Lesson Plan 8

Week 4
Date: Wednesday 22nd of April 2015

Duration: 60 minutes

Unit: Dynamic earth

Lesson: 6 of 10

Level: Year level 6

Name: Elaborating on What we want to know

Curriculum
Science as a human endeavour
Nature and development of science
Science involves testing predictions by gathering data and using evidence to develop explanations of
events and phenomena (ACSHE098).
o Investigating how knowledge about the effects of using the Earths resources has changed over
time.
o Describing how understanding of the causes and effects of major natural events has changed as
new evidence has become available.
o Investigating the use of electricity, including predicting the effects of changes to electric
circuits.
o Considering how gathering evidence helps scientists to predict the effect of major geological or
climatic events.
Science inquiry skills
Planning and conducting
With guidance, plan appropriate investigation methods to answer questions or solve
problems (ACSIS103).
o Considering which investigation methods are most suited to answer a particular question or
solve a problem.
Processing and analysing data and information
Construct and use a range of representations, including tables and graphs, to represent and describe
observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107).
o Use digital technologies to construct representations, including dynamic representations.
Communicating
Communicate ideas, explanations and processes in a variety of ways, including multi-modal
texts (ACSIS110).
o Using a variety of communication modes, such as reports, explanations, arguments, debates
and procedural accounts, to communicate science ideas

General capabilities and cross curriculum

General capabilities
Information and Communication Technology (ICT) capability: Students further develop ICT capability as
they effectively access and communicate information within collaborative small groups.
Critical and creative thinking: Students are required to critically and creatively pose questions and
analyse evidence in active inquiry.
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Cross curriculum Priorities

Sustainability: Science as the priority of sustainability provides authentic contexts for exploring,
investigating and understanding earth and space systems.
Asia and Australias engagement with Asia: Additional research on to the diverse environment with the
world including the Asian region.

Lesson Overview
5Es teaching and learning model: Engaging.
This lesson allocates time for students to elaborate on tsunamis, paying particular attention to the
questions posed by students in Lesson 1 on the KWL chart What we want to know.
In streamed ability groups, students collaboratively plan their own investigation to answer student
specified inquiry questions. The knowledge students acquire throughout the lesson will enable
students to clarify, extend and consolidate new conceptual understanding and skills learnt throughout
lessons 1 to 7. Reading and group writing will be used to record and share additional concepts. A
communication product will be produced in Popplet to represent ideas and consolidating and
extending science understanding and literacy practices.

Lesson Objectives
By the end of the lesson students will have the ability to:
Knowledge: Define a mega tsunami.

Comprehension: List reasons why a mega tsunami could or could not occur today.

Comprehend: Plan what people should do if they are in a boat during a tsunami.

Application: Identify the affects a shoreline has on a tsunami.

Analysis: Investigate if all earthquakes larger than magnitude 7 generate tsunamis.

Analysis: Investigate if asteroids, meteorites and manmade explosions cause tsunamis.

Synthesis: Understand why locally generated tsunamis are so dangerous.

Evaluation: Consider if you have to be directly in line with a tsunami to be in danger.

Students Prior Knowledge

Students have prior knowledge in:
o Ability to work collaboratively in small groups and stay on task.
o With guidance, plan appropriate investigation methods to answer key questions.
o Ability to use ICT to access data and present information.

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Assessment
Assessment for learning:
During this lesson student groups are required to collaboratively create a concept map in Popplet. The
information included in the concept map will formatively demonstrate each students ability to:
o
Work collaboratively in small groups to complete a task in a set period of time;
o
Analyse inquiry questions to determine the smaller questions within (Stepping Stone Questions);
o
Successfully answer the Inquiry Question; and
o
Present information in a concept map using ICT.
Additionally, this lesson enhances student knowledge ensuring effective completion of the summative
assessment.

Inquiry question
Key inquiry questions:
During the completion of the KWL chart in Lesson 1, students identified the following knowledge they
wanted to acquire by the end of the Dynamic Earth Tsunamis unit:
o
o
o
o
o
o
o

Do all earthquakes larger than magnitude 7 generate tsunamis?

What is a mega tsunami and can it happen today?
Can asteroids, meteorites and manmade explosions cause tsunamis?
Why are locally generated tsunamis so dangerous?
Do you have to be directly in line with a tsunami to be in danger?
How does a shoreline affect a tsunami?
What do you do if you are in a boat during a tsunami?

Lesson Structure
Time

Introduction & Motivation

Teaching
Resources

Explore Phase 10 minutes

10 mins

Watch the Genius Hour video to engage and advise students Resources
about the lessons approach: http://www.geniushour.com/
o http://www.geni
ushour.com/
Display the KWL chart completed during lesson 1. Discuss the
o KWL chart
learning outcomes and explain how students will work
(Resource # 1)
collaboratively and effectively in groups of 3-4 to research and
o Genius Hour
answer one inquiry question. Create streamed ability groups
procedures
and distribute Inquiry Questions and Genius Hour procedures.
(Resource # 2)
Discuss with students each of the steps in the Genius Hour
procedure guide to ensure roles, responsibilities and
requirements are understood.
Approved Websites:
http://www.bom.gov.au/tsu
nami/info/

Step 1: What Inquiry Questions was your group assigned?

Step 2: Work together and break down your inquiry question
http://scienceforkids.kidipe
into smaller, more manageable questions. What Stepping
de.com/geology/earthquake
Stone Questions will help you answer your Inquiry Question? s/
o Provide the following example based on the inquiry
Dynamic earth unit plan
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question What is a mega tsunami and can it happen http://sciencenetlinks.com/

collections/earthquakes/
today?
o Jointly construct Stepping Stone questions e.g.
o What is a mega tsunami?
o What is different between a regular tsunami and a mega
tsunami?
o Where have mega tsunamis occurred in the past?
o Could a mega tsunami occur in Australia?
Step 3: Discuss the requirement that each students is to
research one or two questions using the approved websites
and texts.

Time

http://sciencenetlinks.com/
videos/science-tsunami/
http://www.sciencekids.co.
nz/sciencefacts/earth/tsuna
mis.html
http://environment.national
geographic.com.au/environ
ment/naturaldisasters/tsunami-profile/

Step 4: While students have used Popplet previously, provide

an opportunity for students to ask questions or seek
reminders on how to use this application.
Step 5: Discuss that each group will give a brief 4-5 minute
presentation sharing their knowledge verbally with the entire
class.
Main Content

Teaching
Resources

Exploring Phase 30 minutes

30 mins

Time

Students work in their allocated streamed ability groups to

complete the Genius Hour activity.
Conclusion

Resources
o 7 x iPads
o Internet connection
o http://popplet.com/
Teaching
Resources

Explaining Phase 20 minutes

20 mins

7 x groups of 3-4 students present a brief 3 minute

presentation sharing their knowledge verbally with the entire
class. Remind students to upload concept maps to the class
online forum so all students have access to the information
within the 7 separate Popplet concept maps.

Resources
o Overhead projector
to display each
concept map during
groups brief Genius
Hour presentation
o Internet connection

Differentiation of learning
Streamed ability groups will be allocated during the Genius Hour activity and inquiry questions will be
allocated according to the complexity level and ability level of each group. The aim is to ensure all
groups are able to successfully complete the task while still being challenged. Inquiry questions will be
assigned as follows:
Group 1 (Lowest ability group): What is a mega tsunami (Knowledge) and could one occur today?
(Comprehension)

Group 2: What should people do if they are in a boat during a tsunami? (Comprehend)

Group 3: What affect does a shoreline have on a tsunami? (Application)

Group 4: Do all earthquakes larger than magnitude 7 generate tsunamis? (Analysis)

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Group 5: Can asteroids, meteorites and manmade explosions cause tsunamis? (Analysis)

Group 6 (Extension group): Why are locally generated tsunamis so dangerous? (Synthesis)
Do you need to be directly in line with a tsunami to be in danger? (Evaluation)
Students in the lower ability group are working on the same inquiry question that the teacher
modelled finding the stepping stone questions. This will ensure these students are scaffolded prior to
commencing independent group work. Students in the extension group are encouraged to complete
two concept maps by either working in pairs and answering one question each or managing their time
to work as a group to complete two concept maps.
Exposing lower ability students to comprehensive inquiry questions within a concept map (complete
with answers displayed visually) may fill knowledge gaps and deepen understanding. Additionally, all
students will use each concept map when completing the summative assessment.
Blooms Revised Taxonomy of critical and creative thinking skills
At the beginning of the lesson students rely on remembering prior knowledge. Throughout the middle
session of the lesson students analyse and evaluate resources ensuring they gather the correct and
relative information required for the successful creation of an accurate concept map (Marsh, 2010).
Vygotsky Social Learning Theory - Zone of proximal development
At the beginning and end of the lesson students share knowledge and work in pairs ensuring all
students are supported throughout the lesson (Ashman and Elkins 2012). Additionally, at the
beginning of the lesson when unmatched images require further investigation, the teacher models how
to safety and effectively research online (Marsh, 2010).

Evaluation
o
o
o
o
o
o

Did questions posed accommodate all learning abilities within the class?
Were students able to comprehension their level of questioning?
Were students able to create appropriate stepping stone questions?
Were groups able to collaboratively work together to produce the formative assessment?
Were inquiry questions answered accurately?
Did all groups share their concept maps on the forum?

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Resource # 1

Resources

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Resource # 2

THIS WEEKS GENIUS HOUR TASK

At the beginning of our Dynamic Earth Tsunamis unit we completed a KWL chart. A number of inquiry
questions were identified by you in the What I Want to Know section and today you will work in groups
of 3-4 to research and answer one inquiry question. The steps below will help your group
collaboratively and effectively complete the task in 30 minutes.
Step 1
What Inquiry Question was your group assigned? ____________________________________________
____________________________________________________________________________________
Step 2
Work together and break down your inquiry question into smaller, more manageable questions. What
Stepping Stone Questions will help you answer your Inquiry Question?
1.

________________________________________________________________________________

2.

________________________________________________________________________________

3.

________________________________________________________________________________

4.

________________________________________________________________________________

Step 3
Each member of your group researches one or two questions using the following approved websites and
texts:
http://www.bom.gov.au/tsunami/info/
http://scienceforkids.kidipede.com/geology/earthquakes/
http://sciencenetlinks.com/collections/earthquakes/
http://sciencenetlinks.com/videos/science-tsunami/
http://www.sciencekids.co.nz/sciencefacts/earth/tsunamis.html
http://environment.nationalgeographic.com.au/environment/natural-disasters/tsunami-profile/
Step 4
Your group is to create a concept map in Popplet to record the following information:
1.
Original Inquiry Question
2.
Stepping Stone Questions linked to the Inquiry
3.
Research information linked to each Stepping Stone Questions
4.
Final answer linked to the original Inquiry Question
Step 5
Each group will give a brief 4-5 minute presentation sharing their knowledge verbally with the entire
class.
Step 6
All groups share their Popplet presentations to ensure all students have additional research to help
them complete their Summative Assessment.

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http://popplet.com/

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References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). Science: Year 6. Retrieved
from http://www.australiancurriculum.edu.au/science/curriculum/f10?y=6&s=SU&s=HE&s=IS&layout=1

Earthquakes. (n.d.) In Science for kids. Retrieved 10/03/2015 from

http://scienceforkids.kidipede.com/geology/earthquakes/

Earthquakes. (n.d.) In ScienceNetLinks. Retrieved 10/03/2015 from

http://sciencenetlinks.com/collections/earthquakes/

Genius hour - where passions come alive. (n.d.). In Genius hour. Retrieved 10/03/2015 from
http://www.geniushour.com/

Marsh, C. (2010). Becoming a teacher: knowledge, skills and issues (5th Ed.). Frenchs Forest, NSW:
Pearson Australia. p141-3 & 230

Science of a Tsunami. (n.d.) In ScienceNetLinks. Retrieved 10/03/2015 from

http://sciencenetlinks.com/videos/science-tsunami/

Taylor, E. (n.d.). KWL charts. Retrieved 12/03/2015 from

https://www.pinterest.com/emmataylor87/assessment-kwl-charts/

Tsunamis. (n.d.) In Science for kids. Retrieved 10/03/2015 from

http://www.sciencekids.co.nz/sciencefacts/earth/tsunamis.html

Tsunamis. (n.d.) In National geographic. Retrieved 10/03/2015 from

http://environment.nationalgeographic.com.au/environment/natural-disasters/tsunami-profile/

Tsunami Facts and Information. (n.d.) In Bureau of meteorology. Retrieved 10/03/2015 from
http://www.bom.gov.au/tsunami/info/

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