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EDUC5508 Taryn van Rheede van Oudtshoorn

Assessment 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 $udts#oorn
%0&8'0''
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"ationa(e
Medicine for a tummy ache. Mixing ingredients to make cupcakes with mum. Kicking a soccer ball to a friend
on a warm summer's day. Counting stars in the night sky while the crescent moon looks down. Admiring the
wrinkly, white silkworm spinning a silky cocoon on a new, waxy, green, mulberry leaf. Science is eerywhere.
According to !uxley"#$%&' "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. &#1'. 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 bombard
them 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. $'.
*or primary school children thinking and doing are closely related, and their understanding of scientific
concepts is dependent on them being able to see and work things out for themseles "!arlen, Macro, 4eed, )
Schilling, +,,&, p. &'. 2he sad truth is that far too often science is taught by giing students a textbook,
worksheet or ideo, and telling them the 'facts', which they are then expected to remember and regurgitate in a
later test "Abruscato, +,#,, p. -'. <hen students are only gien the 'facts' and are not gien opportunities to
relate them to their own way of looking at things they can only 'learn' them by rote memorisation "!arlen et al.,
+,,&, p. &'.
As teachers our aim should be similar to that of the Australian Academy of Science: to /sustain children's
natural curiosity by encouraging them to explore their surroundings and improe their explanations of the
world0 "Australian Academy of Science, #%%5, p. '. *or students to understand the nature of science and the
importance of scientific experiments, in the deelopment of trustworthy eidence, they must learn by in3uiry
and by conducting inestigations themseles "!ackling, +,,., p. #+$'. /Science is not science where there is
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
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. %#'. <hen
students are encouraged to inestigate, they take ownership of problems and 3uestions, and are motiated to
focus on learning "!ammerman, +,,1, p. 5-'. 7n3uiry6based teaching actiely engages students in learning by
stimulating their natural curiosity and stirring their excitement of discoery, while also creating authentic
experiences of the nature of science "!ackling, +,,., p. #+%'. 2eaching science by means of in3uiry and
inestigation not only proides students with opportunities to learn new content but to also deelop skills such
as obseration, prediction, problem6soling, decision making, communication, thinking and 3uestioning "!arlen
et al., +,,&, p. -1'. All these skills are useful not only in science, but in all academic and personal areas of life.
7n3uiry6based teaching /can teach more than =ust about concepts. 7t gies students a process to use when
they encounter other problems in and out of the classroom.0 "!ood ) >erloich, +,,., p. 55'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
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"ore
and record the di&&erent characteristics o& di&&erent
roc samp"es$ and ho! they are &ormed$ using a
hands+on approach'
)esson '
Exploring Erosion
To provide an opportunity &or students to e*p"ore
and record the in&"uence humans have on erosion$
using a hand+on approach'
)esson 5
Wet 'n Wil Weathering
To provide an opportunity &or students to e*p"ore
and record the change to rocs over time !hen
e*posed to !eathering$ using a hands+on
approach'
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'
0ustra(ian Curricu(um $!er!ie*
General Capabilities:
Literacy Numeracy Information and Communication Technology Critical and Creative Thinking
Intercultural Understanding Personal and ocial Competence !thical "ehaviour
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(( su--ort
t#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
photographs 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(( su--ort t#is unit of *or1 5 /oo1s6 -icture /oo1s6 music6 -oetr6 D7D8s6 etc2
The )coop on )oi"s+ e9oo1 &rom $he Elementar% &lobe '$he &lobe (rogram) http-..!!!'g"o#e'gov.documents./088/0./51088.E"ementary23O4E_)oi"_en'pd&
The Roc Cyc"e+ !ideo &rom Stu%*ams 'Scholastic)http-..study5ams'scho"astic'com.study5ams.5ams.science.rocs+minera"s+"and&orms.!eathering+and+erosion'htm
The Roc Cyc"e- %Test yourse"&%+ $n(ine :ui; &rom Stu%*ams 'Scholastic) http-..study5ams'scho"astic'com.study5ams.5ams.science.rocs+minera"s+"and&orms.!eathering+and+erosion'htm
6eathering 7 Erosion+ !ideo &rom Stu%*ams 'Scholastic) http-..study5ams'scho"astic'com.study5ams.5ams.science.rocs+minera"s+"and&orms.!eathering+and+erosion'htm
8aps 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+ "esource 5- 4eneath our :eet- <ear 0+ (rimar% 0onnections
Rising sea "eve"s !ear a!ay =ictorian coast"ine+ 7ideo- <ouTu#e https-..!!!'youtu#e'com.!atch>v?<&@0A8(0h=A
Death o& a )and Dune at 6est 4each+ 7ideo- <ouTu#e https://www.youtube.com/watch?v=fJhkBpEwmiM
)in1s to ot#er (earning areas
Out"ine "ins !ith other Bey 3earning Areas'
2his unit of work links Science to @iteracy, Maths, and >eography @inks exist throughout the program to @iteracy through the use of descriptions of different soils and rocks, reading and producing factual reports and recordings, interacting with others,
and the persuasie language to conince people to protect the enironment. @inks are made through maths by the measuring of different soils and rocks, using different methods of data collection such as recording sheets as well as constructing
suitable data displays such as tables and column graphs. @inks are also made to >eography through identifying relationships between people and land as well as identifying the differences in soil and egetation between different areas.
Unit )vervie( .+or(ard planning document/
Conte,t<Intent Dee- Kno*(edge and Understandings S1i((s Processes<7a(ues<0ttitudes
Integrating t#eme
The Earth%s sur&ace changes over time'
Changes to the Earth%s sur&ace can #e due to natura" and unnatura" &orces'
6eathering and erosion !or together to trans&orm the Earth%s sur&ace'
Cumans can p"ay a ro"e in protecting the Earth%s sur&ace'
Descri#e ho! erosion and !eathering !or together to change the Earth%s
sur&ace'
E*p"ore and characterise the di&&erent aspects o& soi"$ rocs and "and&orms'
,"an and investigate di&&erent &actors a&&ecting erosion and !eathering'
Represent and communicate &indings #y means o& dra!ings$ ta#"es and
graphs'
Science Eng(is# =at#ematics
Science Understanding
AC)U0A5
Science as a >uman
Endea!our
AC)CE0D1
AC)CE0D2
Science In?uir S1i((s
AC)9)0D0 AC)9)21D
AC)9)0D5 AC)9)0D;
AC)9)0DD AC)9)0A1
AC)9)0D8
)anguage
ACE3A1088
ACE3A108;
ACE3A10;8
)iterature
ACE3T1D0/
ACE3T1D0A
)iterac
ACE3<1D8A
ACE3<1D88
ACE3<1D8;
ACE3<1D;0
@um/er and 0(ge/ra =easurement and
Aeometr
AC882080
AC8820;0
Statistics and
Pro/a/i(it
AC8),0;5
AC8),0;D
@atura( Processes
The importance o& natura" processes such as the roc+cyc"e$
erosion and !eathering$ on the trans&ormation o& the Earth%s
sur&ace'
E*p"oring ho! these di&&erent processes !or and ho! they
a&&ect the "and and humans'
Descri#ing ho! they !or to change the sur&ace o& the
Earth'
P(anning In!estigation
The importance o& p"anning a &air test and !hat it is'
6oring out !hat varia#"es shou"d #e ept the same$
changed and o#served.measured'
,"anning ho! an e*periment !i"" #e set up'
Conducting E,-eriments
Co! to !or !ith others to e&&ective"y conduct e*periments'
The importance o& conducting e*periments to understand
ho! di&&erent things a&&ect ho! processes !or'
Communication "esu(ts
Co! to e&&ective"y communicate resu"ts and share them !ith
others'
"eading
e4oo+ )coop on )oi"s
Research+ search engines and !e#sites'
9nstructions+ 9nvestigations and p"anning
7ie*ing
=ideos+ =ideos on the roc cyc"e$ !eathering and erosion$ a
sand dune #eing eroded and the a =ictorian coast"ine #eing
eroded' =ideos are taen &rom <ouTu#e and )tudyEam
F)cho"asticG
S-ea1ing B )istening
Thin+,air+)hare+ 8ost "essons
Criting
,"anning investigations'
6riting up resu"ts &rom investigations'
8aing predictions'
Recording in&ormation &rom researching
$ra( )anguage
C"ass discussions+ Every "esson
)haring e*p"anations and ideas !hen !oring in groups'
,osing (uestions &or investigations'
=easurement B Aeometr
Using sca"ed instruments to measure height$ !idth$ vo"ume
and mass'
Using unit o& measurements !hen recording resu"ts &rom
e*periments'
Statistics B Pro/a/i(it
Representing data &rom e*periments in ta#"es and co"umn
graphs'
)esson num/er: + D'5minE )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@A0AE
$o capture stuents1 interest an "in out 2hat the% think the% kno2 about the ke% concepts3
$o elicit stuents1 4uestions about the ke% concepts3
9nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes D0CE
)earning E,-eriences "esources Teac#ing Strategies and Arou- Structure D*#o(e
c(ass6 sma(( grou-s or indi!idua(E
0ssessment Diagnostic
5in out 2hat stuents alrea% think the% kno2 an unerstan3
$his allo2s %ou to take account o" stuents1 existing ieas 2hen
planning "uture learning experiences3
cience
ACSS:,.-
ACS!(,1#
ACS7S,15
ACS7S,.#
!nglish
AC(@A#5$$
AC(@A#5$%
AC(@2#1,&
AC(@A#1$.
AC(@A#1$$
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'
0' )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 C#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$ces .ppen#i (.B
C#o(e C(ass acti!it B Pair-Cor1: =ster 9o,
One at a time items are p"aced in secret in a mystery
#o*' A di&&erent student is piced each time to come up
and put their hand in the #o* and touch the item'
)tudents in the c"ass have to as %yes.no% (uestions to
!or out !hat each item is in the #o*' 6hen the item is
identi&ied it is #rought out o& the #o* and students
discuss each item in their pairs and then dra! a (uic
mind+map$ and setch$ to sho! ho! much they no!
a#out each item'
Differentiation<0ccommodation of needs
+ The !eaest student is paired !ith a competent
student that has sho!n previous"y ho! to !or !e"" as
a team and !ho does not dominate the !eaer student'
+ The !eaer student is given a copy o& a mind+map
!ith prompts to he"p them comp"ete the tas'
D0--endi, +20E
Figsa*
)tudents are divided into groups o& 0 and each group is
given a di&&erent (uestion to discuss' )tudents 5ot do!n
thoughts and ideas as !e"" as dra! pictures to he"p
e*p"ain their thining' A&ter some time students 5igsa!
!ith students &rom other groups to discuss the
(uestions that they had discussed as !e"" as their
ans!ers' )tudents can add and share to the
discussions' D0--endi, +29E
Cord Ca((
+ C"ass #rainstorming a#out soi"s$ rocs and ho! the
Earth%s sur&ace changes over time and the re"evant
!ords speci&ic to this topic'
=ind-ma-s
Assessed #ased on ho! much detai" is provided
and the ratio o& true to &a"se in&ormation given'
"ee .ssessment .ppen#i (.. fo$ ma$kin%
c$ite$ia an# ma$kin% sca&es.
Figsa* Dra*ings
A"ternative conceptions demonstrated in the
dra!ings !i"" #e noted so that these may #e
addressed in &uture teaching'
)esson num/er: % D+25 #rsE )esson tit(e: "upe$ "oi&s! "tu#ents ep&o$e 3 $eco$# #iffe$ent aspects of #iffe$ent soi&s.
EGP)$"E
9nspiration &or this "esson !as taen &rom the e+4oo %The )coop on )oi"s% FThe E"ementary 2"o#eG and simi"ar
ideas are &ound in (rimar% 0onnections6 /eneath our 5eet '7ear 4) FAustra"ian Academy o& )cience$ Austra"ia$ 7
Department o& Education$ 2011G as !e"" as ScienceWeb Australia6 7ears3.46 8nit 36 Shaping the Earth's Sur"ace
'Australian Science $eachers Association+ n33)3 9resome Resources6 #inerals an Energ% Eucation6 /elo2 9ur
5eet a"so sets out a simi"ar activity FOresome Resources$ n'd'G
$o pro:ie hans.on experiences o" the phenomenon or concept3
$o pro:ie share experiences o" the phenomenon or concept3
9nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes D0CE
)earning E,-eriences "esources Teac#ing Strategies and Arou- Structure D*#o(e
c(ass6 sma(( grou-s or indi!idua(E
0ssessment Formati!e
!ook "or e:ience o" stuents1 use o" appropriate 2a%s to
represent 2hat the% kno2 an unerstan an gi:e them
"eeback about ho2 the% can impro:e their representation3
cience
ACS!(,1#
ACS7S,1-
ACS7S,11
ACS7S,1$
ACS7S,1%
ACS7S,.#
!nglish
AC(@A#5$$
AC(@A#5$%
AC(@A#5%$
AC(@2#1,.
AC(@A#1%5
,aths
ACMM>,$5
ACMS9,%-
ACMS9,%1
Students *i((:
1' E*p"ore the schoo" grounds as a c"ass
and 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 5ars !ith
!ater and note ho! they &orm "ayers
over time'
0' 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&&erent
dra!ings !ith their group mem#ers'
D' Use sca"ed instruments to measure
and compare the height i& the di&&erent
"ayers o& soi" in the soi" 5ars'
A'Construct ta#"es to represent the data
gathered during the investigation$ simi"ar
to the ta#"es seen in %$he Scoop on
Soils'3
+2 Interacti!e C#ite/oard
%2 e-9oo1 H4he "coop on "oi&s'
&2 Ii-(oc1 /ags B s-ades for soi( co((ection
'2 Pre!ious( -re-ared D+ *ee1 ear(ierE 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 DSand-it6 o!a(6 garden etcE2
52 "upe$ "oi&s 5nvesti%ation 4ab&e )/
"ee -esou$ces .ppen#i ).. 3 ).B
.2 =agnifing g(asses )/
72 T*ee;ers
C#o(e C(ass:
+ As a c"ass co""ect and "a#e" soi" samp"es &rom around
the 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: Arou-s 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<0ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
as a team and !ho don%t dominate the !eaer student'
+ The !eaer student is a"so given a copy o& a Soils
;n:estigation $able !ith prompts to he"p them comp"ete
the tas' D0--endi, %29E
Cord Ca((
+ Add ne! !ords re"evant to understanding soi"s'
Ta/(es
Assessed on accuracy and (uantity.(ua"ity o&
in&ormation provided'
"ee .ssessment .ppen#i ). fo$ ma$kin%
c$ite$ia an# ma$kin% sca&es.
)esson num/er: & D+25#rsE )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% 0onnections6 /eneath our 5eet '7ear
4) FAustra"ian Academy o& )cience et a"'$ 2011G as !e"" as ScienceWeb Australia6 7ears 3.46 8nit 36 Shaping the
Earth's Sur"ace 'Australian Science $eachers Association+ n33)3
$o pro:ie hans.on experiences o" the phenomenon or concept3
$o pro:ie share experiences o" the phenomenon or concept3
9nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes D0CE
)earning E,-eriences "esources Teac#ing Strategies and Arou- Structure D*#o(e
c(ass6 sma(( grou-s or indi!idua(E
0ssessment Formati!e
!ook "or e:ience o" stuents1 use o" appropriate 2a%s to
represent 2hat the% kno2 an unerstan an gi:e them
"eeback about ho2 the% can impro:e their representation3
cience
ACS!(,1#
ACS7S,1-
ACS7S,11
ACS7S,1$
ACS7S,1%
ACS7S,.#
!nglish
AC(@A#5$$
AC(@A#5$%
AC(@A#5%$
AC(@2#1,.
AC(@A#1$.
AC(@A#1%5
,aths
ACMM>,$5
ACMS9,%1
Students *i((:
1 ' Cave co""ected di&&erent rocs &rom
their home gardens$ or "oca" areas$ and
have "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'
0' 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'
D' Use sca"ed instruments to measure
and compare the siHe o& the di&&erent
rocs'
A'Construct ta#"es to represent the data
gathered during the investigation'
+2 Interacti!e C#ite /oard
%2 Cartoon !ideo: '4he -ock 6yc&e'- StudFams
DSc#o(asticE
&2 :ui;: '4est you$se&f 7 4he -ock 6yc&e'
StudFams DSc#o(asticE
'2 -aucous -ocks 5nvesti%ation 4ab&e )/
"ee -esou$ces .ppen#i ,.. 3 ,.B
52 =agnifing g(asses )/
C#o(e C(ass< Indi!idua(< T#in1-Pair-S#are
-As a c"ass !atch the cartoon %$he Rock 0%cle' on the
interactive !hite#oard'
+As indi!idua(s tae notes on the video
+As a c"ass !or through the (uiH using the 4hink!
8ai$!"ha$e approach to ans!ering the (uestions'
"oc1 Stations: Arou-s 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<0ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
as a team and !ho don%t dominate the !eaer student'
+ The !eaer student is a"so given a copy o& a
Raucous Rocs $able !ith prompts to he"p them
comp"ete the tas' D0--endi, &29E
Cord Ca((
+ Add ne! !ords re"evant to understanding rocs'
Ta/(es
Assessed on accuracy and (uantity.(ua"ity o&
in&ormation provided'
"ee .ssessment .ppen#i ,. fo$ ma$kin%
c$ite$ia an# ma$kin% sca&es.
)esson num/er: ' D+25#rsE )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)$"E
This "esson !as inspired #y photos o& e*periments posted on the #"og /eakers an /umblebees in a post ca""ed Win+ Water+ Wa:es+ an ;ce333oh m%< F8cBnight$ 200;G'This
"esson a"so shares ideas &rom an activity ca""ed &laciers+ Water an 2in+ oh m%< Contri#uted #y the ;ntegrate $eaching an !earning (rogram at the 8ni:ersit% o" 0olorao
seen on the !e#site $eachEngineering 'Ellis+ =arske+ , 7o2ell+ 200>)3 9deas !ere a"so taen &rom the "esson p"an #y #elissa /reuer ca""ed -ig this< Erosion ;n:estigation
F4reuer$ 2002G'
$o pro:ie hans.on experiences o" the
phenomenon or concept3
$o pro:ie share experiences o" the
phenomenon or concept3
9nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes D0CE
)earning E,-eriences "esources Teac#ing Strategies and Arou- Structure D*#o(e c(ass6
sma(( grou-s or indi!idua(E
0ssessment Formati!e
!ook "or e:ience o" stuents1 use o" appropriate 2a%s to
represent 2hat the% kno2 an unerstan an gi:e them
"eeback about ho2 the% can impro:e their representation3
cience
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Students *i((:
1' 6atch a video on !eathering and
erosion'
2' Deve"op note+taing si""s !hen taing
notes !hi"st !atching the video'
/' Engage in a $hink.(air.Share to
complete a c"ass (uiH on the interactive
!hite#oard
/' Cooperative"y !or together to
investigate and discuss o#servations at
the di&&erent erosion stations'
0' Cooperative"y !or in groups to
discuss ho! erosion !ors and ho! it
impacts the Earth%s sur&ace'
5' Dra! diagrams to i""ustrate ho!
erosion !ors and share these !ith their
group'
D' Comp"ete ta#"es !ith the o#servations
they have made'
A' Engage in c"ass discussions a#out
!eathering$ erosion and deposition'
8' 6or as a team to p"ay a team game
on !eathering$ erosion and deposition'
+2 Interacti!e C#ite /oard
%2 Cartoon !ideo: '4he Weathe$in% an# E$osion'
StudFams DSc#o(asticE
&2 E$osion "tations 9bse$vation "heet )/
"ee -esou$ces .ppen#i /..
/. Items for t#e different erosion stations:
+ Win#: $ra%+ san , stra2s "or blo2ing
+ Wate$ *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 -a-er 1ee- station areas tid2
.2 )ego Structures D,'E for t#e Weathe$in%'
E$osion 3 0eposition %ame.
C#o(e C(ass
+ As a c"ass !atch the cartoon video 'Weathering an
Erosion''
+ 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 $hink.(air.
Share approach to ans!ering the (uestions'
Arou- Cor1: Erosion Stations
+ 9n groups o& three students move around the c"assroom
to the di&&erent stations to investigate and discuss the
di&&erent types o& erosions and ho! they !or' T!o groups
at each station'
+ As indi!idua(s students comp"ete the Erosion Stations
9bser:ation Sheet D"esource 0--endi, '20E
C#o(e C(ass
+ As a c"ass students engage in a teacher+directed
discussion a#out the c"asses o#servations o& their
investigations'
+ As a c"ass students participate in the team game
Weathering+ Erosion , -eposition3 This game shou"d #e
p"ayed outside to a""o! &or e*tra room to run around'
)tudents !or in teams o& si*' Each team is given a "ego
structure !hich they have to tae in turn to run to$ remove
a piece F6eatheringG$ cra# !a" !ith the piece #ac to
their team FerosionG and put it do!n !ith their team
FdepositionG'
Differentiation<0ccommodation of needs
+ The !eaest student is paired !ith competent students
that have sho!n previous"y ho! to !or !e"" as a team
and !ho don%t dominate the !eaer student'
+ The !eaer student is a"so given a copy o& the
Weathering an Erosion ?ieo Worksheet extra prompts
to he"p them comp"ete the tas'D"esource 0--endi, '29E
Erosion Stations $/ser!ation S#eet
Assessed on accuracy and (uantity.(ua"ity
o& in&ormation provided'
"ee .ssessment .ppen#i /.. fo$
ma$kin% c$ite$ia an# ma$kin% sca&es.
Dra*ings
Assessed on accuracy and (ua"ity o&
in&ormation provided'
"ee .ssessment .ppen#i /.. fo$
ma$kin% c$ite$ia an# ma$kin% sca&es.
A"ternative conceptions demonstrated in the
dra!ings !i"" #e noted so that these may #e
addressed in &uture teaching'
)esson num/er: 5 D+25#rsE )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)$"E
Ideas &or this "esson are taen &rom "esson 0 o& (rimar% 0onnections6 /eneath our "eet '7ear 4) FAustra"ian
Academy o& )cience et a"'$ 2011Gand &rom 9resome Resources6 #inerals an Energ% Eucation6 -estructi:e
5orces 7ear 4 '9resome Resources+ n33)3
$o pro:ie hans.on experiences o" the phenomenon or concept3
$o pro:ie share experiences o" the phenomenon or concept3
9nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes D0CE
)earning E,-eriences "esources Teac#ing Strategies and Arou- Structure D*#o(e
c(ass6 sma(( grou-s or indi!idua(E
0ssessment Formati!e
!ook "or e:ience o" stuents1 use o" appropriate 2a%s to
represent 2hat the% kno2 an unerstan an gi:e them
"eeback about ho2 the% can impro:e their representation3
cience
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"tu#ents wi&&:
1' Discuss the meaning and &eatures
o& a &air test'
2' Cooperative"y !or together to
deve"op scienti&ic (uestions &or
investigation'
/' Cooperative"y !or together to
deve"op a &air scienti&ic test$ 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'
0' 8ae 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'
D' Use sca"ed instruments to
measure and compare the siHe o& the
di&&erent rocs at the end o& the
e*periment'
A' 8ae 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 D& -er teamE2
%2 Pre-made c(a-sand /a((s Droc1sE2
D+ -er JarE
&2 Cater
'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.
C#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 investigations'
+ As a c"ass students !i"" receive instructions and
e*pectations o& the tas'
Arou- Cor1
+ )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' D0--endi, 520E
Indi!idua(
+ )tudents comp"ete the investigation as a team #ut
then each comp"ete their o!n Wet in Wil Weathering
Results sheet on their o!n'
Differentiation<0ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
as a team and !ho don%t dominate the !eaer student'
Second C#o(e C(ass Discussions
+ A&ter the e*periments are comp"eted and the resu"ts
recorded the students !i"" engage in teacher+directed
discussions a#out the conc"usions dra!n &rom the
evidence gathered'
Cord Ca((
+ Add ne! !ords re"evant to understanding !eathering
and erosion'
Ta/(es
Assessed on accuracy and (uantity.(ua"ity o&
in&ormation provided'
Ara-#s
Assessed on accuracy and (ua"ity o& graph'
In!estigation P(anning
Assessed on accuracy and depth o&
in&ormation provided'
"ee .ssessment .ppen#i 1.. 3 1.B fo$
ma$kin% c$ite$ia an# ma$kin% sca&es fo$ this
&esson.
)esson num/er: . D+25#rsE )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)0I@
This "esson uses Resource @6 Re Rock Rising &rom (rimar% 0onnections6 /eneath our "eet .7ear 4 'Australian
Acaem% o" Science et al3+ 20AA)3 This "esson uses some ideas &rom (rimar% 0onnections6 /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
unerstaning3
$o introuce current scienti"ic :ie2s3
9nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes D0CE
)earning E,-eriences "esources Teac#ing Strategies and Arou- Structure D*#o(e
c(ass6 sma(( grou-s or indi!idua(E
0ssessment Formati!e
!ook "or e:ience o" stuents1 use o" appropriate 2a%s to represent
2hat the% kno2 an unerstan an gi:e them "eeback about
ho2 the% can impro:e their representations3
cience
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"tu#ents wi&&:
1' 6atch a video on 8luru and then
engage in c"ass discussions on their
predictions on ho! it !as &ormed'
2' Read current scienti&ic "iterature on the
&ormation o& U"uru and compare this to
their o!n thoughts'
/' Cooperative"y !or together !ith other
students to predict ho! di&&erent
"and&orms !ere &ormed and ho!
!eathering and erosion he"ped in the
&ormation o& these di&&erent "and&orms'
0' Cooperative"y !or together !ith other
students to research the &ormation o&
di&&erent "and&orms using i,ads !ith
internet access'
5' Record predictions and research+
o#servations
D' Dra! i""ustrations to sho! their
"and&orm and ho! it !as &ormed'
A' Construct ta#"es to represent the
co""ected data'
+2 Interacti!e *#ite/oard
%2 KouTu/e !ideo: ;&u$u *.ye$s -ock+ f$om
"un$ise to "unset.
https://www.youtube.com/watch?v=<1w1J=uG>v5
&2Co-ies of t#e -e# -ock -isin% resource
from 8$ima$y 6onnections: Beneath ou$ feet.,%'
"ee -esou$ces .ppen#i ?..
'2 iPads *it# internet access , %' Dor + -er 'E
52 :u#ic$ous :an#fo$ms Wo$ksheet , %'
See "esources 0--endi, .29
.2 Pictures of different (andforms:
F6ave Roc$ The 12 Apost"es$ The Three sisters$
Devi"%s 8ar#"es$ The 4ung"e 4ung"es$ The pinnac"esG
C#o(e C(ass
+ As a c"ass !atch the <ouTu#e video3
. As a c"ass discuss the &ormation o& U"uru using the
$hink.(air.Share approach3 Co! do they thin that
it &ormed>
+ As a c"ass "oo at the Re Rock Rising resource'
+ Cigh"ight important in&ormation and discuss !ith
partners$ then !ith the c"ass during teacher+directed
discussions'
Arou- Cor1
+ )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 8ar#"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'D0--endi, .29E
+ )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'
Figsa*
+ A&ter students have researched their a""ocated
"and&orms they 5igsa! !ith students &rom other
"and&orms to &ind out the in&ormation necessary to
comp"ete the rest o& the !orsheet'
Differentiation<0ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
and !ho don%t dominate the !eaer student'
)udicrous )andforms Cor1s#eet
Assessed on accuracy and (uantity.(ua"ity o&
in&ormation provided'
Dra*ings
Assessed on accuracy and (ua"ity o& in&ormation
provided'
A"ternative conceptions demonstrated in the
dra!ings !i"" #e noted so that these may #e
addressed in &uture teaching'
"ee .ssessment .ppen#i ?.. fo$ ma$kin%
c$ite$ia an# ma$kin% sca&es.
)esson num/er: 7 D+25#rsE )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)09$"0TE
9deas &rom this "esson !ere inspired #y the e*periments &rom /eing a Soil Scientist6 Stuent /ooklet 46
Bueenslan 0omparable Assessment $asks 'Bueenslan Stuies Authorit%+ 20A2)3
$o challenge an exten stuents1 unerstaning in a ne2 context or make connections to aitional concepts through a
stuent.planne in:estigation3
$o support stuents to plan an conuct an in:estigation3
9nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes D0CE
)earning E,-eriences "esources Teac#ing Strategies and Arou- Structure D*#o(e
c(ass6 sma(( grou-s or indi!idua(E
0ssessment Summati!e
!ook "or e:ience o" the extent to 2hich stuents ha:e achie:e
the in:estigating outcomes3
cience
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"tu#ents wi&&:
1' Discuss the meaning and &eatures o& a
&air test'
2' Cooperative"y !or together to deve"op
scienti&ic (uestions &or investigation'
/' Cooperative"y !or together to deve"op a
&air scienti&ic test$ 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'
0' 8ae 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'
D' Use sca"ed instruments to measure the
amount o& !ater needed &or each
e*periment'
A' Use sca"ed instruments to !eigh the
amount o& soi" eroded during the
e*periment'
8' 8ae 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 0--endi, 720
%2 E,-eriment materia(s:
- Soi( DL+01g /agE
- 0(uminium tras D.E
- Cater
- Sca(ed 9ea1ers<Jugs
- Fi(ter -a-er D. s#eetsE
- Funne( D.E
- Catc#ment Jugs
- Sca(es
- Piece of turf<grass -atc# D+5cm / %0cmE
C#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 investigations'
+ As a c"ass students !i"" receive instructions and
e*pectations o& the tas'
+ As a c"ass discuss a"" the possi#"e &actors that might
a&&ect soi" erosion' F)"ope$ compactness$ p"ants etcG
Arou- Cor1
+ )tudents !i"" !or in groups o& 0 to discuss and p"an
soi" erosion e*periments' They !i"" design e*periments
that !i"" either &ocus on ho! s"ope a&&ects erosion$ ho!
the compactness o& soi" e&&ects erosion or ho! the
presence.a#sence o& p"ants a&&ects soi" erosion$ They
!i"" comp"ete the Engineering Erosion (lanner'
+ Once their p"anning has #een approved #y the teacher
students !i"" #egin their investigations' D0--endi, 720E
+ Each team o& 0 !i"" then sp"it up to have t!o peop"e
&ocussing on the contro" o& the e*periment and the other
pair !oring on the e*periment !ith the changed
varia#"e'
+ )tudents !i"" !rite up their resu"ts in their science
5ourna"s'
C#o(e C(ass "e-orting
+ A&ter the e*periments have #een conducted and the
resu"ts have #een recorded and ana"ysed students &rom
the di&&erent groups report #ac to the c"ass'
Differentiation<0ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
and !ho don%t dominate the !eaer student'
Ta/(es
Assessed on accuracy and (uantity.(ua"ity o&
in&ormation provided'
Ara-#s
Assessed on accuracy and (ua"ity o& graph'
5nvesti%ation 8&annin%
Assesse on accurac% an epth o" in"ormation
pro:ie3
"ee .ssessment .ppen#i @.. fo$ ma$kin%
c$ite$ia an# ma$kin% sca&es fo$ this &esson.
)esson num/er: 8 D+25#rsE )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.
E70)U0TE
The ideas &or this "esson are adapted &rom /eing a Soil Scientist6 Stuent /ooklet 46 Bueenslan 0omparable
Assessment $asks '20A2) lesson @ 'Bueenslan Stuies Authorit%+ 20A2)3
$o pro:ie opportunities "or stuents to re:ie2 an re"lect on their learning an represent 2hat the% kno23
9nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes D0CE
)earning E,-eriences "esources Teac#ing Strategies and Arou- Structure D*#o(e
c(ass6 sma(( grou-s or indi!idua(E
0ssessment Summati!e
!ook "or e:ience o" the extent to 2hich stuents ha:e achie:e
the conceptual outcomes3
cience
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"tu#ents wi&&:
1' 6atch videos on areas a&&ected #y
erosion and identi&y type o& erosion
occurring$ ho! it has changed the
sur&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 5usti&ying their
suggestions'
/' Dra! and "a#e" diagrams o& erosion
a&&ected areas'
0' Dra! and "a#e" diagrams o& proposed
so"utions to erosion a&&ected areas'
+2 Interacti!e *#ite/oard
%2 KouTu/e !ideos
! -isin% sea &eve&s wea$ away Aicto$ian
coast&ine: #tt-s:<<***2outu/e2com<*atc#M
!NKf@07=?'#70
- 0eath of a "an# 0une at West Beach
#tt-s:<<***2outu/e2com<*atc#M
!NfF#19-E*mi=
&2 Mana%in% E$osion Wo$ksheet
"ee -esou$ces .ppen#i B..
C#o(e C(ass
+ As a c"ass !atch the &irst <ouTu#e video'
. As a c"ass discuss and 5usti&y the typeFsG o& erosion
occurring$ the impact on the "and and the impact on the
peop"e using $hink.(air.Share approach3
+ As a c"ass discuss and 5usti&y possi#"e !ays to com#at
the e&&ects o& erosion using a Think.(air.Share
approach and dra!ing i""ustrated diagrams'
+ As a c"ass !atch the second <ouTu#e video'
. As a c"ass discuss and 5usti&y the typeFsG o& erosion
occurring$ the impact on the "and and the impact on the
peop"e using $hink.(air.Share approach3
+ As a c"ass discuss and 5usti&y possi#"e !ays to com#at
the e&&ects o& erosion using a Think.(air.Share
approach and dra!ing i""ustrated diagrams'
Arou-
+ )tudents !or in groups o& three to comp"ete the
#anaging Erosion Worksheet3
. As a c"ass students move around the schoo" to
di&&erent areas that seem to #e e*periencing some &orm
o& erosion'
+ 9n groups they discuss the type o& erosion that the
area is e*periencing and the impact it has on the area
and on anima"s.peop"e'
+ )tudents discuss possi#"e so"utions and dra!
i""ustrated diagrams'
+ )tudents a"so identi&y potentia" erosion issues around
the schoo" and ho! they can #e prevented$ providing
evidence and 5usti&ication &or suggestions'
Differentiation<0ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
and !ho don%t dominate the !eaer student'
)udicrous )andforms Cor1s#eet
Assessed on accuracy and (uantity.(ua"ity o&
in&ormation provided'
Dra*ings
Assessed on accuracy and (ua"ity o& in&ormation
provided'
"ee .ssessment .ppen#i B.. fo$ ma$kin%
c$ite$ia an# ma$kin% sca&es.
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"esource 0--endi, +
1'A+ 8ind+map Temp"ate !ith prompts'
1'4+ Iuestions &or Eigsa! activity'
+20 Name: _____________________
Item 1
Item !
Item 2
"hat #oes it $ook $ike%&o$our%'i(e%
"hat #oes it $ook $ike%&o$our%'i(e%
"hat #oes it $ook $ike%&o$our%'i(e%
)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?
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
+29 Figsa* :uestions
Arou- +:
Co! are mountains &ormed>
Arou- %:
Co! does the Earth%s sur&ace change over time>
Arou- &:
6hat are rocs made o&> Co! are they &ormed>
Arou- ':
6here does soi" come &rom>
Arou- 5:
Can !ater damage mountains> )ay !hy or !hy not>
Arou- .:
Co! do peop"e change the sur&ace o& the Earth>
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment 0--endi, +
1'A+ 8ind+map Ru#ric'
0ssessed Information Scores
0? no.inaccurate in&ormation
1? 1 correct ans!er
2? 2 correct ans!ers
/? / correct ans!ers
Identifing $/Ject 0
1
2
/
Descri-tion 0
1
2
/
Formation 0
1
2
/
Com-osition 0
1
2
/
)ocation 0
1
2
/
Tota( D<+5E
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"esource 0--endi, %
2'A+ )uper )oi"s 9nvestigation )heet F@orma"G
2'4+ )uper )oi"s 9nvestigation )heet F6ith ,romptsG
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
,ame-----------------------
Super Soils Investigation Sheet
D%20E Soi( + Soi( % Soi( &
3ocation
Co"our
Te*ture
)tructure
Treasures
3a#e""ed Ear
Dra!ing
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
,ame-----------------------
Super Soils Investigation Sheet
D%29E Soi( + Soi( % Soi( &
3ocation
6here did you &ind this
soi">
Co"our
Red$ reddish$ #ro!n$
grey$ !hite$ ye""o! etc
Te*ture
)mooth Fsi"tyG$
)cratchy FsandyG
)ticy FC"ayeyG
)tructure
)ing"e+grained$
2ranu"ar$
4"ocy
Treasures
Roots$ "eaves$ rocs$
!orms$ insects etc'
3a#e""ed Ear
Dra!ing
Dra! a picture o& the 5ar
o& soi" and "a#e" the
height o& the di&&erent
"ayers in mm%s'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment 0--endi, %
+.A6 Super Soils 7nestigation 4ubric.
0ssessed Information Scores
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'
0 ? accurate and in+depth
ans!ers
3ocation
0
1
2
/
0
Co"our
0
1
2
/
0
Te*ture
0
1
2
/
0
)tructure
0
1
2
/
0
Treasures
0
1
2
/
0
3a#e""ed Dra!ing o& )oi" Ear
0
1
2
/
0
Tota( D<%'E
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"esource 0--endi, &
/'A+ Raucous Rocs 9nvestigation )heet F@orma"G
&.C6 4aucous 4ocks 7nestigation Sheet "<ith 9rompts'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
,ame-----------------------
Raucous Rocks Investigation
Sheet
D&20E "oc1 + "oc1 % "oc1 &
3ocation
Co"our
)iHe 7
)hape
Te*ture
Cardness
)pecia"
&eatures
3a#e""ed
Dra!ing
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
,ame-----------------------
Raucous Rocks Investigation
Sheet
D&20E "oc1 + "oc1 % "oc1 &
3ocation
6here !as this roc
&ound>
Co"our
6hite$ 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
Cardness
)o&t$ crum#"y$ medium$
hard very hard'
)pecia" &eatures
3ines$ crysta"s$ "ots o&
ho"es$ "ayers etc
3a#e""ed Dra!ing
Dra! a picture o& the
roc and "a#e" it'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment 0--endi, &
&.A6 4aucous 4ocks 7nestigation 4ubric.
0ssessed Information Scores
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'
0 ? accurate and in+depth
ans!ers
3ocation
0
1
2
/
0
Co"our
0
1
2
/
0
)iHe 7 )hape
0
1
2
/
0
Te*ture
0
1
2
/
0
Cardness
0
1
2
/
0
)pecia" &eatures
0
1
2
/
0
3a#e""ed Dra!ing
0
1
2
/
0
Tota" F.28G
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"esource 0--endi, '
0'A+ Erosion )tations O#servation )heet
,ame-----------------------
Erosion Stations ObservationS Sheet
Dra*ing of Station $/ser!ations
Cind
Erosion
S-(as# DCaterE
Erosion
F(u!ia( DCaterE
Erosion
Ca!es DCaterE
Erosion
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment 0--endi, '
5.A6 (rosion Stations Bbseration Sheet 4ubric
0 + % &
Cind
Erosion
Unc"ear diagram' @o
3a#e"s'
3ac o& in&ormative
o#servations'
8essy diagram'
3itt"e or no "a#e"s'
3itt"e in&ormative
o#servations'
Diagram'
3a#e"s'
4rie& in&ormative
o#servations'
C"ear diagram'
Appropriate "a#e"s'
9n+depth o#servations$
S-(as# DCaterE
Erosion
Unc"ear diagram' @o
3a#e"s'
3ac o& in&ormative
o#servations'
8essy 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$
F(u!ia( DCaterE
Erosion
Unc"ear diagram' @o
3a#e"s'
3ac o& in&ormative
o#servations'
8essy 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$
Ca!es DCaterE
Erosion
Unc"ear diagram' @o
3a#e"s'
3ac o& in&ormative
o#servations'
8essy 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$
Tota(: .12
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"esource 0--endi, 5
5'A+ 6et %n 6i"d 6eathering 9nvestigation ,"anner
Aapte "rom (rimar% 0onnections6 /eneath 9ur 5eet FAustra"ian Academy o& )cience et a"'$ 2011G
-.C6 <et 'n <ild <eathering 7nestigation 4esults
Adapted from Primary Connections: Beneath Our Feet "Australian Academy of Science et al., +,##'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
Wet 'n Wild Weathering
Investigation Planner
,ame--------------------------- .ate --------------
,ames o+ /eam 0embers -----------------------------------------
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:
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
Wet 'n Wild Weathering
Investigation results
,ame--------------------------- .ate --------------
,ames o+ /eam 0embers -----------------------------------------
(ar $easurement
of ba"" before
experiment)
$easurement
of ba"" after
experiment)
'escription of water
immediate"y after
experiment)
'escription of water
___mins after remova" of
ba"")
*resenting +esu"ts
1$ease sho* your resu$ts using a co$umn graph2
3raph tit$e --------------------------------------------------
Si;e of
roc1s
DcmE
2 ,inutes 3 ,inutes 4 ,inutes
Time S#a1en
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment 0--endi, 5
-.A6 <et 'n <ild <eathering 9lanner Checklist
-.C6 <et 'n <ild <eathering 7nestigation Checklist
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
56$ Planner
C#ec1-(ist Criteria
9e(o* 0!erage 0/o!e
Can !rite a scienti&ic (uestion'
Can mae predictions and 5usti&y them !ith
scienti&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
C#ec1-(ist Criteria
9e(o* 0!erage 0/o!e
Can comp"ete ta#"e accurate"y''
Can accurate"y measure roc #e&ore
e*periment'
Can accurate"y measure roc a&ter
e*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'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"esource 0--endi, .
D'A+ Re Rock Rising resource &rom (rimar% 0onnections6 /eneath our "eet3
$aken "rom (rimar% 0onnections6 /eneath 9ur 5eet pg@C FAustra"ian Academy o& )cience et a"'$ 2011G
1.C6 @udicrous @andforms <orksheet

1.C
Ludicrous Landforms
,ame-----------------------
4an#+orm -----------------------
'rawing *rediction , 'rawing
(o+ ho* it *as +orme#)
What - "earnt from my research)
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment 0--endi, .
1.A6 @udicrous @andforms Checklist
C#ec1-(ist Criteria
9e(o* 0!erage 0/o!e
Can dra! a picture o& their "and&orm'
Can mae predictions and 5usti&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'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"esource 0--endi, 7
A'A+ Engineering Erosion ,"anner
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
Engineering Erosion
Investigation Planner
,ame--------------------------- .ate --------------
,ames o+ /eam 0embers -----------------------------------------
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:
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment 0--endi, 7
..A6 (ngineering (rosion 9lanner Checklist
..C6 (ngineering (rosion 7nestigation ) 4esults Checklist
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
..A !ngineering !rosion Planner
C#ec1-(ist Criteria
9e(o* 0!erage 0/o!e
Can !rite a scienti&ic (uestion'
Can mae predictions and 5usti&y them
!ith scienti&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'
86" !ngineering !rosion Investigation % 7esults
C#ec1-(ist Criteria
9e(o* 0!erage 0/o!e
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'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"esource 0--endi, 8
$.A6 Managing (rosion <orksheet
Adapted from Being a Soil Scientist pg 12 FIueens"and )tudies Authority$ 2012G
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
Managing Erosion
,ame ------------------------- .ate ----------------
/eam members ---------------------------------------------------------
.oi" /rosion *rob"em
0'rawing , "abe"1
/xp"ain why it is! or cou"d be! a
prob"em)
*roposed .o"ution)
0'rawing! "abe"! , exp"anation1
1G
2G
/G
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment 0--endi, 8
$.A6 Managing (rosion <orksheet Checklist
C#ec1-(ist Criteria
9e(o* 0!erage 0/o!e
Can dra! and "a#e" diagrams'
Can identi&y areas e*periencing soi"
erosion'
Can e*p"ain ho! and !hy these areas are
e*periencing soi" erosion'
Can identi&y the type o& soi" erosion
occurring'
Can provide a possi#"e so"ution to the
erosion pro#"em'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"eferences
A#ruscato$ E' F2010G' $eaching chilren science6 A isco:er% approach F)eventh ed'G' 4oston- A""yn 7 4acon'
ACARA' F2010G' :+10 curricu"um science rationa"e' Austra"ian Curricu"um Assessing and Reporting Authority'
Austra"ian Academy o& )cience' F1;;0G' (rimar% in:estigations' Can#erra- Austra"ian Academy o& )cience'
Austra"ian Academy o& )cience$ 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' <ear /+0 Unit / 3esson T!o J )cience6e# + A)TA'
ScienceWeb Australia' Retrieved 8ay 25$ 2010$ &rom http-..science!e#'asta'edu'au.years+/+
0.unit/."esson+t!o.yr/0+unit/+"esson+t!o'htm"
4reuer$ 8' F2002G' Dig thisK Erosion investigation "esson p"an' Science "or 9hio' Retrieved 8ay 20$ 2010$ &rom
http-..!!!'cas'miamioh'edu.science&orohio.Erosion.3'htm"
E""is$ T'$ Larse$ 8' '$ 7 <o!e""$ E' F200DG' 2"aciers$ !ater and !ind$ oh myK + Activity' Retrieved 8ay 25$ 2010$
&rom http-..!!!'teachengineering'org.vie!_activity'php>
ur"?co""ection.cu#_.activities.cu#_earth.cu#_earth_"esson5_activity1'*m"
Eshach$ C'$ 7 :ried$ 8' @' F2005G' )hou"d science #e taught in ear"y chi"dhood> *ournal o" Science Eucation
an $echnolog%$ A4F/G$ /15M//D' doi-10'100A.s10;5D+005+A1;8+;
:itHgera"d$ A' F201/G' !earning an teaching primar% science' Cam#ridgeO @e! <or- Cam#ridge University
,ress'
Cac"ing$ 8' 6' F200AG' Chapter A- 9n(uiry and investigation in primary science' 9n =' Da!son 7 2' =envi""e
FEds'G$ $he art o" teaching primar% science Fpp' 12AM108G' Cro!s @est @)6$ Austra"ia- A""en 7 Un!in'
Cammerman$ E' 3' F200DG' 8 essentials o" in4uir%.base science+ D.8' Ceatherton$ =ic'- Ca!er 4ro!n"o!
Education'
Car"en$ 6'$ 8acro$ C'$ Reed$ B'$ 7 )chi""ing$ 8' FEds'G' F200/G' #aking progress in primar% science6 a stu%
book "or teachers an stuent.teachers' 3ondonO @e! <or- Rout"edge:a"mer'
Cood$ B'$ 7 2er"ovich$ E' F200AG' 9n(uiring minds do !ant to no!' Science an 0hilren$ 44FDG$ 02M00'
8cBnight' F200;G' 6ind$ !ater$ !aves$ and ice'''oh myK /eakers an /umblebees' Retrieved &rom
http-..#eaersand#um#"e#ees'#"ogspot'com'au.200;.11.!ind+!ater+!aves+and+iceoh+my'htm"
Oresome Resources' Fn'd'G' Destructive &orces unit o& !or' Iueens"and Resources Counci"' Retrieved &rom
http-..!!!'oresomeresources'com."i#rary.uti"ities.do!n"oad'php>id?1005
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
,eters$ E' 8'$ 7 )tout$ D' 3' F2011G' Science in elementar% eucation6 methos+ concepts+ an in4uiries
FE"eventh ed'G' 4oston- ,earson Education'
Iueens"and )tudies Authority' F2012G' 4eing a soi" scientist- )tudent #oo"et 0' Iueens"and 2overnment'
)amp$ B' F2012G' $eaching primar% science constructi:el% F0th ed'G' )outh 8e"#ourne$ =ic- Cengage 3earning
Austra"ia'
Touhi""$ 3' F2012G' e+@e!s"etter no'05- 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_@o05'pd&

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