science integrated program-erosion

8/11/2019 Science Integrated Program-Erosion

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EDUC5508 Taryn van Rheede van OudtshoornAssessment 2 20384044

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EDUC5508 Integrated Studies from K-7: Science Focus

Assignment 2

Science Integrated Program

Inquiry is not just teaching science,

but using science to teach thinking

Joseph Abruscato (2010)

Tarn !an "#eede !an $udts#oorn

%0&8'0''


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"ationa(e

Medicine for a tummy ache. Mixing ingredients to make cupcakes with mum. Kicking a soccer ball to a friend

on a warm summer's day. Counting stars in the night sky while the crescent moon looks down. Admiring thewrinkly, white silkworm spinning a silky cocoon on a new, waxy, green, mulberry leaf. Science is eerywhere.

According to !uxley"#$%& "as cited by (shach ) *ried, +-, p. /science is nothing but trained and

organised common sense.0 Science is about the real world, and studying science helps deelop reasoning

skills "(shach ) *ried, +-, p. . Scientific knowledge helps us make sense of the world around us and in

some areas it can een help us make predictions of future eents "!ackling, +, p. #+$. 2he study of

science can help people understand why medicine can help a tummy ache feel better, and why a ball will

moe when it is kicked. Science also helps people understand why summer days are warm or why the shape

of the moon appears to change during the month, and why it seems to always following the same pattern.

Science e3uips students with a erifiable way, by means of obseration and experience, to answer interesting

and important 3uestions about the physical, biological and technological world around them "ACA4A, +#5.

(arly exposure to science6related actiities and learning experiences will lead to /deep reseroirs of material0

that oer time may be organised into rich scientific concepts "!ackling, +, p. &++. 7t is important to teach

science to primary school children because by learning scientific principles and processes children start to

deelop the foundation necessary to become scientifically literate citi8ens that are e3uipped to make sound

societal decisions as well as decipher and ealuate the different media reports, and adertising, that bombardthem each day "9eters ) Stout, +##, p. -. :nderstanding scientific literacy enables citi8ens to actiely and

accurately participate in science related debates and issues "*it8gerald, +#&, p. +, such as global warming

or eolution. ;eeloping an understanding of scientific concepts not only helps students make sense of their

world but this understanding can also help students make better personal decisions such as abstaining from

non6prescription drugs, drinking, unprotected sex and unhealthy eating habits "9eters ) Stout, +##, p. -. An

education that incorporates science helps students deelop into responsible citi8ens "Abruscato, +#, p. $.

*or primary school children thinking and doing are closely related, and their understanding of scientific

concepts is dependent on them being able to see and work things out for themseles "!arlen, Macro, 4eed, )

Schilling, +&, p. &. 2he sad truth is that far too often science is taught by giing students a textbook,

worksheet or ideo, and telling them the 'facts', which they are then expected to remember and regurgitate in a

later test "Abruscato, +#, p. -.


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no pairing between theory and eidence0 "(shach ) *ried, +-, p. $. 9rimary students en=oy science

when it is student6centred, when they feel that their 'oices' are heard, and when there is a focus on

inestigations ">oodrum, !ackling and 4ennie +#? @ogan and Skamp +$ as cited by Skamp, +#+, p. #.

A constructiist iew of learning argues that students don't absorb new ideas, learning is not the transmission

of knowledge from teacher to student, but rather students learn by actiely generating meaning from

experiences on the basis of existing ideas "Skamp, +#+, p. #&.

/7n3uiry6based approaches to learning harness the spirit of inestigation, creating an interesting, engaging and

meaningful curriculum that uses children's interests and 3uestions as a starting point for effectie learning0

"2ouhill, +#+, p. #. 7n3uiry6based science helps proide the necessary experiences to support students in

deeloping or modifying their interpretations of how the world works "!ammerman, +1, p. %#. erloich, +, p. 55


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Program Summar

P#ase )esson $!er!ie*

Engage )esson +

What's in the box?

To entice students and ascertain their prior

no!"edge a#out soi"s$ rocs and ho! the Earth%s

sur&ace changes over time'

To a"so encourage students to as (uestion

deve"op a desire to investigate soi"s$ rocs and

ho! the Earth%s sur&ace changes over time'

E,(ore

)esson %

)uper Soils

To provide an opportunity &or students to e*p"ore

and record the di&&erent aspects o& di&&erent soi"

samp"es using a hands+on approach'

)esson &Raucous Rock

To provide an opportunity &or students to e*p"oreand record the di&&erent characteristics o& di&&erent

roc samp"es$ and ho! they are &ormed$ using a

hands+on approach'

)esson '

Exploring Erosion


and record the in&"uence humans have on erosion$

using a hand+on approach'

)esson 5

Wet 'n Wil Weathering


and record the change to rocs over time !hen

e*posed to !eathering$ using a hands+onapproach'

E,(ain )esson .

!uicrous !an"orms

To encourage students to connect current

scienti&ic e*p"anations !ith their ne! &indings on

soi"s$ rocs$ !eathering and erosion to e*p"ain

ho! the Earth%s sur&ace changes over time and

ho! di&&erent "and&orms are made'

E(a/orate )esson 7

Engineering Erosion

To encourage students to p"an$ rep"icate and

investigate the di&&erent &actors that e&&ect soi"

erosion'

E!a(uate )esson 8

#anaging Erosion

To provide an opportunity &or students to app"y

their no!"edge and understanding o& the ro"es o&

soi"s$ rocs$ !eathering and erosion in the change

o& the Earth%s sur&ace and the importance o&

preventing human induced erosion'


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ustra(ian Curricu(um $!er!ie*

General Capabilities:

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Inter cul tu ra l U nde rs ta nding P er son al a nd oc ia l Co mp etenc e !thica l "e ha viou r

Cross#Curriculum Priorities:

$boriginal % Torres trait

Islander &istories and Cultures

$sia % $ustralia's

!ngagement (ith $sia

ustainability

cience )verarching Ideas:

Pattern* )rder and )rganisation +orm and +unction tability and Change

cale and ,easurement ,atter and !nergy ystems

Integrated Unit of -ork on .topic/ :How the Earth's Surface changes over time and how we as people can look after our planet.

0ear Level: 1

Prior Kno*(edge E,em(ar Te,ts

$ut(ine re(e!ant re!ious curricu(um and e,eriences t#at *i(( suort

#is unit of *or12

tudents have had e*perience !ith rocs and soi"s in everyday p"ay'

tudents have had prior e*periences using i,ads and are &ami"iar !ith taing

hotographs and using search engines'

tudents have had e*perience !ith deve"oping mind+maps'

tudents have had e*perience !ith dra!ing graphs and taing notes'

)ist t#e 3e,em(ar4 te,ts t#at *i(( suort t#is unit of *or1 /oo1s6 icture /oo1s6 music6 oetr6 DDs6 etc2The )coop on )oi"s+ e9oo1&rom $he Elementar% &lobe $he &lobe (rogram) http-..!!!'g"o#e'gov.documents./88/0./51088.E"ementary3O4E_)oi"_en'pd&The Roc Cyc"e+ !ideo &rom Stu%*ams Scholastic)http-..studyams'scho"astic'com.studyams.ams.science.rocs+minera"s+"and&orms.!eathering+and+erosion'htmThe Roc Cyc"e- %Test yourse"&%+ $n(ine ui;&rom Stu%*ams Scholastic) http-..studyams'scho"astic'com.studyams.ams.science.rocs+minera"s+"and&orms.!eathering+and+erosion'htm6eathering 7 Erosion+ !ideo&rom Stu%*ams Scholastic)http-..studyams'scho"astic'com.studyams.ams.science.rocs+minera"s+"and&orms.!eathering+and+erosion'htmaps 7 9mages+ &oogle Earth

Weathering+ Erosion , -eposition. Game- :rom the #"og /eakers , /umblebees http-..#eaersand#um#"e#ees'#"ogspot'com'au.200;.11.!eathering+erosion+and+deposition'htm"Red Roc Rising+ "esource5- 4eneath our :eet-


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Unit )vervie( .+or(ard planning document/

Conte,t


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)esson num/er: + '5min )esson tit(e: What's in the bo? ! "tu#ents un#e$stan#in% of soi&s $ocks an# how the Ea$th's su$face chan%es ove$ time

E@AAE $o capture stuents1 interest an "in out hat the% think the% kno about the ke% concepts

$o elicit stuents1 uestions about the ke% concepts

nspiration taen &rom the ,rimary Connections unit p"anner

Se(ected

)earning

$utcomes C

)earning E,eriences "esources Teac#ing Strategies and Arou Structure *#o(e

c(ass6 sma(( grous or indi!idua(

ssessment Diagnostic5in out hat stuents alrea% think the% kno an unerstan

$his allos %ou to take account o" stuents1 existing ieas hen

planning "uture learning experiences

cience

ACSS:-

ACS!(1#

ACS7S15

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@2#1&

AC(@#1$

AC(@#1$$

Students *i((:

1' Discuss their prior no!"edge o& soi"s$

rocs and ho! the Earth%s sur&ace

changes over time !ith their partners'

2'E*p"ore and p"ay !ith soi"s and rocs

&rom the #%ster% /ox

/' Cooperative"y !or in pairs.groups

and discuss$ i""ustrate and e*p"ain ho!

they thin that the Earth%s )ur&ace

changes over time'

' )hare their dra!ings and ideas

cooperative"y !ith their partners and !ith

the !ho"e c"ass'

5' Descri#e$ i""ustrate and "a#e" a dra!ing

depicting ho! mountains$ va""eys and

rocs are &ormed'

(. Interacti!e #ite/oard

). Myste$y Bo *items= soi& $ock pebb&e+

,. Min#!map temp&ate

"ee -esou$ces ppen#i (.

.0$awin% pape$ an# penci&s)

1.Ji%saw 2uestions

"ee -esou$ces ppen#i (.B

#o(e C(ass acti!it B Pair-or1: =ster 9o,

One at a time items are p"aced in secret in a mystery

#o*' A di&&erent student is piced each time to come up

and put their hand in the #o* and touch the item'

)tudents in the c"ass have to as %yes.no% (uestions to

!or out !hat each item is in the #o*' 6hen the item is

identi&ied it is #rought out o& the #o* and students

discuss each item in their pairs and then dra! a (uic

mind+map$ and setch$ to sho! ho! much they no!

a#out each item'

Differentiation


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)esson num/er: % +25 #rs )esson tit(e: "upe$ "oi&s! "tu#ents ep&o$e 3 $eco$# #iffe$ent aspects of #iffe$ent soi&s.

EGP)$"E

9nspiration &or this "esson !as taen &rom the e+4oo %The )coop on )oi"s% FThe E"ementary "o#eG and simi"ar

ideas are &ound in (rimar% onnections6 /eneath our 5eet 7ear 4)FAustra"ian Academy o& )cience$ Austra"ia$ 7

Department o& Education$ 2011G as !e"" as ScienceWeb Australia6 7ears3.46 nit 36 Shaping the Earth's Sur"ace

Australian Science $eachers Association+ n) 9resome Resources6 #inerals an Energ% Eucation6 /elo 9ur

5eeta"so sets out a simi"ar activity FOresome Resources$ n'd'G

$o pro:ie hans.on experiences o" the phenomenon or concept

$o pro:ie share experiences o" thephenomenon or concept


Se(ected

)earning

$utcomes C



ssessment Formati!e

!ook "or e:ience o" stuents1 use o" appropriate a%s to

represent hat the% kno an unerstan an gi:e them

"eeback about ho the% can impro:e their r epresentation

cience

ACS!(1#ACS7S1-

ACS7S11

ACS7S1$

ACS7S1%

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@A#5%$

AC(@2#1

AC(@#1%5

,aths

ACMM>$5

ACMS9%-

ACMS9%1

Students *i((:

1' E*p"ore the schoo" grounds as a c"assand co""ect soi" samp"es &rom di&&erent

areas F)andpit$ ova"$ garden etcG'

2' Use magni&ying g"asses to investigate

soi" samp"es co""ected as a c"ass &rom

around the schoo" paying particu"ar

attention to &eatures such as co"our$

te*ture$ structure$ moisture$ and organic

matter contents'

/' Ana"yse soi" samp"es "e&t in ars !ith

!ater and note ho! they &orm "ayers

over time'

' Cooperative"y !or in groups and

discuss their o#servations and thoughts

a#out the di&&erent soi"s'

5' Dra! pictures o& their di&&erent

o#servations and share their di&&erentdra!ings !ith their group mem#ers'

' Use sca"ed instruments to measure

and compare the height i& the di&&erent

"ayers o& soi" in the soi" ars'

'Construct ta#"es to represent the data

gathered during the i nvestigation$ simi"ar

to the ta#"es seen in %$he Scoop on

Soils'

+2 Interacti!e #ite/oard

%2 e-9oo1 H4he "coop on "oi&s'

&2 i(oc1 /ags B sades for soi( co((ection

'2 Pre!ious( reared + *ee1 ear(ier soi(

sam(es6 in Jars *it# *ater6 to s#o* t#e

different soi( (aers2 Soi( is ta1en from t#e same

areas of t#e sc#oo( t#at t#e c(ass sam(es *i((

/e ta1en from Sandit6 o!a(6 garden etc2

52 "upe$ "oi&s5nvesti%ation 4ab&e)

"ee -esou$ces ppen#i ). 3 ).B

.2 =agnifing g(asses)

72 T*ee;ers

#o(e C(ass:

+ As a c"ass co""ect and "a#e" soi" samp"es &rom aroundthe schoo" F)andpit$ ova"$ garden etcG'

-As a c"ass read the e+4oo %$he Scoop on Soils'on the

interactive !hite#oard'

Soi( Stations: Arous of &

+ 9n groups o& three move around the c"assroom to the

di&&erent soi" stations investigating the di&&erent &eatures

o& the di&&erent soi" samp"es' )tudents a"so note ho!

the samp"es divide into di&&erent "ayers in !ater'

Indi!idua(

+Even though students !or in teams around the c"ass

each student individua""y comp"etes their o!n ta#"e'

Differentiation


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)esson num/er: & +25#rs )esson tit(e: -aucous -ocks! "tu#ents ep&o$e 3 $eco$# #iffe$ent aspects of #iffe$ent $ocks.

EGP)$"E

This uses a simi"ar approach as "esson one !ith simi"ar ideas seen in (rimar% onnections6 /eneath our 5eet 7ear

4)FAustra"ian Academy o& )cience et a"'$ 2011G as !e"" as ScienceWeb Australia6 7ears 3.46 nit 36 Shaping the

Earth's Sur"ace Australian Science $eachers Association+ n)




Se(ected

)earning

$utcomes C



ssessment Formati!e!ook "or e:ience o" stuents1 use o" appropriate a%s to



cience

ACS!(1#

ACS7S1-ACS7S11

ACS7S1$

ACS7S1%

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@A#5%$

AC(@2#1

AC(@#1$

AC(@#1%5

,aths

ACMM>$5

ACMS9%1

Students *i((:

1 ' ave co""ected di&&erent rocs &rom

their home gardens$ or "oca" areas$ andhave "a#e""ed them$ !ith the date and

"ocation &ound$ ready &or c"ass'

2' Use magni&ying g"asses to investigate

and p"ay !ith the di&&erent roc samp"es

that they$ and their peers$ have #rought

in'

/' 6atch a cartoon video on the roc

cyc"e and tae notes &or a (uiH'

/' Ana"yse di&&erent roc samp"es paying

particu"ar attention to &eatures such as

siHe$ co"our$ te*ture$ hardness and

shape'

' Cooperative"y !or in groups and

discuss their o#servations and thoughts

a#out the di&&erent rocs'

5' Dra! pictures o& their di&&erent

o#servations and share their di&&erent

dra!ings !ith their group mem#ers'

' Use sca"ed instruments to measure

and compare the siHe o& the di&&erent

rocs'

'Construct ta#"es to represent the data

gathered during the investigation'

+2 Interacti!e #ite /oard

%2 Cartoon !ideo: '4he -ock 6yc&e'- StudamsSc#o(astic

&2 ui;: '4est you$se&f 7 4he -ock 6yc&e'

Studams Sc#o(astic

'2 -aucous -ocks 5nvesti%ation 4ab&e)

"ee -esou$ces ppen#i ,. 3 ,.B

52 =agnifing g(asses)

#o(e C(ass< Indi!idua(< T#in1-Pair-S#are

-As a c"ass !atch the cartoon %$he Rock %cle'on the

interactive !hite#oard'+As indi!idua(s tae notes on the video

+As a c"ass !or through the (uiH using the 4hink!

8ai$!"ha$eapproach to ans!ering the (uestions'

"oc1 Stations: Arous of &

+ 9n groups o& three move around the c"assroom to the

di&&erent roc stations investigating and discussing the

di&&erent &eatures o& the di&&erent roc samp"es'

Indi!idua(

+Even though students !or in teams around the c"ass

each student individua""y comp"etes their o!n ta#"e'

Differentiation


10/47

)esson num/er: ' +25#rs )esson tit(e: Ep&o$in% E$osion! "tu#ents ep&o$e 3 $eco$# the effect of win# an# wate$ on e$osion. *E$osion an# chan%e to the Ea$th's su$face.+

EGP)$"E

This "esson !as inspired #y photos o& e*periments posted on the #"og /eakers an /umblebeesin a post ca""ed Win+ Water+ Wa:es+ an ;ceoh m%< FcBnight$ 200;G'This

"esson a"so shares ideas &rom an activity ca""ed &laciers+ Water an in+ oh m%< Contri#uted #y the ;ntegrate $eaching an !earning (rogram at the ni:ersit% o" olorao

seen on the !e#site $eachEngineering Ellis+ =arske+ , 7oell+ 200>) 9deas !ere a"so taen &rom the "esson p"an #y #elissa /reuer ca""ed -ig this< Erosion ;n:estigation

F4reuer$ 2002G'

$o pro:ie hans.on experiences o" the

phenomenon or concept



Se(ected

)earning

$utcomes C

)earning E,eriences "esources Teac#ing Strategies and Arou Structure *#o(e c(ass6

sma(( grous or indi!idua(

ssessment Formati!e

!ook "or e:ience o" stuents1 use o" appropriate a%s to


"eeback about ho the% can impro:e their representation

cience

ACS7S1%ACS!(1#

ACS7S1-

ACS:-

ACS7S1-

ACS7S11

ACS:-

ACS7S1$

ACS7S#

ACS7S1%

ACS7S#

!nglish

AC(@#1$

AC(@#1$$

AC(@A#5$%

AC(@A#5$$

AC(@#1$%

,aths

ACMS9%1

Students *i((:

1' 6atch a video on !eathering anderosion'

2' Deve"op note+taing si""s !hen taing

notes !hi"st !atching the video'

/' Engage in a $hink.(air.Share to

complete a c"ass (uiH on the interactive

!hite#oard

/' Cooperative"y !or together to

investigate and discuss o#servations at

the di&&erent erosion stations'

' Cooperative"y !or in groups to

discuss ho! erosion !ors and ho! it

impacts the Earth%s sur&ace'

5' Dra! diagrams to i""ustrate ho!

erosion !ors and share these !ith their

group'

' Comp"ete ta#"es !ith the o#servations

they have made'

' Engage in c"ass discussions a#out

!eathering$ erosion and deposition'

8' 6or as a team to p"ay a team game

on!eathering$ erosion and deposition'

+2 Interacti!e #ite /oard

%2 Cartoon !ideo: '4he Weathe$in% an# E$osion'

Studams Sc#o(astic

&2 E$osion "tations 9bse$vation "heet)

"ee -esou$ces ppen#i .

. Items for t#e different erosion stations:

+ Win#:$ra%+ san , stras "or bloing

+ Wate$ *f&uvia&+: Ti"ted sand tray 7 !ater #ott"e

. Wave:,ainting tray !ith sand on the higher

"eve"$ !ater in the trough and padd"e+pop

stics to create !aves

. "p&ash:petri+dish !ith sand and !ater dropper'

52 9utc#erHs aer 1ee station areas tid2

.2 )ego Structures ,' for t#e Weathe$in%

E$osion 3 0eposition %ame.

#o(e C(ass

+ As a c"ass !atch the cartoon video 'Weathering anErosion''

+ As indi!idua(s tae notes on the video using the

Weathering an Erosion:ieo 6orsheet'

+ As a c"ass !or through the (uiH using the $hink.(air.

Share approach to ans!ering the (uestions'

Arou or1: Erosion Stations

+ 9n groups o& three students move around the c"assroom

to the di&&erent stations to investigate and discuss the

di&&erent types o& erosions and ho! they !or' T!o groups

at each station'

+ As indi!idua(s students comp"ete the Erosion Stations

9bser:ation Sheet "esource endi, '2

#o(e C(ass

+ As a c"ass students engage in a teacher+directed

discussion a#out the c"asses o#servations o& their

investigations'

+ As a c"ass students participate in the team game

Weathering+ Erosion , -epositionThis game shou"d #e

p"ayed outside to a""o! &or e*tra room to run around')tudents !or in teams o& si*' Each team is given a "ego

structure !hich they have to tae in turn to run to$ remove

a piece F6eatheringG$ cra# !a" !ith the piece #ac to

their team FerosionG and put it do!n !ith their team

FdepositionG'

Differentiation


11/47

)esson num/er: 5 +25#rs )esson tit(e: Wet 'n Wi Weathe$in%! "tu#ents ep&o$e 3 $eco$# the effect of weathe$in% on $ocks. *Weathe$in% an# chan%e to the Ea$th's su$face.+

EGP)$"E

Ideas &or this "esson are taen &rom "esson o& (rimar% onnections6 /eneath our "eet 7ear 4)FAustra"ian

Academy o& )cience et a"'$ 2011Gand &rom 9resome Resources6 #inerals an Energ% Eucation6 -estructi:e

5orces 7ear 4 9resome Resources+ n)




Se(ected

)earning

$utcomes C



ssessment Formati!e!ook "or e:ience o" stuents1 use o" appropriate a%s to



cience

ACS7S1%

ACS!(1#ACS7S1-

ACS:-

ACS7S1-

ACS7S11

ACS:-

ACS7S1$

ACS7S#

ACS7S1%

ACS7S#

!nglish

AC(@#1$

AC(@#1$$

AC(@A#5$%

AC(@A#5$$

AC(@#1$%

,aths

ACMM>$5

ACMS9%1

"tu#ents wi&&:

1' Discuss the meaning and &eatures

o& a &air test'

2' Cooperative"y !or together to

deve"op scienti&ic (uestions &or

investigation'

/' Cooperative"y !or together to

deve"op a &air scienti&ic test$ eeping

in mind the di&&erent varia#"es that

need to #e ept the same as !e"" as

the one varia#"e that is #eing test'

' ae predictions regarding the

e*pected outcomes o& the

investigation'

5' Cooperative"y !or together to

conduct a &air scienti&ic test !here

they !i"" investigate the e&&ects o&

mechanica" !eathering'

' Use sca"ed instruments to

measure and compare the siHe o& the

di&&erent rocs at the end o& the

e*periment'

' ae o#servations'

8' Construct ta#"es and dra! co"umn

graphs to represent the co""ected

data'

;' Dra! conc"usions &rom the

evidence gathered'

+2 A(ass Jars & er team2

%2 Pre-made c(a-sand /a((s roc1s2+ er Jar

&2 ater

'2 Wet 'n Wi Weathe$in% 5nvesti%ation 8&anne$)

"ee -esou$ces ppen#i 1.

52 Wet 'n Wi Weathe$in% 5nvesti%ation -esu&ts)

"ee -esou$ces ppen#i 1.B

.2 Weathe$in% E$osion 3 0eposition Game: From

t#e /(og Beake$s 3 Bumb&ebees.

#o(e C(ass Discussions

- As a c"ass students !i"" engage in teacher+directed

discussions a#out the di&&erent aspects o& a &air test'+ As a c"ass students !i"" engage in teacher+directed

discussions a#out the steps that they can tae to

ensure a &air test'

+ As a c"ass students !i"" engage in teacher+directed

discussions a#out deve"oping good scienti&ic (uestions

&or i nvestigations'

+ As a c"ass students !i"" receive instructions and

e*pectations o& the tas'

Arou or1

+ )tudents !i"" !or in groups o& / to discuss and

comp"ete the Wet 'n Wil Weathering ;n:estigation

(lanner'

+ Once their p"anning has #een approved #y the teacher

students !i"" #egin their investigations' endi, 52

Indi!idua(

+ )tudents comp"ete the investigation as a team #ut

then each comp"ete their o!n Wet in Wil Weathering

Resultssheet on their o!n'

Differentiation


12/47

)esson num/er: . +25#rs )esson tit(e: u#ic$ous an#fo$ms! "tu#ents #eve&op ep&anations fo$ how #iffe$ent &an#fo$ms we$e ma#e. *6han%e to the Ea$th's su$face.+

EGP)I@

This "esson uses Resource @6 Re Rock Rising &rom (rimar% onnections6 /eneath our "eet .7ear 4 Australian

Acaem% o" Science et al+ 20) This "esson uses some ideas &rom (rimar% onnections6 /eneath our "eet .7ear 4

#ut a"so di&&ers (uite a #it &rom it'

$o support stuents to e:elop explanations "or experiences an make representations o" e:eloping conceptual

unerstaning

$o introuce current scienti"ic :ies


Se(ected

)earning

$utcomes C



ssessment Formati!e!ook "or e:ience o" stuents1 use o" appropriate a%s to represent

hat the% kno an unerstan an gi:e them "eeback about

ho the% can impro:e their representations

cience

ACS:-

ACS!(1#

ACS7S1$ACS7S+#1

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@A#5%$

AC(@2#1&

AC(@#1$

AC(@#1$$

AC(@#1%5

,aths

ACMSB%1

"tu#ents wi&&:

1' 6atch a video on luruand then

engage in c"ass discussions on their

predictions on ho! it !as &ormed'

2' Read current scienti&ic "iterature on the

&ormation o& U"uru and compare this to

their o!n thoughts'

/' Cooperative"y !or together !ith other

students to predict ho! di&&erent

"and&orms !ere &ormed and ho!

!eathering and erosion he"ped in the

&ormation o& these di&&erent "and&orms'

' Cooperative"y !or together !ith other

students to research the &ormation o&

di&&erent "and&orms using i,ads !ith

internet access'

5' Record predictions and research+

o#servations

' Dra! i""ustrations to sho! their"and&orm and ho! it !as &ormed'

' Construct ta#"es to represent the

co""ected data'

+2 Interacti!e *#ite/oard

%2 ouTu/e !ideo: ;&u$u *ye$s -ock+ f$om

"un$ise to "unset.https://www.youtube.com/watch?v=v5

&2Coies of t#e -e# -ock -isin%resource

from 8$ima$y 6onnections: Beneath ou$ feet.,%'

"ee -esou$ces ppen#i .

'2 iPads *it# internet access , %' or + er '

52 u#ic$ous an#fo$ms Wo$ksheet, %'

See "esources endi, .29

.2 Pictures of different (andforms:

F6ave Roc$ The 12 Apost"es$ The Three sisters$

Devi"%s ar#"es$ The 4ung"e 4ung"es$ The pinnac"esG

#o(e C(ass

+ As a c"ass !atch the

+ As a c"ass "oo at the Re Rock Risingresource'

+ igh"ight important in&ormation and discuss !ith

partners$ then !ith the c"ass during teacher+directed

discussions'

Arou or1

+ )tudents !or in groups o& &our'

+ Each group is a""ocated a di&&erent "and &ormation

F6ave Roc$ The 12 Apost"es$ The Three sisters$

Devi"%s ar#"es$ The 4ung"e 4ung"es$ The pinnac"esG'

+ )tudents indi!idua(( comp"ete their !uicrous

!an"orms Worksheet!hi"e engaging in group

discussions'endi, .29

+ )tudents are given a picture o& their "and&orm and

they have to discuss ho! they thin that it !as

&ormed$ ho! erosion and !eathering he"ped to shape

it$ and then they !rite do!n their predictions !ith a

dra!ing'

+ )tudents use i,ads !ith internet access to research

their di&&erent "and&orms to comp"ete the !orsheet$

!hi"e sti"" engaging in group discussions'

igsa*

+ A&ter students have researched their a""ocated

"and&orms they igsa! !ith students &rom other

"and&orms to &ind out the in&ormation necessary to

comp"ete the rest o& the !orsheet'

Differentiation


13/47

)esson num/er: 7 +25#rs )esson tit(e: En%inee$in% E$osion! "tu#ents p&an an# con#uct investi%ations on facto$s affectin% soi& e$osion. *6han%e to the Ea$th's su$face.+

E)9$"TE

9deas &rom this "esson !ere inspired #y the e*periments &rom /eing a Soil Scientist6 Stuent /ooklet 46

Bueenslan omparable Assessment $asks Bueenslan Stuies Authorit%+ 202)

$o challenge an exten stuents1 unerstaning in a ne context or make connections to aitional concepts through a

stuent.planne in:estigation

$o support stuents to plan an conuct an in:estigation


Se(ected

)earning

$utcomes C



ssessment Summati!e!ook "or e:ience o" the extent to hich stuents ha:e achie:e

the in:estigating outcomes

cience

ACS7S1%

ACS!(1#

ACS7S1-

ACS:-ACS7S1-

ACS7S11

ACS:-

ACS7S1$

ACS7S#

ACS7S1%

ACS7S#

!nglish

AC(@#1$

AC(@#1$$

AC(@A#5$%

AC(@A#5$$

AC(@#1$%

,aths

ACMM>$5

ACMS9%1

"tu#ents wi&&:

1' Discuss the meaning and &eatures o& a

&air test'

2' Cooperative"y !or together to deve"opscienti&ic (uestions &or investigation'

/' Cooperative"y !or together to deve"op a

&air scienti&ic test$ eeping in mind the

di&&erent varia#"es that need to #e ept the

same as !e"" as the one varia#"e that is

#eing test'

' ae predictions regarding the e*pected

outcomes o& the investigation'

5' Cooperative"y !or together to conduct a

&air scienti&ic test !here they !i"" investigate

the e&&ects o& di&&erent varia#"es on soi"

erosion'

' Use sca"ed instruments to measure the

amount o& !ater needed &or each

e*periment'

' Use sca"ed instruments to !eigh the

amount o& soi" eroded during the

e*periment'

8' ae o#servations'

;' Construct ta#"es and dra! co"umn

graphs to represent the co""ected data'

10' Dra! conc"usions &rom the evidence

gathered'

+2 Engineering Erosion P(anner ,%'

See "esources endi, 72

%2 E,eriment materia(s:

- Soi( L+01g /ag- (uminium tras .

- ater

- Sca(ed 9ea1ers


14/47

)esson num/er: 8 +25#rs )esson tit(e: Mana%in% E$osion! "tu#ents $eview an# $ef&ect on thei$ un#e$stan#in% of the $e&ationship between e$osion an# peop&e.

E)UTE

The ideas &or this "esson are adapted &rom /eing a Soil Scientist6 Stuent /ooklet 46 Bueenslan omparable

Assessment $asks 202) lesson @ Bueenslan Stuies Authorit%+ 202)

$o pro:ie opportunities "or stuents to re:ie an re"lect on their learning an represent hat the% kno


Se(ected

)earning

$utcomes C



ssessment Summati!e!ook "or e:ience o" the extent to hich stuents ha:e achie:e

the conceptual outcomes

cience

ACS:-

ACS!(1#

ACS!(1+ACS7S15

ACS7S1%

ACS7S#

!nglish

AC(@A#5$$

AC(@A#5$%

AC(@2#1&

AC(@2#1

AC(@#1$

AC(@#1$$

AC(@#1%5

=at#s

AC),0;

"tu#ents wi&&:

1' 6atch videos on areas a&&ected #y

erosion and identi&y type o& erosion

occurring$ ho! it has changed thesur&ace o& the Earth as !e"" as ho! it has

impacted peop"e'

2' 6or cooperative"y together to &ind

possi#"e so"utions &or di&&erent erosion

pro#"ems !hi"st usti&ying their

suggestions'

/' Dra! and "a#e" diagrams o& erosion

a&&ected areas'

' Dra! and "a#e" diagrams o& proposed

so"utions to erosion a&&ected areas'

+2 Interacti!e *#ite/oard

%2 ouTu/e !ideos

! -isin% sea &eve&s wea$ away Aicto$iancoast&ine:#tts:


15/47


"esource endi, +

1'A+ ind+map Temp"ate !ith prompts'

1'4+ Iuestions &or igsa! activity'


16/47

+2 Name: _____________________

Item 1

Item !

Item 2

"hat #oes it $ook $ike%&o$our%'ie%



o* is it +orme#% o* is it ma#e%

"hat is it ma#e +rom%

o* is it +orme#% o* is it ma#e% "hat is it ma#e +rom%

"here #o you +in# it%

o* is it +orme#% o* is it ma#e%

"hat is it ma#e +rom%

"here #o you +in# it% "here #o you +in# it%

What's in the box?


17/47


+29 igsa* uestions

Arou +:

o! are mountains &ormed>

Arou %:

o! does the Earth%s sur&ace change over time>

Arou &:

6hat are rocs made o&> o! are they &ormed>

Arou ':

6here does soi" come &rom>

Arou 5:

Can !ater damage mountains> )ay !hy or !hy not>

Arou .:

o! do peop"e change the sur&ace o& the Earth>


18/47


ssessment endi, +

1'A+ ind+map Ru#ric'

ssessed Information Scores

0? no.inaccurate in&ormation

1? 1 correct ans!er

2? 2 correct ans!ers

/? / correct ans!ers

Identifing $/Ject 0

1

2

/

Descrition 0

1

2

/

Formation 01

2

/

Comosition 0

1

2

/

)ocation 0

12

/

Tota(


19/47


"esource endi, %

2'A+ )uper )oi"s 9nvestigation )heet F@orma"G

2'4+ )uper )oi"s 9nvestigation )heet F6ith ,romptsG


20/47


,ame-----------------------

Super Soils Investigation Sheet

%2 Soi( + Soi( % Soi( &3ocation

Co"our

Te*ture

)tructure

Treasures

3a#e""ed ar

Dra!ing


21/47


,ame-----------------------

Super Soils Investigation Sheet

%29 Soi( + Soi( % Soi( &

3ocation6here did you &ind this

soi">

Co"ourRed$ reddish$ #ro!n$

grey$ !hite$ ye""o! etc

Te*ture)mooth Fsi"tyG$

)cratchy FsandyG

)ticy FC"ayeyG

)tructure)ing"e+grained$

ranu"ar$

4"ocy

TreasuresRoots$ "eaves$ rocs$

!orms$ insects etc'

3a#e""ed arDra!ingDra! a picture o& the ar

o& soi" and "a#e" the

height o& the di&&erent

"ayers in mm%s'


22/47


ssessment endi, %

+.A6 Super Soils 7nestigation 4ubric.


0? no. inaccurate

in&ormation

1 ? 1 correct ans!er &or a""

three soi"s'

2 ? 2 correct ans!ers &or a""

three soi"s'

/ ? / correct ans!ers &or a""

three soi"s'

? accurate and in+depth

ans!ers

3ocation 01

2

/

Co"our 01

2

/

Te*ture 01

2

/

)tructure 01

2

/

Treasures 01

2

/

3a#e""ed Dra!ing o& )oi" ar 01

2

/

Tota(


23/47


"esource endi, &

/'A+ Raucous Rocs 9nvestigation )heet F@orma"G

&.6 4aucous 4ocks 7nestigation Sheet "


24/47


25/47


,ame-----------------------

Raucous Rocks InvestigationSheet

&2 "oc1 + "oc1 % "oc1 &

3ocation6here !as this roc

&ound>

Co"our6hite$ grey$ red$

#ro!n$ #"ac etc'

)iHe 7 )hape)ma""$ siHe o& your &ist$

"arge$ round$ s(uare$

"ong$ pointy etc

Te*ture

Rough$ smooth$#umpy$ sharp$ ho"ey

etc

ardness)o&t$ crum#"y$ medium$

hard very hard'

)pecia" &eatures

3ines$ crysta"s$ "ots o&ho"es$ "ayers etc

3a#e""ed Dra!ingDra! a picture o& the

roc and "a#e" it'


26/47


ssessment endi, &

&.A6 4aucous 4ocks 7nestigation 4ubric.


0? no. inaccurate

in&ormation

1 ? 1 correct ans!er &or a""

three soi"s'

2 ? 2 correct ans!ers &or a""

three soi"s'

/ ? / correct ans!ers &or a""

three soi"s'

? accurate and in+depth

ans!ers

3ocation 01

2

/

Co"our 01

2

/

)iHe 7 )hape 01

2

/

Te*ture 01

2

/

ardness 01

2

/

)pecia" &eatures 01

2

/

3a#e""ed Dra!ing 01

2

/

Tota" F.28G


27/47


28/47

,ame-----------------------Erosion Stations ObservationS Sheet

Dra*ing of Station $/ser!ations

ind

Erosion

S(as# ater

Erosion

F(u!ia( ater

Erosion

a!es ater

Erosion


29/47


ssessment endi, '

5.A6 (rosion Stations Bbseration Sheet 4ubric

0 + % &

ind

Erosion

Unc"ear diagram' @o

3a#e"s'

3ac o& in&ormative

o#servations'

essy diagram'

3itt"e or no "a#e"s'

3itt"e in&ormative

o#servations'

Diagram'

3a#e"s'

4rie& in&ormative

o#servations'

C"ear diagram'

Appropriate "a#e"s'

9n+depth o#servations$

S(as# ater

Erosion

Unc"ear diagram' @o

3a#e"s'

3ac o& in&ormative

o#servations'

essy diagram'


3itt"e in&ormative

o#servations'

Diagram'

3a#e"s'

4rie& in&ormative

o#servations'

C"ear diagram'

Appropriate "a#e"s'


F(u!ia( aterErosion

Unc"ear diagram' @o

3a#e"s'

3ac o& in&ormative

o#servations'

essy diagram'


3itt"e in&ormative

o#servations'

Diagram'

3a#e"s'

4rie& in&ormative

o#servations'

C"ear diagram'

Appropriate "a#e"s'


a!es ater

Erosion

Unc"ear diagram' @o

3a#e"s'

3ac o& in&ormative

o#servations'

essy diagram'


3itt"e in&ormative

o#servations'

Diagram'

3a#e"s'

4rie& in&ormative

o#servations'

C"ear diagram'

Appropriate "a#e"s'


Tota(: .12


30/47


"esource endi, 55'A+ 6et %n 6i"d 6eathering 9nvestigation ,"anner

Aapte "rom (rimar% onnections6 /eneath 9ur 5eet FAustra"ian Academy o& )cience et a"'$ 2011G

-.6


31/47


32/47


Wet 'n Wild WeatheringInvestigation results

,ame--------------------------- .ate --------------

,ames o+ /eam 0embers -----------------------------------------

(ar $easurement

of ba"" before

experiment)

$easurement

of ba"" after

experiment)

escription of water

immediate"y after

experiment)

escription of water

___mins after remova" of

ba"")

*resenting +esu"ts$ease sho* your resu$ts using a co$umn graph

3raph tit$e --------------------------------------------------

Si;e of

roc1s

cm

2 ,inutes 3 ,inutes 4 ,inutes

Time S#a1en


33/47


ssessment endi, 5

-.A6


34/47


56$ Planner

C#ec1-(ist Criteria 9e(o* !erage /o!e

Can !rite a scienti&ic (uestion'

Can mae predictions and usti&y them !ithscienti&ic e*p"anations'

Can identi&y varia#"es that shou"d change'

Can identi&y varia#"es that shou"d #e

measured.o#served'

Can identi&y varia#"es that shou"d #e ept

the same'

Can descri#e the set up &or the

investigation'

56" 7esults


Can comp"ete ta#"e accurate"y''

Can accurate"y measure roc #e&ore

e*periment'

Can accurate"y measure roc a&tere*periment'

,rovides in&ormative o#servations o& !ater

at the end o& the e*periment'

,rovides in&ormative o#servations o& !ater

severa" minutes a&ter o& the e*periment'

Can !rite an appropriate graph tit"e'

Can accurate"y comp"ete the graph'


35/47


"esource endi, .'A+ Re Rock Risingresource &rom (rimar% onnections6 /eneath our "eet

$aken "rom (rimar% onnections6 /eneath 9ur 5eet pg@C FAustra"ian Academy o& )cience et a"'$ 2011G

1.6 @udicrous @andforms


36/47

1.

Ludicrous Landforms

,ame-----------------------

4an#+orm -----------------------

rawing *rediction , rawing(o+ ho* it *as +orme#)

What - "earnt from my research)


37/47


ssessment endi, .

1.A6 @udicrous @andforms Checklist


Can dra! a picture o& their "and&orm'

Can mae predictions and usti&y them

!ith scienti&ic e*p"anations'

Can dra! a "a#e""ed diagram o& ho!

their "and&orm !as &ormed'

Can e*tract re"evant in&ormation &rom

in&ormation te*ts a#out their "and&orm'


38/47


"esource endi, 7'A+ Engineering Erosion ,"anner


39/47


Engineering ErosionInvestigation Planner

,ame--------------------------- .ate --------------ames o+ /eam embers -----------------------------------------

We are going to investigate:

"hat happens to

--------------------------------

*hen *e change--------------------------------

Our scientific question is:

___________________________________

_______________________________

Our predictions are

___________________________________

___________________________________

_____________________________

The reasons why we predict this

___________________________________

___________________________________

_____________________________

To mae this a fair test! the fo""owing variab"es we are going to:

#hange $easure%Observe &eep the same

escribe how you wi"" set up your investigation:


40/47


41/47


ssessment endi, 7

.A6 (ngineering (rosion 9lanner Checklist

.6 (ngineering (rosion 7nestigation ) 4esults Checklist


42/47


.A !ngineering !rosion Planner


Can !rite a scienti&ic (uestion'

Can mae predictions and usti&y them!ith scienti&ic e*p"anations'

Can identi&y varia#"es that shou"d

change'


measured.o#served'


ept the same'

Can descri#e the set up &or theinvestigation'

86" !ngineering !rosion Investigation % 7esults


Can cooperative"y !or as a team

mem#er'

Can comp"ete ta#"e accurate"y'

Can accurate"y measure the amount o&

soi" erosion'

Can accurate"y record resu"ts'

Can provide a scienti&ic conc"usion &or

resu"ts'

,rovides in&ormative o#servations o&

!ater severa" minutes a&ter o& the

e*periment'

Can !rite an appropriate graph tit"e'

Can accurate"y comp"ete the graph'


43/47


"esource endi, 8

$.A6 Managing (rosion


44/47


Managing Erosion

,ame ------------------------- .ate ----------------

/eam members ---------------------------------------------------------

.oi" /rosion *rob"em0rawing , "abe"1

/xp"ain why it is! or cou"d be! a

prob"em)

*roposed .o"ution)0rawing! "abe"! , exp"anation1

1G

2G

/G


45/47


ssessment endi, 8

$.A6 Managing (rosion


46/47


"eferences

A#ruscato$ ' F2010G' $eaching chilren science6 A isco:er% approachF)eventh ed'G' 4oston- A""yn 7 4acon'

ACARA' F201G' :+10 curricu"um science rationa"e' Austra"ian Curricu"um Assessing and Reporting Authority'

Austra"ian Academy o& )cience' F1;;G' (rimar% in:estigations' Can#erra- Austra"ian Academy o& )cience'

Austra"ian Academy o& )cience$ Austra"ia$ 7 Department o& Education$ E'$ and 6orp"ace Re"ations' F2011G'

/eneath our "eet6 7ear 46 Earth an space sciences' Can#erra$ A'C'T'- Austra"ian Academy o& )cience'

Austra"ian )cience Teachers Association' Fn'd'G'


47/47


,eters$ ' '$ 7 )tout$ D' 3' F2011G' Science in elementar% eucation6 methos+ concepts+ an inuiries

FE"eventh ed'G' 4oston- ,earson Education'

Iueens"and )tudies Authority' F2012G' 4eing a soi" scientist- )tudent #oo"et ' Iueens"and overnment'

)amp$ B' F2012G' $eaching primar% science constructi:el%Fth ed'G' )outh e"#ourne$ =ic- Cengage 3earning

Austra"ia'

Touhi""$ 3' F2012G' e+@e!s"etter no'5- 9n(uiry+#ased "earning' @ationa" Iua"ity )tandard ,ro&essiona" 3earning

,rogram' Retrieved &rom http-..!!!'ear"ychi"dhoodaustra"ia'org'au.n(sp"p.!p+

content.up"oads.2012.10.@I)_,3,_E+@e!s"etter_@o5'pd&

science integrated program-erosion

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