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TERM/WEEKS: YEAR LEVEL: 10 LEARNING AREA/TOPIC: Science – Earth and Space

Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

LESSON West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)
1 Science as a  Create an avatar of three Informal Introduction (5mins) Intro: Donald Trump
Human world leaders and research Formative  Play a video of Donald Trump where he states that video
Endeavour their belief on climate  Were climate change is a hoax. https://www.youtube.c
Topic: Values students able  Transition into recap of what climate change is; where om/watch?v=yqgMECk
change.
and needs of to list three W3Ak
contemporary  Analyse and record how the students have to fill in the blanks.
world leaders’ political world leaders
society can
influence the and explain Climate change is the (increased) temperature of the Earth,
stance on climate change
focus of what their and other consequences, such as (melting) ice caps, and
has influenced their strategy (rising) sea levels caused by the enhanced (greenhouse)
scientific in addressing global belief is on
research effect.
warming. climate
(ACSHE230) change Body (40mins) Rubric is retrieved
verbally? Introduce research project to students – creating an iMovie
Elaboration: from:
Recognising  Did the on greenhouse effect. Explain that the iMovie will be marked http://rubistar.4teachers.o
that financial students to check for understanding. Rubric is handed out during this rg/index.php?
backing from provide an time. screen=ShowRubric&rub
governments or accurate  Creating an iMovie. Clearly state what the expectations ric_id=1588115&
commercial description of are:
organisations is how a o High quality
required for o Clear structure and smooth transition
country’s
scientific o Grammar and spelling
developments approach to
issues is o A mixture of images and videos – copyright free,
and that this
informed by or with proper referencing
can determine
what research is their leaders’  Provide examples of where they can get Copyright free images:
carried out views during this from Britannica Image
the exit pass? o Background music/audio Quest
o Proper referencing https://quest.eb.com/
Formal  Structure of the content: pixabay, pexels,
google images labelled
Summative o Beginning with the definition of global warming.
for reuse, etc.
 Marking the Students are also to include the research they
final product have done about the political leaders, along with
(iMovie) the avatars they have created.
based on a
rubric.
Begin lesson topic Resource:
 Explain to students that how a President or Prime http://www.abc.net.au/
Minister perceives an issue, influences how much they news/2017-08-
are willing to contribute for research and scientific 05/trump:-us-formally-
tells-un-of-withdrawal-
developments.
from-paris-
agreement/8777420
 o Use Donald Trump as an example – although
cannot be effective until 2020, announced the Note: Wikipedia is
plan to pull out of the Paris Climate Agreement. NOT a reliable source.
--> Students are not to
Send students to work individually. use it as a research
 Get students to research for three world leaders and tool.
explain what those leaders’ stance on climate change is.
o Ask them to take brief notes. (2-3 sentences
each)
 Students are also to research how that leader’s view has Avatar Maker:
impacted that country’s approach to global warming. https://avachara.com/a
o Ask to take brief notes (2-3 sentences each) vatar/
 Students are to create an avatar of the world leaders
they have researched.
o Teacher to instruct the students to either save or
screenshot the avatar that they’ve just created as
they will be needing for this for the next class.

Conclusion
Exit Pass:
 Students to write their name on a post-it-note and
provide a general description of how a country’s
approach to issues is dependent on its leader.
LESSON West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

2 Science  Identify and state the cause Informal Introduction

Understanding and effect of greenhouse Diagnostic  Recap of yesterday’s lesson – political leaders and their
effect through the creation of  Do the view on climate change
Topic: Global
a popplet. students have  Outline what is expected in today’s lesson.
systems, some
including the o Discussion on the causes and effects of
understandin greenhouse gases.
carbon cycle,
rely on g on what  Introduce the topic by asking students
interactions causes what they think the greenhouse effect is
involving the “greenhouse caused by.
biosphere, effect” prior to
lithosphere, the lesson? – Body
hydrosphere assessed Provide direct instruction on how students will run.
and atmosphere  Split students into small groups.
(ACSSU189) through
questioning  Move into round robin group work.
Elaboration: during the o Explain that for 10 minutes at a time, one group
Explaining the introduction will research and contribute to a collaborative
causes and  Were the popplet, on the causes and effects of
effects of the students able “greenhouse effect”; whilst others will work on an
greenhouse iMovie.
to accurately
effect
identify the
Explain collaborative popplet task:
causes and Collaborative Popplet
 Using their textbook or other online resources such as
effects of http://popplet.com/app/
Britannica school, students are to enter and elaborate on
“greenhouse #/4592842
what causes “greenhouse effect” and its implications.
effect”?
o Like the previous class, emphasise that Britannica school:
Wikipedia is NOT a reliable source. --> Students https://school.eb.com.
are not to use it as a research tool. au/levels/high

Explanation of how to create an iMovie prior to beginning the How to create an

task. iMovie:
https://support.apple.c
om/kb/PH3334?locale
=en_US
Whilst students are starting their iMovie creation, walk
around and ask students about their findings. – checking for
understanding (assessment)

Conclusion
Come together as a class, and ask students if there was any
interesting or surprising fact that they came across during
their research and if they would like to share it with the rest of
the class.

Transition
Inform students on what they will be doing in tomorrow’s
class.
 Calculating their carbon footprint.
LESSON West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

3 Science  Students are to recognise Formal Introduction

Understanding how human activity impacts Summative  Recap of yesterday’s lesson – causes and effects of Youtube video:
global systems through the Were the students greenhouse effect https://www.youtube.c
Topic: Global able to create an om/watch?v=8q7_aV8
calculation of their carbon  Link the causes of greenhouse effect to carbon footprint
systems, iMovie that eLUE
including the footprint. includes: – greenhouse effect is caused by increased levels of
carbon cycle,  Definition of carbon dioxide in the atmosphere.
rely on “greenhouse  Play youtube video on carbon footprint.
interactions effect”
involving the Body Carbon footprint
 Three
biosphere,  Students calculate their carbon footprint. calculator:
lithosphere, politicians https://www.treesforlife
o Ask students to take a screenshot of their work
hydrosphere and their .org.au/kids-carbon-
to be saved for their iMovie.
and atmosphere stance on calculator?PHPSESSI
 Discuss carbon footprint. -->
(ACSSU189) global D=8d2152b89a7a9638
https://australianmuseum.net.au/reducing-our-carbon- 78e731526cef1433
warming and
Elaboration: footprint
how this view
Investigating o Australia is one of the highest carbon emitter.
how human influenced
The average Australian produces 28 tonnes of
activity affects that country’s
greenhouse gases in one year.
global systems approach to
o If the right to produce greenhouse gases was
global
shared evenly in the world, each person would
warming
only be allocated 8 tonnes of greenhouse gas
 Causes and
emission.
effects of
o Ask students how they compared to this statistic.
greenhouse
 After receiving their results; as a class, discuss ways Reducing carbon
effect footprint handout:
students can reduce their carbon footprint.
 Definition of http://www.talkabouttre
carbon Students to finish their iMovie es.org/docs/55.pdf
footprint  Instruct students to include:
 What their o Causes and effect of greenhouse effect, using
calculated the information on the collaborative padlet.
carbon o Definition of a carbon footprint
footprint is o Their carbon footprint
o How to reduce their carbon footprint
 How to  Instruct the students that upon completion, they are to
reduce upload their iMovie on youtube and submit the link onto a
carbon padlet.
footprint o https://support.google.com/youtube/answer/5740
7?co=GENIE.Platform%3DDesktop&hl=en

Conclusion Padlet:
 Students are to finish their iMovie at home, as their https://padlet.com/nina
assignment. paguio/wwp4g0h8sedi