years" by
TheBentastic http://www.youtube.com/watch?v=cQVoSyVu9rk
f'v-:;_---
•
After viewing the video clip, explain to students that land on Earth use~ to fo~111 one_WJ&Ie
land mass surrounded by water but have now become separated to what we now know as
~~-----------individual
continents because of a process called continental drift.
•
Use the website "Education Place" by Houghton Mifflin Harcourt Publishing Company to
explain continental drift to the students. Flick the pages like an interactive story book.
http://www.edu place.com/kids/socsci/ca/books/bkf3/imaps/AC_01_005_drift/ AC_ 01_005 _
drift.html
•
To enhance students understanding of the Earth's surface moving and introduce students to
plate tectonics, students watch the following You Tube clip (lmin14sec) "plate tectonics" by
Geo Dharma http://www.youtube.com/watch?v=ryrXAGYldmE&feature=endscreen&NR=l
•
Review the three ways plates move with the class. Draw pic;twes on the board like the ones
in the te.acher background information. w~ IUI-"l,
1-v-n.fJ,~ ~ k~fLo...e,.,...:...
,.f.:;·
•
Teacher relates new material to experiment from previous lesson making a connection
between the lesson three experiment and plate tectonics.
•
Teacher poses the question (for group discussion) "Do you think human activity affects
disasters? Why or why not?"
•
Teacher hands out activity sheet "map of plate boundaries" to every student.
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Teacher explains task to students:
o
Map illustrates the different plate boundaries.
o
Using class atlas books, students work out what countries are within each individual
plate.
o
Eurasian Plate
Norway
Sweden
Finland
Denmark
Ireland
Portugal
Spain
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In their science workbooks, students draw up a table listing some of the countries in
each plate (see example below).
0
Plate
North American Plate
North America
Greenland
Cuba
Bahamas
Siberia
Iceland
Nazca Plate
No countries- is an oceanic
tectonic plate in the eastern
Pacific Ocean
7
Once teacher is satisfied with list, students can colour in their worksheet.
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Map of Plate Boundaries Activity Sheet
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Lesson Five: Disaster Details
Lesson
*Support students to investigate a natural disaster's cause and effect.
Overview
Students:
Lesson
Focus
Assessment
Focus
* Collaboratively work in groups to research their chosen natural disaster.
*Gather relevant and scientific information surrounding their chosen natural disaster,
using the internet, bo~.choollibrary.
This lesson forms the\EXPLAINphase of Natural Disasters: Cause and Effect. The
purpose is for student~k on their group task, gathering all required information
to meet the needs of the task.
How:
*Formative assessment used through group discussions, student participation,
individual and group researching.
What:
*Science Understanding- How sudden geological changes or extreme weatherjj
(ACSHE098).
~ .~'f~
*Science Inquiry Skills- Use equipm~nd materials safely, identifying potential
risks (ACSISlOS), Construct and us(a range of representations, including tables and
graphs, to represent ;ullil'-describe observations, patterns or relationships in data using
appropriate (ACSIS107), Compare data with predictions and use
digital technologies
as evidence in developing explanations (ACSIS221).
£s
Key
Outcomes
Science:
*use multimodal resources to investigate chosen natural disaste5"
*document their findings about their natural disaste'5',
· '
Other KLS~s
*ICT- Through the use of multimodal resources to enhance student learning.
*Literacy- reading, writing, comprehending research findings. Use written language
and models to demonstrate their understanding of their natural disaster.
*History- through investigating natural disasters that have occurred.
*Geography- through investigating natural disasters in other countries.
Cross~curricular
Required
Equipment
Priorities
*Aboriginal and Torres Strait Islander histories and cultures<>
*Asia and Australia's engagement with Asia<>
*Sustainability<>
..•
*"Year 6 Science Assignment Task" sheet (one per student)
*Computers/internet (at least one per group)
*Access to school library
*Writing utensils
/
*Science workbook for taking notes
\!
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th~
<>Please note the cross-curricular priorities embedded within this lesson are dependent on
findings of the students' individual/group research and are not formally taught. Therefore the
application of these priorities may differ based on the natural disaster being researched.
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Teacher introduces students to lesson by handing out "Year 6 Science Assignment Task" to
•
each student.
Teacher reads assignment task out loud to students, ensuring students' comprehension of
task requirements, and answers any questions students may have.
•
•
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·~ jvrr-o~ ~~~";~
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Teacher divides class up into groups of three (3) which will form their research and
presentation groups and makes students aware of research time constraints
(N.B. This unit plan only designates one lesson for researching topics. However, this is
flexible at teacher's discretion).
Students choose a natural disaster to research and complete their poster, experiment and
presentation on. Teacher records student choices, ensuring each group has a different topic.
Students research their topic using computers/internet, books and school library .
Teacher circulates to ensure students are working collaboratively and effectively whilst
providing scaffolding if necessary.
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I 29
Year 6 Science Assignment Task
jNatural Disasters!
Task: Students are to work in groups of three (3) to research a chosen natural disaster and
present it to the class in the final two (2) weeks of the school term. Their presentation must
include all the points in the "checklist".
There are four (4) parts to this task.
1. Research natural disaster
2. Using ICT, organise information and a speech t show to class in the form of a presentation.
3. Create and conduct an experiment relevant o the natural disaster
4. Document experiment in poster form to explain to class during your presentation.
~-~--''?9
Checklist
~
Describ
e n:lur:Fdisaster
~ s~it ~sed @geological changes, severe weather and/or both?
~ Explain''n detail, what are the possible causes forth is natural disaster.
~
1. · effects the natural disaster has on the Earth's surface.
~
xplain effects the natural disaster has on people, communities, homes etc
~
at_,countries are likely to experience this disaster? Why?
~c~plai~how your thinking has changed from lesson 1 in this unit to now.
_.../
ruJ..f.u&..v:..... "'-"~
Conditions
~
~
~
~
~
Presentation has to be between 6-10 minutes.
Students are to prepare palm cards for the speech
Students must use ICT to support their speech.
Students will be given two (2) class lessons to work on this task (all other time needed must
be done as homework).
Use classroom digital camera & printer to take photos to dqp_ument experiment and add to
poster.
- -
- -
- - -- ,---- - - - - .. • • - •
As ;ess ·Yv4Vr
Criteria
Content
A
-Natural disaster was
,accurately and
comprehensively
.--:.---researched.
-A very high level of
r~ I
jd- ·, [ knowledge & unders!~oging
of natural disaster was
6
demonstrated.
Presentation -Speech very clearly,
confidently, expressively
delivered.
-Body language was
confident. Was neatly
presented & did not fidget.
-Was engaging and included
ICT.
Poster
-An interesting & original
approach to design &
content.
-Extremely well organised &
easy to understand & read.
-Comprehensive scientific
investigation including a
fl~r
range of repre~entations to
display cause & effect of
·~~~ natural disasters.
;)
-Demonstrated excellent
en t
knowleage l?i1:m0erstanding
+'
B
accurately researched.
-A high level of knowledge &
understanding of natural
disaster was demonstrated.
-Speech clearly & confidently
delivered with some
expression.
-Body language was mostly
confident. Was neatly
presented & did not fidget.
-Was mostly engaging and
included ICT.
-An effective approach to
design & content.
-Well organised & easy to
understand & read.
-Effective scientific
range of representations to
natural disasters.
~~
cY~
f1!<!'1lf"'m
~
?<)l~
/
-Demonstrated good
knowledge & understanding
about how experiment
works & are set out.
-Used a suitable experiment
that linked accurately to
their topic.
'"about l tOW experim~t
)WOrks & are set out.
-Used a well thought out
experiment that linked
;;;:curately to ~c.
------
IIIII
ru--/IL-c
h>-r
7f'
----
---
c
suitably researched.
-A satisfactory level of
knowledge &
disaster was
demonstrated.
-Speech clearly &
confidently delivered.
-Body language was
sometimes confident.
Was neatly presented.
-Was somewhat
engaging and included
ICT.
-A good effort and
thought put into design &
content.
- Is able to be understood
& read.
-Sound scientific
range of representations
to display cause & effect
of natural disasters.
-Demonstrated suitable
knowledge &
understanding about how
experiment works & are
set out.
-Used a suitable
experiment that linked
well to their topic. - - -
D
-Limited research
conducted.
-A limited level of
knowledge &
disaster was
demonstrated.
E
-Very limited research
conducted.
-A very limited level of
knowledge &
disaster was
demonstrated.
-Speech delivered mostly
at a steady pace.
-Body language was
distracting at times with
swaying & movement.
-Was barely engaging and
ICT was not used
appropriately.
-Limited thought or effort
put into design & content.
-Somewhat easy to
understand & read.
-Limited scientific
range of representations to
natural disasters.
-Speech was attempted
with limited audience
comprehension.
Body language was
distracting with swaying
& movement.
-Was not engaging and
did not include ICT.
-Poor thought or effort
put into design &
content. Poster did not
achieve its purpose.
-Poorly organised & hard
to understand & read.
-No clear evidence of
scientific investigation.
-Demonstrated limited
knowledge &
set out.
-Used an experiment that
somewhat linked to their
topic.
-----
-Demonstrated very
limited knowledge &
set out.
-Used an experiment that ~
did not link to their topic.,
I~
If
I)
- -
----
-
Page
""-
-~
·---
----
I 31
-
'
~·
~
'
Lesson Six: Presenting Disaster
II
Lesson
Overview
Lesson
Focus
Assessment
Focus
Key
Outcomes
Students:
*Support students to investigate how to relay scientific information and teach fellow
peers using presentatjprfSI(!IISll'l'l,d ICT.
This lesson forms t~ EXPLAII\L.p~ase of Natural Disasters: Cause and Effect. The
purpose is for studentsTo work on their group task, organising their research into a
presentation using ICT. Students write with focus: How do I explain this to my peers?
How:
What:
conditions can affect Earth's surface (ACSU096}.
*Science as a Human Endeavour- Scientific knowledge is used to inform personal and
community decisions (ACSHE220).
*Science Inquiry Skills- Use equipment and materials safely, identifying potential
risks (ACSIS105), Construct and use a range of representations, including tables and
graphs, to represent and describe observations, patterns or relationships in data using
digital technologies as appropriate (ACSIS107), Compare data with predictions and use
as evidence in developing explanations (ACSIS221}, Suggest improvements to the
methods used to investigate a question or solve a problem (ACSIS108).
Science:
*use multimodal resources to present information on chosen natural disaster.
Required
Equipment
Other KLS's
*Literacy- use written language and models to demonstrate their understanding of
their natural disaster.
*ICT- Through the use of multimodal resources to enhance student learning.
*Computers/internet (one per group)
*Writing utensils
*Science workbook
~ ~ ~V'-J(-1L
Lesson Steps:
•
Students form their designated assignment groups to work on constructing their
presentation using ICT.
•
•
Teacher makes students aware of ICT time constraints.
(N.B. This unit plan only designates one lesson for constructing presentations topics.
However, this is flexible at teacher's discretion).
r
providing scaffolding if necessary.l
•
At the conc.lusion of the lesson stud
e~ .eil~c--t•
-".L~~-~·1
..4/1'\.~r/-
tc.f
ts present their ICT compilation to the teacher
Ob'Ptvc ee~ CJAAp>L/
CV)
tve..C.t
.
Page
I 32
(>otJrfG
tLfr
rJ ,rl'-"1~
r!A""' ftV[VC
p
Lesson Seven: Designing Disasters
Lesson
Overview
*Support students to design and construct an experiment to demonstrate an element
of a specific natural disaster inclusive of the cause or effect on people and the natural
and built environment.
r
'
JP/lX~
Lesson
Focus
Assessment
Focus
~
Students:
frrr
*Working collaboratively apply their con~nowledge and understandings of
d constructing an experiment that details
their chosen natur~!er Il\1 de;;ignin
a specific feature of e n;rtural~ter.
This lesson form~ABORATE ~ase of Natural Disasters: Cause and Effect. The
purpose is for stu ents to ext~t eir conceptual knowledge and understanding
.e:;jgr.li g a scientific experiment that demonstrates a specific
through planning a
element oftheir chosen natural disaster.
Jl
How:
l
1'~-',__..,_.w.
* Formative assessment used through teacher~necdotal records, group discussions
,V\
and student participation within collaborative groups.
* Summative assessment through the design and construction.
v
c
Key
Outcomes
Require~
Equipme
What:
risks (ACSIS105), With guidance, plan appropriate investigation methods to answer
1-question~~CSIS232) and Decide which variable should be changed
amrmeasu::,trn fair tests and accurately observe, measure and record data, using
digital tech logies as appropriate (ACSIS104).
Students ill illustrate their conceptual knowledge and understanding as they:
hr~ ..fotee~f,};..
Sci en :
*De gn and create an experiment which demonstrates an element of their chosen
nat ral disaster (c~eople and the natural and built environments).
her KLSY~:
Numeracy- Students calculate and measure the amounts of required resources to
reate the experiment.
*Literacy- Students throughout the progression of their design and creation stage
document the development of experiment through photographic and written
evidence within Science workbooks.
*Access to classroom resource cupboard
*5 x Digital cameras
*Student workbooks
* Students individual stationary
-·;·
~~{
,-,·
"'/ ~
Page
I 33
I
I
I
Lesson Steps:
•
•
I
Explain to students that this lesson will form the basis
content in coordination with their research from the previous less
•
•
•
•
•
•
•
t;;J1
"""""~~-~#
f
of the unit
ex I
tion of the
cause and effect relationship of their chosen natural disaster). ~ Jl-"j 1 ~, _,
Explains to students, within their collaborative working groups,t(hoose to represent one
element of their chosen natural disaster (either the cause or effect on people and the
natural and built environment) through an experiment.
•
./.
d~
~ l1fiUYf
Cit-
J
Specific reference is made to the engage lesson of the unit, in which the teacher modelled to (/ e ~
the students how to create an earthquake simulation, to provide student scaffolding.
f\-C'JJ
,.
Students form their collaborative groups and begin to discuss possible experiment ideas. et;f9~
Once students have decided on their experiment a conference occurs with the teacher in
relation to their experiment goal, procedure and necessary resources. Teacher records
students experiment ideas and procedure through anecdotal records. ILJL,..A!" ....<x-j.J:.J. .c-U. ~
Students collect any additional resources from the classroom resource cupboard.
~ dj..,_tp,..~
Students begin to construct their experiments recording the procedure photographically.
I~
""",.._._
Following the construction of the experimen7students test their experiments to ensure they
, meet the desired outcome. If the experiment does not meet the required outcome students
are provided with time to adapt or adjust their experiment accordingly.
Students photograph their experiment testing and record results of experiment within their
Science workbooks.
After testing their experiments students pack away necessary resources .
Page
I 34
..J,
-r
Wf/1.
Lesson Eight: Past-a-disaster
Lesson
Overview
Lesson
Focus
Assessment
Focus
Key
Outcomes
Students:
* Provide opportunitie!. ~l!dents to demonstrate what they know through poster
form.
//
'\
This lesson forms~~erELABORA'E~rphase of Natural Disasters: Cause and Effect. The
their group task, gathering all required information
purpose is for stud nts to work
to meet the needs o
e task.
How:
What:
*Science Understanding- How sudden geological changes or extreme weather ( \
(ACSHE098), Scientific knowledge is used to inform personal and community decisions
(ACSHE220).
0
* Science Inquiry Skills- With guidance, pose questions to clarify practical problems or
inform a scientific investigation, and predict what the findings of an investigation
might be (ACSIS232), With guidance, plan appropriate investigation methods to
answer questions or solve problems (ACSIS103), Decide which variable should be
changed and measured in fair tests and accurately observe, measure and record data, I
using digital technologies as appropriate (ACSIS104), Use equipment and materials
safely, identifying potential risks (ACSIS105), Construct and use a range of
representations, including tables and graphs, to represent and describe observations,
patterns or relationships in data using digital technologies as appropriate (ACSIS107),
Compare data with predictions and use as evidence in developing explanations
(ACSIS221), Suggest improvements to the methods used to investigate a question or
solve a problem (ACSIS108), Communicate ideas, explanations and processes in a
variety of ways, including multimodal text( ACSIS110).
~
Science:
* Represent information on chosen natural disaster in the form of a poste_r..,
"' . *Use scientific terminology, tables, graphs and representations on poster.
Required
Equipment
/vJ ~··'-'""'t
~fi-
Other KLS's
*Creative Arts- design and construction of group poster.
*Literacy- contribute to the group poster using text'and communication devices such
as speech and comprehension.
*Writing utensils
*Science workbook
*1 x blank white large cardboard poster
*Scissors, glue
*Colourful pencils, crayons or markers.
I
Page
I 35
Lesson Steps:
•
•
Students form their designated assignment gr ps to work on constructing their poster.
Teacher makes students aware of posterti e constraints.
(N.B. This unit plan only designates one I· sson for constructing poster. However, this is
flexible at teacher's discretion).
•
Teacher circulates to ensure stude'J are working collaboratively and effectively whilst
,.
•
At the conclusion of the lesson students present their poster co'inpilation to the teacher
.. ,,.,._.c-r<-
(1-
f"v-' . L j!..
<f'/' )
.i'-' •
" /¥"'""
/
Page
I 36
Lesson Nine/Ten: Collaborative Learning
Lesson
Overview
Lesson
Focus
Assessment
Focus
Students:
* Collaboratively work in groups to present their chosen natural disaster.
*Reflect on their learning and knowledge
This lesson forms the EVALUATE phase of Natural Disasters: Cause and Effect. The
purpose of session one, is for students to present their topic and share their
knowledge with their peers to scaffold each other's learning. The purpose of session
two, is for students to reflect on their learning and knowledge.
How:
individual and group work.
*Summative assessment of students achievement developed through the unit is
assessed during the group presentations using the task rubric.
What:
l·
(ACSHE098).
risks (ACSIS105), Construct and use a range of representations, including tables and
graphs, to represent and describe observations, patterns or relationships in data using
digital technologies as appropriate (ACSIS107), Compare data with predictions and use
as evidence in developing explanations (ACSIS221), Communicate ideas, explanations
and processes in a variety of ways, including multi-modal texts (ACSIS110).
1(
Key
Outcomes
Science:
* Use multimodal resources to present information on chosen natural disaster.
*Represent information on chosen natural disaster in the form of a poster.
*Use scientific terminology, tables, graphs and representations on poster.
*Reflect on scientific learning and knowledge.
Required
Equipment
Other KLS's
* Literacy- use written language and models to demonstrate their understanding of
their natural disaster.
*ICT- Through the use of multi modal resources to enhance student learning.
Session One:
*Computer/Internet/Projector
*Students resources (presentation/poster/speech cards)
*Assignment rubric (one per group)
Session 2
* PKC from all previous lessons
Page
I 37
Session One: Presentations
•
•
Lesson nine and ten are lessons that allow for s~~ents to present their presentation on
their chosen natural disaster to their peers, whir the teacher assesses each group using the
rubric on the assignment task sheet. One group presents at a time, and an order should be
determined at the start of lesson nine. /
Groups may need to be reminded of good listening etiquette whilst watching the]'~~::~£,
if'~,--
present.
.&__,../.
~pv'
.vJtr'eWJ
.. --- vf
Teacher may allow for two minute questing time where the students can ask the groupS
p~~~~~~~~~resentation.
~,_,,v
•-(
Session Two: Bringing ft All Together
(This session has to be the last task at the end of the last lesson of the whole unit)
•
•
/
At the conclusion of the last group presentation, teacher conducts a whole class discussion
in regards to the students reflecting on what they had learnt over the course of the unit.
Teacher uses PKC from previous lessons to compare what students thought they knew, to
what they know now.
Page
I 38
Natural Disasters: Cause & Effect equipment list
Colourful crayons/pencils
I
Page
I 39
Glossary & Reference List
Glossary
4W's and 2E's: Research or questioning technique where by the students answer who, what, where,
when and effects on environment and effects on people.
Future motivation strategy: Provides students with a final thought or question to consider after the
conclusion of the lesson which is revisited at the commencement of the following lesson.
Prior Knowledge Chart {PKC): A chart that you create as a class. It is used to record down topical
information that is then displayed for future student reference. It helps to organise students thinking
whether it be correct or not. Students can use this chart for comparison of prior knowledge and new
knowledge at the conclusion of the unit.
./
Reference List
Australia Museum. (2012). Plate tectonic processes. Retrieved April14, 2012, from
http:/I australian museum. n et.a u/P late-leeton ic-processes
Centre for Educational Technologies. (2005). Plate tectonics. Retrieved April14, 2012, from
http://www .cotf.ed u/ete/ modules/ msese/ ea rthsysflrI plates 1. ht m I\
Donations for Disasters. (2009). Earthquakes Explained. Retrieved 20 April 2013 from
http:/I donatio nsford isasters. o rg/ea rthq ua kes-expla ined
Enchanted Learning. (2010). Inside the earth. Retrieved April14, 2012, from
http://www. enchanted learn in g. com/subjects/ astronomyI pia nets/ea rth/1 ns ide.shtm I
Geoscience Australia. (2012). Hazards. Retried April14, 2012, from
http://www .ga .gov.a u/ha za rds/ earthquakes/ea rthq ua ke-bas ics/ causes. htm I
NGFL. (2006). What Causes an Earthquake? Retrieved 20 April 2013 from http://geographysite .co. u k/ pages/ phys ica 1/ earth/cause. htm I
Primary Connections. (2012). Earthquake explored: Year 6- Earth and space sciences. Canberra:
Australian Academy of Science.
Sneider, C., & Ohadi, M. (1998). Unraveling students'
gravity. Science Education. 82(2), 265-284
misconceptib'~~ about the earth's shape and
Page
I 40
ACU
EDCU201/261 Assessment 2: Earth & Space Sciences Unit
Student name:
AUSTRALIAN CATHOLIC UNIVeRSITY
CRITERIA
~
·~
•
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0
s
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E
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0
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D
Introductory information and tables give a
satisfactory overview of the unit. Alignment
with the Australian Curriculum is satisfactorily
articulated and is generally relevant.
Introductory information and tables are limited
or difficult to follow. Evidence of alignment and
relevance to the Australian Curriculum is
lacking, irrelevant or is unclear.
8
A
~1.4'
E
Introductory information and tables give a very
clear and comprehensive overview of how the
unit is structured. Alignment with the
Australian Curriculum is clearly and
unambiguously identified. Alignment is
comprehensive, very relevant and meaningful.
The interpretation of the Australian Curriculum
demonstrates considerable originality and
flair.
Introductory information and tables give a
clear overview of how the unit is structured.
Alignment with the Australian Curriculum is
clear, relevant and meaningful. The
interpretation of the Australian Curriculum
demonstrates some originality and flair.
Teacher background information is very
comprehensive, relevant and scientifically
accurate. There is evidence of extensive
research and critical reflection. There are no
errors or omissions. An insightful and
thorough summary of a wide range of
·
ootential student misconceptions is included.
Teacher background information is relevant
and scientifically accurate. There is evidence
of research and some critical reflection. A
thorough summary of a range of potential
student misconceptions is included.
Teacher background infonnation is
satisfactory being generally relevant and
scientifically accurate. A summary of potential
student misconceptions is included.
Teacher background information is limited,
difficult to follow, or contains inaccuracies.
The summary of potential student
misconceptions is limited or irrelevant.
Teacher background information and
summary of potential student misconceptions
are not evident.
5 or more very well structured and organised
lessons are provided. Lessons are clearly
sequential and are an exemplary example of
theSE approach in action. Content and
sequencing demonstrate a critical awareness
of the needs of the target year level.
5 or more well~ structured and organised
lesson plans are presented. Lessons are
sequential and clearly articulate theSE
approach. Content and sequencing and are
generally well matched and are appropriate
for the target year level.
Slesson plans that are generally well
structured and organised. Lessons generally
reflect the 5E approach. Concept
development is adequately matched with
target year level.
Lesson plans lack organisation/structure or do
not reflect the 5E approach. Content and
sequencing are not well matched with the
target year level.
Less than 5 lesson plans. Lessons appear
poorly planned and organised. Timing for
most lessons is inappropriate.lnstructional
approaches do not match concepts being
developed.
Concept development is creati_yely matched
with well~crafted learning actiVities that are
appropriate for the target year level. The
activities appear to be very engaging and
demonstrate considerable originality and flair.
Required equipment list is comprehensive and
very well organized.
Concept development is matched with
learning activities that are appropriate for the
target year level and demonstrate some
originality and flair. Required equipment list is
comprehensive and well organized.
Concept development is generally matched
with suitable learning activities that are
appropriate for the target year level. Required
equipment list is satisfactory.
Concept development appears poorly
matched with learning activities. The learning
activities appear to be superficial or
inappropriate. Equipment list is limited or
unclear with errors or omissions.
Concept development through the use of
suitable learning activities is not evident.
Equipment list is not evident
The overall structure and organization of the
unit is of a very professional standard. A very
high standard of English language is used and
tables/diagrams/lesson plans are very clearly
designed and the infonnation is presented
unambiguously.
The unit is well organised with information
clearly presented through tables and text. A
high standard of English language is used.
The unit is satisfactorily organized. An
adequate standard of English language is
used.
The unit appears to lack organization and/or
structure. The unit contains many minor
grammatical or spelling errors.
The unit is poorly organised and is very
difficult to follow. The unit contains structural
flaws and many serious grammatical or
spelling errors.
'>('
X"
X
Comments:
Page 14 of 14
An introduction/overview is not evident.
Alignment with the Australian Curriculum is
not evident
i
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Document 6525620

Transcription

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