SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 DESIGN BRIEF

Geological Formation or Natural Disaster Sculpture YEAR 6

o INTRODUCTION: Review the information and notes gathered from the previous lesson.
Talk about the task ahead.

o BRIEF: Students are to create a sculpture from paper mache, to represent one of the five
geological features or extreme weather conditions learnt about the previous week. Before
we start you must plan your design. The sculptures must look as appealing and as accurate
as you can make them, and the features and characteristics must be clearly and neatly
labelled. When the sculpture is completed, you will be required to write a reflection on the
process and then present your sculpture and reflection to the class as an oral
presentation.

o GENERATING DESIGNS: Using the examples that are up on the board, your notes and
diagrams from last week, or using your imagination, generate a series of designs that you
feel you may want to use as a plan for your sculpture. Check your design with me before
proceeding to the creation of your sculpture.

o PROJECT SPECIFICATIONS: The project must be made with the materials provided:
 Newspaper  Sand
 Wire  Cellophane
 Paint  Glue
Balloons are available for those who are doing the earth. Labels will be provided to label
your sculpture when it is finished. The sculpture must be roughly the size of a milk crate.

o PROJECT MANAGEMENT:
1. Once you have selected your design and I have approved it, select the materials
you will need to work on your design. Most designs will require a board to sit it on,
and a wire frame or balloon as a structure.
2. Construct your framework / structure.
3. Paper mache the framework / structure until you have the desired shape (this may
take 1 to 2 days).
4. Sand back any bits you don’t want.
5. Paint your sculpture
6. Decorate your sculpture
7. Label the important features of you geological formation or natural disaster.
8. Write a reflection on the design, the process and how you feel you did.

o EVALUATION: The evaluation criteria will be written up on the board so you know what I
am looking for (evaluation criteria from the rubric).

o PRESENTATION: Once you have completed your labelled sculptural design and the
reflection that goes with it, you will give a 3 minute oral presentation to the class to show
everyone what you have created, what its features are, and tell us about your reflection
on your work.

o TIME: This project will have 3 main lessons, and other spare class time to complete.
 Australian Curriculum: Science (Year 6)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) By the end of Year 6, students compare
and classify different types of observable
understanding

Chemical sciences  Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and changes to materials. They analyse
Science

rusting (ACSSU095) requirements for the transfer of

Earth and space  Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) electricity and describe how energy can
sciences be transformed from one form to another
to generate electricity. They explain how
Physical sciences  Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)
natural events cause rapid change to the
 Energy from a variety of sources can be used to generate electricity (ACSSU219) Earth’s surface. They describe and
Nature and  Science involves testing predictions by gathering data and using evidence to develop explanations of events and predict the effect of environmental
human endeavour

development of phenomena (ACSHE098) changes on individual living things.

Science as a


(Year 5-6)

science Important contributions to the advancement of science have been made by people from a range of cultures Students explain how scientific
(ACSHE099) knowledge is used in decision making
Use and influence  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives and identify contributions to the
of science (ACSHE100) development of science by people from a
 Scientific knowledge is used to inform personal and community decisions (ACSHE220) range of cultures.

Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what Students follow procedures to develop
predicting the findings of an investigation might be (ACSIS232) investigable questions and design
Science inquiry skills (Year 5-6)

investigations into simple cause-and-

Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103) effect relationships. They identify
conducting  Decide which variable should be changed and measured in fair tests and accurately observe, measure and record variables to be changed and measured
data, using digital technologies as appropriate (ACSIS104) and describe potential safety risks when
 Use equipment and materials safely, identifying potential risks (ACSIS105) planning methods. They collect, organise
 Construct and use a range of representations, including tables and graphs, to represent and describe observations, and interpret their data, identifying
Processing and where improvements to their methods or
analysing data patterns or relationships in data using digital technologies as appropriate (ACSIS107)
 Compare data with predictions and use as evidence in developing explanations (ACSIS221) research could improve the data. They
and information
describe and analyse relationships in
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108) data using graphic representations and
construct multi-modal texts to
Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110) communicate ideas, methods and
findings.

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories
 Numeracy
and cultures
 Information and communication technology
(ICT) competence  Asia and Australia’s engagement with Asia
 Critical and creative thinking
 Sustainability
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
 English CONCEPT MAP Maths
(option 1)

Research and write a report Using an example calculate how

about geological changes in the
world.
Debate in teams the pros and
cons of floods.
Create a dictionary of related
scientific terminology.
Religious Education / Spiritual Education long people would have to
Discuss the natural disasters found in the evacuate before a tsunami hit.
bible.
Create a picture sequence of the big flood Using an example create a graph
in the bible, and the effects it had on the showing the intensity levels of a
environment. hurricane.
Concept: Geological Changes & Extreme
weather
Term: 3 Weeks: 5 - 10
©The University of Notre Dame 2010 developed by C McGunnigle

Design & Technology Health & Physical Education

Research and design a concept (machine or Brainstorm and write a short essay on the health
method) of keeping floodwaters or fires at and safety of people in fire prone areas.
bay.
Geography The Arts

Create a map of Australia and its surrounding Create a sculpture of a natural disaster (fire, volcano,
oceans pinpointing where all the big natural tornado), or the earth (including its layers).
disasters have been in the last 100 years.
Find a famous artwork depicting a natural disaster and
Find out and discuss how Australia has helped write a review on it.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 / 5-10 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science – natural disasters

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

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about geological changes and extreme weather.
 To elicit students’ questions/ prior knowledge about geological changes and extreme weather
 Diagnostic assessment used- in this lesson you will find out what the students already know about geological changes and extreme weather. This will allow you to take account of students’ existing
ideas when planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

111 ACSSU0 ACSIS2 Create and start a DIAGNOSTIC  Create a TWLH chart on natural disasters & the What do you TWLH chart
96 32 TWLH chart. earth, to be put on the wall and added to know about
throughout the following weeks. this? (tectonic Computer with
Explore and discuss Anecdotal notes plates, internet access
taken throughout  Get students to fill in the first section of the chart.
facts on the Earth, volcanoes,
volcanoes, the lesson.  Show the YouTube video (skipping some parts as it tsunamis, IWB
earthquakes, tsunamis may be too much for year 6). earthquakes)
and tectonic plates. Observations  Show the interactive whiteboard activity (IWB). YouTube clip:
during the match- How many http://education.a
Students draw a labelled diagram of each of the 5
up game. layers does the bc.net.au/home#!/
topics in their science books.
earth have and media/30528/
Checklist done on  Have a class discussion on what we have learned
what do you
the labelled from the activity. know about IWB activity:
diagrams in science  Fill in more of the TWLH chart. them? http://www.scootl
book.  In groups of 2 or 3 match up the pairs in a match-up e.edu.au/ec/viewi
ng/S0591/12514_
game. Each group to present 1 pair to the class. 08/index.html
 Throughout this lesson students add to their
scientific terminology dictionary. Match-up game
(names and
(Make sure Jet and Riley are not paired together in the group definitions),
activity. Emily & Caleb to be extended by getting the harder including a
set of match-up cards, Safiyah and Katisha get the weaker set weaker and harder
of match-up cards). set.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of geological changes and extreme weather
 To support students to investigate and explore ideas about geological changes and extreme weather
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
2 ACSSU0 ACSIS10 Create a sculptural FORMATIVE  Review information from previous lessons. What are the Newspaper
96 3 piece representing a  Students to generate designs / plans for their features of your Glue
geological formation or Sculpture and sculptures. chosen design? Paint
a natural disaster reflection will be Labels
 Students to create a sculpture (paper mache) on
(from week 1). assessed through a Wire
either the Earth, tectonic plates or a natural disaster Sand
rubric.
Show each of the (from last weeks lesson). Cellophane
features correctly Anecdotal notes  Students work on their sculptural piece daily. Balloons
(layers, vent, eye – will be taken  Features are to be clearly labelled. Sandpaper
depending on what throughout the  Students write a 300 word reflection when they
they have chosen). creative process. 1.5 ft square
have finished the sculptural piece. boards
Label features clearly  Reflection to be mounted on coloured card.
and correctly. Oral presentation  Each student to present their sculpture and Paper for
marked using a reflection to the class as a 3 minute presentation. reflection
300 word reflection on rubric.  Update dictionaries and TWLH chart.
the sculptural piece. Coloured cards

Oral presentation done (Emily and Caleb extended by doing a 500 word reflection,
on the sculptural piece and more detail in their sculptures, Katisha and Safiyah to do
and reflection. a 150 word reflection).
Teacher to cut and help with the application of wire. Monitor
the use of paint and glue closely.

5E’s- EXPLAIN (1 lesson)

  To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
3 ACSSU0 ACSHE0 Identify the missing FORMATIVE  Share around the mystery bag with the Jenga blocks How do Mystery bag.
96 98 terminology in the in it. Each student gets a block out of the bag with a scientists
document. word on it. Do not show anyone. predict the Jenga blocks with
Handout will be effects of words on them.
collected and  Put up document “ Natural Disasters & How We
Write a 200 word natural
summary in your own marked. Predict Them” on IWB (document is missing the disasters? “Natural Disasters
words on the handout. words that are on the Jenga blocks) & How We
Summary will be  Students to read through document and consider How does Predict Them”
graded using a where their block might go. gathering document for
rubric. evidence help IWB.
 As a class, take turns reading out parts of the
to predict the
document. Return to the gaps in the text. Handout of
effects of major
 Students put their hands up if they think their word or climatic “Natural Disasters
fits into a specific gap. Class discussion over which & How We
events?
Predict Them” for
word is more appropriate. Re-read that section
students to fill in.
aloud.
 Students write a 200 word summary in their own
words on the handout. Tell students what I am
looking for (rubric).
 Students form groups of 4 and write their words
down. Jenga blocks are then collected and stacked
into a tower.
 Points are accumulated for each block safely
“evacuated” from the tower before it collapses from
the earthquake
 Update dictionaries and TWLH chart.

(Make sure Jet and Riley are not grouped together during the
concluding game. Katisha & Safiyah to write 100 word
reflection, Emily and Caleb to write 300 word reflection).
Make sure students are a safe distance from the Jenga tower
for when it collapses.

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
4 ACSSU0 ACSIS23 Write questions for an SUMMATIVE-  Students form teams of 5. What makes the Play doh
96 2 investigation. Science Inquiry  Teams create a volcano out of play doh with a film volcano erupt?
Skills container in the mouth. Red and yellow
ACSIS10 Students create a What effect food colouring
 Place volcano into the baking dish.
3 volcano in teams of 5. Rubric will be used does changing
 Teams come up with questions for the investigation. the amount of Dish washing
to assess the
ACSIS22 Observe and record investigation  Add 2 tsp of baking soda. baking soda liquid
1 findings in science  Add 1 tsp of dish washing liquid. have?
book.  Add 4 drops each of food colouring. Baking soda
ACSIS10 What happens
 When ready, add some vinegar to the container and
4 to
the time the Vinegar
watch it erupt. volcano takes to
 Take out the container and rinse it, and re-do the erupt if we Plastic film
experiment, changing the variables as per the change the containers
questions in the investigation. amount of
 Students to record findings in their science books. vinegar added? Aluminium baking
dishes
 Update dictionaries and TWLH chart.

(Emily and Caleb extended by finding extra variables, and

writing a report on the experiment if they have time).
Teacher to monitor the experiments and the use of materials
closely. Experiments to be done outside to avoid
unnecessary mess in the classroom.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about geological changes and extreme weather and represent what they know about geological changes and extreme weather
  Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
5 ACSSU0 Students research and SUMMATIVE-  Students use computers to research their chosen What is your Large sheets of
96 investigate a natural Science natural disaster (not the same as their sculpture). chosen natural paper or poster
disaster. Understanding Use at least 2 scholarly websites. Keep notes on disaster? cardboard
websites used for bibliography.
Students plan, design The poster will be  Students develop a plan for their poster to show the What are its Printed or drawn
and make an appealing assessed in the specific areas/subheadings to be included about the features? illustrations or
poster to present their form of a rubric. natural disaster they have selected to research for photographs
findings. this activity. What causes it
 Include information on predicting the event. to occur? Computer with
Students write the  From their collected sources they select the relevant internet access
information gathered information about the natural disaster that will be How is it
in their own words. included under the subheadings on the poster. predicted?
 Students analyze the information and summarize it How could this
Use at least 5 into their own words, must include at least 5 be improved?
references to evidence references to factual evidence.
based facts.  They use the poster plan and the text they have
constructed to make their poster.
Include a bibliography  Students to include a bibliography on the back of
of at least 2 different their poster.
scholarly websites.  Poster must include a labeled diagram.
 Students to present their posters to the class.
 Update dictionaries and finish the TWLH chart.

(Emily and Caleb extended by using 4 websites and 8

references).
Teacher to monitor the use of computers to make sure
students stay on task and use appropriate websites.
 Week 1: IWB Checklist

Students John Harry Lisa Emily Caleb Jet Katisha Riley Safiyah Emma Joe Sam Dean Blake Chrysta
Earth
layers
Tectonic
plates
Volcano
Earthquake
Tsunami

Enter number of facts they copied down correctly for each topic

Total amount

18 – 20 A
14 – 17 B
5 – 13 C
0–4 D
 Week 2: Oral Presentation Rubric

Student name:_________________

A B C D
Content Content held lots of key Content held lots of Content held some relevant Content held little or no
information, very detailed information relevant to information, information relevant information,
and very well explained topic, information was well was somewhat explained information was not
explained explained
Confidence/eye contact Eye contact was made Eye contact was made Made attempts to use eye No attempt to make eye
continuously throughout sporadically throughout contact, notes were read contact. Read from notes
presentation, no notes were presentation, palm cards from a sheet of paper
used were used
Structure Structure of the Structure of the Structure of the Structure of the
presentation was of very presentation was good. presentation was presentation was poor. No
high quality. Evidence of Evidence of planning acceptable. Some evidence evidence of planning
planning obvious evident of planning visible visible

Total grade:______________
 Week 2: Sculpture Rubric

Student name:_________________

A B C D
Appearance Sculpture is of very high Sculpture is of good Good effort was made on Poor quality sculpture, no
quality, careful planning is quality, planning is evident the sculpture, some planning evident
obvious planning is evident
Features All of the features are very Most of the features are Some of the features are Some of the features are
well represented very well represented / All represented / Most of the poorly represented / none
of the features are features are represented of the features have been
represented poorly identified
Labels All of the features are All of the features are Some of the features are No labelling evident
clearly and neatly labelled labelled labelled
Reflection High quality reflection Well written reflection Good reflection Poorly written reflection

Total grade:______________
 Natural Disasters & How We Predict Them (week 3)
Each year natural disasters claim thousands of lives and cause
billions of dollars in economic damage. We look at 4 natural
disasters and ways we can predict or forecast these events or their
effects.
The flooding of rivers following heavy
rainfall is the most common form of
flooding in Australia. Very high tides
are another cause of flooding in
____________ areas. In hilly or
mountainous areas of these inland
rivers, as well as in rivers draining to
the coast, flooding can occur more
quickly. Flash flooding usually results
from relatively short ___________
bursts of rainfall, commonly from
thunderstorms. It is difficult to provide
effective warning for flash flooding
because of their rapid onset. The Bureau of Meteorology provides flood forecasting and warning
services for most major rivers in Australia. A flood _____________ is issued when the Bureau is
more certain that flooding is expected, often when ______________ has started to fall. Flood
Warnings are issued for specific catchments. Flood Warnings will generally include specific
predictions of the severity of expected flooding. They typically rely on forecast ____________ and
knowledge of historical flood response.

A tropical cyclone is a ___________ storm that

forms over warm oceans. When a
tropical cyclone hits land, it brings heavy rains and
strong winds. Those that form near North America
and the Caribbean are called ______________.
Meteorologists around the world use modern
technology such as satellites, weather radars and
computers etc. to track tropical cyclones as they
develop. Tropical ____________ are often difficult
to predict, as they can suddenly weaken or change
their course. The Saffir-Simpson Hurricane Wind
Scale is used defining events by their wind
_________ and impacts.
A volcano is a landform
(usually a mountain) where
___________ rock erupts
through the surface of the
planet. In simple terms
a volcano is a mountain that
opens downward to a pool of
molten rock (magma) below
the ______________ of the
earth. It is a hole in the Earth
from which molten rock and
_______ erupt. A volcano that
is about to erupt may produce a
sequence of earthquakes.
Scientists use seismographs
that ____________ the length
and strength of each earthquake
to try to determine if an
______________ is imminent.
Magma and gas can push
the volcano's slope upward.

A tsunami is a large ocean

wave usually caused by an
underwater
________________ or a
volcanic explosion.
Tsunamis are NOT tidal
waves. ___________ waves
are caused by the forces of
the moon, sun, and planets
upon the tides, as well as
the wind as it moves over
the water. To help identify
and predict the size of
a _____________,
scientists look at the size
and type of the underwater earthquake that precedes it. This is often the first information they
receive, because seismic ___________ travel faster than tsunamis. The Deep-Ocean Assessment
and Reporting of Tsunamis (DART) uses unique pressure recorders that sit on the ocean
____________. These recorders are used to detect slight changes in the overlying ____________
pressure. The DART system can detect a tsunami as small as a centimeter high above the sea level.
 Week 3: Summary Rubric

Student name:_________________

A B C D
What is it? All 4 of the natural All 4 of the natural All 4 of the natural Less than 4 natural
disasters have been disasters have been disasters have been disasters have been
described in great detail described described in poor detail described
How is it predicted? All 4 of the predictive All 4 of the predictive All 4 of the predictive Less than 4 of the
methods have been methods have been methods have been predictive methods have
described in great detail described described in poor detail been described
Originality Very high quality Good quality Efforts have been made to No effort has been made to
paraphrasing. No copying paraphrasing. No copying paraphrase. Minimal paraphrase. Text has been
of text of text copying of text copied
Sentence structure / Clear and well thought out Clear paragraphs have Paragraphs have been Paragraphs were unclear.
paragraphs / fluency paragraphs have been been made with good attempted with somewhat Sentence structure was
made with exception sentence structure. Text good sentence structure. poor and text was hard to
sentence structure. Text was fluent Text was understandable read
was very fluent and easy
to read

Total grade:______________
 Week 4: Investigation Rubric

Student name:_________________

A B C D
Writing the investigation Well thought out Good investigation with Acceptable investigation Poor investigation with
investigation with high good variables with some variables poor or nil variables
quality variables
Making the volcano / High quality volcano, Well made volcano, Acceptable volcano, Poor quality volcano, did
instructions followed instructions followed instructions well followed most instructions not follow instructions
perfectly
Recorded observations Observations were clear Observations were well Observations were Observations were poorly
and very well written written using some recorded using minimal recorded using no
using proper terminology terminology terminology terminology
Conclusions Conclusions were very Conclusions were well Conclusions were Poor or no conclusions
well formed and written, written, based on evidence recorded, somewhat based were made based on
based on evidence on evidence evidence

Total grade:______________
 Week 5: Science Understanding Rubric

Student name:_________________

A B
Content Content was highly
relevant to the topic
Originality Very high quality
paraphrasing. No copying
of text
Planning High level of planning is
obvious
Appearance Poster is very appealing
and of high quality
References 5 or more references have
been made to high quality
factual evidence
Bibliography 2 or more high quality and
relative scholarly websites
have been used and
recorded
C D
Content was relevant to the Content was somewhat Content was not relevant
topic relevant to the topic to the topic
Good quality paraphrasing. Efforts have been made to No effort has been made to
No copying of text paraphrase. Minimal paraphrase. Text has been
copying of text copied
Good planning is evident Some planning evident Little or no planning is
evident
Poster is of good quality Poster is of acceptable Poster is of poor quality
and looks good quality
5 or more references have 5 references have been Less than 5 references
been made to factual made to somewhat related have been made to factual
evidence factual evidence evidence / factual evidence
is not related to topic
2 or more relative 2 scholarly websites have 2 scholarly websites have
scholarly websites have been used and recorded not been used or are
been used and recorded unrelated to the topic

Total grade:______________