CONTEMPORARY TEACHER

LEADERSHIP
ASSESSMENT 1

Abstract
This report aims to improve a stage 4 year 7 Science unit of work referred to as ‘Lets Rock’. The
unit of work is designed to meet the learning needs of academically lower ability students at
Erksine Park High School. The report includes recommendations for the unit that aims to improve
the learning of a diverse range of students. The reconstructed part of the unit of work is focused
to be taught to a comprehensive class, with students that are EAL/D, LBOTE, Gifted and Talented
and culturally diverse. In order to achieve these objectives, the modifications of the unit of work
are aligned with the Understanding by design (UBD) framework, in order to ensure that students
receive successful learning outcomes. The focused recommendations for this unit of work
include, improving literacy and numeracy components, increasing use of ICT components,
increasing student engagement, confidence and motivation for learning.

Rabia Deeb
17464491
Table of contents

Executive Summary ................................................................Error! Bookmark not defined.

Objective and Context.................................................................... Error! Bookmark not defined.
Goals ............................................................................................. Error! Bookmark not defined.
Recommendations ......................................................................... Error! Bookmark not defined.
Part I – Comparative Table of Unit Alterations ........................Error! Bookmark not defined.
Part II – Contextual redesigned program documentation ........Error! Bookmark not defined.
Context.......................................................................................... Error! Bookmark not defined.
Concept Map ................................................................................. Error! Bookmark not defined.
Scope and Sequence ...................................................................... Error! Bookmark not defined.
Assessment Schedule ..................................................................... Error! Bookmark not defined.
Unit Outline ................................................................................... Error! Bookmark not defined.
Assessment Task ............................................................................ Error! Bookmark not defined.
Part III – Report of Recommendations ....................................Error! Bookmark not defined.
Reference List ................................................................................ Error! Bookmark not defined.
Appendix – Original Program Documentation .........................Error! Bookmark not defined.
Scope and Sequence ...................................................................... Error! Bookmark not defined.
Assessment Schedule ..................................................................... Error! Bookmark not defined.
Unit Outline ................................................................................... Error! Bookmark not defined.
Assessment Task ............................................................................ Error! Bookmark not defined.

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 Executive summary

Objective and context

Erksine Park High school is a co-educational comprehensive school that serves the
burgeoning communities of greater Western Sydney. The school provides excellent
classes for Science and a diverse range of other subjects. The school dynamic is
significantly multicultural, with almost a third of students (31%) coming from a
language background other than English (LBOTE). It also accommodates to the
learning of Indigenous and/or Torres Strait Islander and refugee students, with 5% of
the students identify as Indigenous and/or Torres Strait Islander. The school is made
up of 1000 students in total, with 51% identifying as boys and 49% identifying as girls.
The socioeconomic status is relatively low, as many students are found to be within
the bottom quarter. The unit chosen for this paper was taught to a stage 4 year 7
Science class at Erksine Park high. The class consisted of students from a LBOTE,
low socioeconomic status and gifted and talented.

Reference: Statistics and tables above are retrieved from the MySchool Website. Retrieved
from: https://www.myschool.edu.au/school/41845

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Goals
The goals attached to the modifications for the unit are as follow:
 Address student’s literacy skills in reading and writing through the addition of
more literacy components.
 Address and incorporate further numeracy activities, in order to develop
student’s numerical skills.
 Increase the use of Information and communications technology (ICT) as a
resource to increase student engagement, understanding and as a support for
their learning.
 Increase and challenge student motivation and problem solving skills through
the addition of Inquiry based learning (IBL).
 Incorporate forms of assessment such as summative assessment in order to
encourage students to demonstrate their understanding of the content.
 Integrate effective differentiation components in order to cater to the needs of
a range of diverse learners.
 Improve students ethical understanding of the unit through making it more
meaningful and applicable to the real world.

Recommendations

Although aspects of the unit of work need altering, the original piece is an excellent
and professional program designed to increase and develop student learning.
However, the altered program will focus on teaching a diverse range of students
including those that identify as LBOTE, gifted and talented, Indigenous and/or Torres
Strait Islander, low socioeconomic status, mixed academic abilities and those with
additional learning needs. Therefore, the integration of better differentiation skills will
be added in order to aid to a diverse range of learners. The alternations recommended
for the unit of work aims to develop and increase student engagement and motivation
through interactive ICT components and literacy and Numeracy skills. The
modifications will also focus on improving the assessment and sequencing within the
unit in order to ensure that students learning and understanding is recorded. The main
objective of these modifications is to ensure that student engagement is achieved in
order to increase the likelihood of students continuing Science in their stage 6 learning.

4
The modifications that are to be achieved within the unit of work include, to:
 Improve student learning through the development of better
differentiation by ensuring that the different learning needs of students
are met.
 Improve students’ literacy and numeracy skills through the addition of
more writing and numerical tasks.
 Improve the use of assessment through including a summative
assessment to ensure that the students overall understating of the
program is achieved.
 Improve the student’s engagement through the use of ICT components
as a tool to increase student motivation and deepen their understanding
of the program.
 Improve the progression of student learning through improving the
sequencing of the program to ensure that students develop the
appropriate skills to meet the requirements of the outcomes.
 Improve students ethical understanding through more connection to the
real world and improve their creative and critical thinking skills by
challenging their learning through the addition of inquiry based learning.

Background information

The unit of work “Let’s rock”’, is the 5th unit implemented with year 8. The unit focuses
on building students’ knowledge and understanding of Geology. The topic aims to build
the foundations students will require in the stage 5 year 9 topic on “What Lies
Beneath". The teaching and learning strategies implemented within this unit will focus
on developing student’s capabilities in critical and creative thinking, ethical
understanding and literacy and numeracy. The unit of work focuses on providing
students with an understanding on the structure of the Earth. As it is a stage 4 unit it
therefore aims to mainly educate students on above ground modifications affected by
natural elements. Through the use of Scientific metalanguage that is specific to the
study of Geology, students are able to critically think about the knowledge they already
understand about the world around them. The unit also explores the nature of the
lithosphere in detail and thus enables students to question what makes up the

5
lithosphere and through this, students are able to relate it to concepts they already
understand.

6
 Comparative Table
Color key:

Pink highlight represents Literacy

Yellow highlight represents Numeracy

Green highlight represents Creative and critical thinking

Blue highlight represents Ethical understanding

Red highlight represents Understanding by design

Area of Strengths of the area of
consideration consideration
Science Metalanguage was
present throughout the
Literacy program.
Students are required to
research and read Scientific
secondary articles.
The online Stile program
integrates small aspects of
Numeracy numeracy tasks for students to
engage in.
Concerns of the area of
consideration
Literacy tasks are heavily teacher
guided, not leaving much room for
students to develop their skills. For,
example the teacher provides student
summaries.
There is a lack in real written
components where students can
demonstrate their understanding of
the content.
Very Minimal use of numeracy
activities to develop and increase
student’s numerical skills.
Suggested Changes to
counteract concerns
Through the integration of
supportive writing tools such as
ALARM and PEEL students will
construct written summarised
paragraphs on the content
learnt.
Integrated writing tasks such as
Scientific reports this will help
increase and develop students
writing skills.
Integration of graphing activities
will help strengthen students
understanding of not only
numeracy but also how to
Research support for the changes
suggested.
Glynn & Muth, (1994) in their paper
‘Reading and writing to learn science:
Achieving scientific literacy’, state that
skills in reading and writing can serve as
driving forces for learning science
meaningfully.
Seddon (2017) states in his paper on
‘Strategies for integrating literacy into a
science classroom’, that integrating
writing activities and literacy tasks in
science can help improve students
‘metacognition and understanding of
science concepts’.
Ozgun-Koca (2001) in her paper on ‘The
Graphing Skills of Students in
Mathematics and Science Education’,
states, that graphs have the ability to

Students are required to
organise data gathered from
practical investigations and
insert them into tables.
The program Stile is used in
Critical and order for students to complete
Creative online interactive activities.
Thinking
Graphic organisers are used to
allow students to visualise and
organise information. This
increases students creative
thinking.
Students are to observe
Ethical interviews from Scientists on
Understanding their experiences and studies
Minimal use of students applying their
numerical skills in activities that
challenge them to do so.
Minimal use of interactive Information
and communication technology (ICT)
components to engage students within
their learning.
Minimal use of Inquiry based learning
aspects to make lessons more student
centred rather than teacher.
Lack of connection to the real world,
thus this limits a student’s
understanding of the content as
students cannot make connections.
organise and interpret data in a
scientific report.
Students will be required to
construct a geological timeline
and use a scale to convert
particular figures into distance.
The incorporation of interactive
ICT components such as, Kahoot
and Padlet will help increase
student engagement and
develop their ICT skills.
Integrated Inquiry based
learning activities that aim to
make lessons more hands on
and student directed instead of
entirely teacher guided.
Integrate aspects of the real
world and connect it to the
theory on Rocks. This can be
achieved through comparing
summarise very difficult
information/data. They are not taught
only in mathematics but also in Science
and ‘social studies to represent and
interpret relationships’.
Australian curriculum assessment and
reporting authority (ACARA, 2019) state,
that science students use graphs, scales,
table and diagrams to interpret or
present data. Thus, by analysing
numerical data using these tools students
can interpret and critically evaluate
claims better.
De Castell & Jensen (2006) state that
using educational games/quizzes can help
students engage with the content better
and can help hold their attention for
longer.
Smallhorn, Young, Hunter and Da Silva
(2015) in their paper on ‘Inquiry-based
learning to improve student engagement
in a large first year topic’, state that
increasing student participation in inquiry
based learning activities can help increase
student engagement and enhance
student’s development in ‘analysis and
critical thinking skills’.
Bergmark (2009) in his Doctoral thesis on
‘Building an Ethical Learning Community
in Schools’, states that sharing one’s
cultural heritage with others as well as
been aware of one’s own cultural origins
8

Students partake in an activity
on Mining, this links them to
real world connections that go
beyond textbooks
There is a good use of
formative assessments
Understanding throughout tasks within the
by Design program
Authentic practicals are used in
order to demonstrate and
assess student understanding
and progression.
Lack of explanation on sustainability in
regards to the content on rocks
specifically Mining.
The program provides no formal
assessment to assess students on their
progress and understanding of the
content.
The program lacks in structural points
and references to the bigger picture.
The concept map is not explicit and
direct enough.
rock use between Indigenous
people and Westerners.
Integrate tasks that will increase
students understanding on
sustainability and its connection
to mining. In doing this, students
can achieve an ethical
understanding of Rocks.
Incorporate a summative
assessment in order to provide
students with the bigger picture
and achieve Understanding by
design (UBD) outcomes
Integrate a reconstructed
concept map that is more
detailed and explicit in what
students are required to learn.
This provides students with the
bigger picture.
can help in developing a secure identity
and provides them with the ability to
understand the values, beliefs and
conditions of others.
Mishra (2016) in her paper on ‘Active
Role Played by Education to Develop
Environmental Ethics among Indian
Teenagers’, states that the role of
education can be used as a powerful tool
to flourish and imbibe the importance of
environmental ethics within students.
Roth (2007) on his paper on
‘Understanding by Design: A Framework
for Effecting Curricular Development and
Assessment’, states that assessment
procedures that measure the degree of
success in reaching the anticipated
learning outcomes must be incorporated
into units.
Mctighe and Wiggins (2005) in their work
on ‘Understanding by design framework’,
state, that effective curricular/teaching is
planned using ‘backwards mapping’, and
that this is achieved using a three-stage
design.
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 Recommendations

Understanding by design (UbD) a framework developed by Wiggins and Mctighe (2005) is designed
to enhance the teaching and learning experiences of both students and teachers. The frameworks
main objective is working through, ‘backwards mapping’. This term aims to first expose students to
the anticipated end result and then it is through the integration of particular learning experiences
and instructions that students begin to meet the outcomes (Roth, 2007). The original Science unit
of work (Appendix B) that is being reconstructed for this assessment task, ‘Let’s rock’ is a
respectable program that attempts to meet students learning needs. However, aspects of the
program lack in detail and direction thus limiting student engagement and understanding. Aspects
such as the program offers no formal assessments, unclear concept map and scope and sequence.
Therefore, this paper aims to remove these constraints by integrating particular aspects of the UbD
framework. Aspects such as increasing inquiry based learning activities, exposing students to
challenging tasks and enabling students to practice their skills in ICT, reading, writing and numeracy
all work collaboratively in increasing student engagement and understanding. Furthermore, it is
through ongoing teacher assessment and guidance that students achieve the desired outcomes.

The original unit offered no formal assessment. In the reconstructed unit an assessment task in the
form of a topic test was developed in order to provide students with an opportunity to test their
acquired skills. Roth (2007) states the importance of meaningful assessments when integrating
UbD, he argues that it is essential to assess students using a variety of tools including quizzes,
teacher observation, academic prompts and informal checks. The use of ongoing formative
assessments provides teachers with an insight into the progression of student’s learning and allows
students to practice their skills in attempt to demonstrate them in the formal assessment. A variety
of formative assessments were added to the reconstructed unit, such as a diagnostic test in the form
of a kahoot and an interactive Padlet brainstorming activity, these provide learners with the
opportunity to demonstrate their understanding. Therefore, the integration of ICT components can
help increase student engagement and understanding of the content better. De Castell & Jensen
(2006) state that educational games/quizzes can help engage student attention and has the ability
to hold that attention for a length of time. Furthermore, through incorporating ICT components
students are able to engage lessons better as their creative and critical thinking skills are at work.

The original unit (Appendix B) lacked in providing more student-centered activities, instead there
was a repetition of teacher led aspects for example, teachers provide students with summaries and
heavily guided explanations of concepts. Additionally, the integration of inquiry based learning (IBL)
was used throughout the reconstructed unit, this was also used in order to increase student
engagement and learning progression. IBL can be defined as a process that includes the
combination of both student-centered practical activities and discovery (Smallhorn, Young, Hunter
and Da Silva, 2015). This can be observed in the reconstructed unit for example, students are to
conduct individual research and use graphic organisers to demonstrate their understanding before
delving into particular concepts. This can be seen in the KWL chart and the Frayer model were
students are asked to express their understanding of particular terms before learning about them.
Thus these activities allow for more student direct learning as the teachers act as facilitators that
encourage class discussions and guide student learning rather than explicitly teaching (Pedaste,
Maeots, Leijen, & Sarapuu, 2012).

Alternative IBL aspects were added to the reconstructed unit this includes engaging students in
more student centered practical investigations. For example, students are to participate in the
Stratigraphy practical before they are provided with deep knowledge on what the term Stratigraphy
means, instead they use the investigation to build meaning of the term. Kubieck (2005) states that,
‘by engaging students in authentic investigations, achieves a more realistic conception of scientific
endeavor as well as provides a more learner-centered and motivating environment’ (p.1). The
integration of IBL achieves particular outcomes under the UbD framework, as IBL provides students
with the ability to transfer their learning and skills and apply them in authentic investigations.
Thereby, this ‘improves student engagement with the content and assists in the development of
analysis and critical thinking skills’ (Smallhorn, Young, Hunter and Da Silva, 2015).

The original unit of work (Appendix B) includes a concept map, however the layout and description
of the outcomes that are to be achieved are not explicit or direct enough for students to thoroughly
understand what the ‘bigger picture’ is. Therefore, a concept map was developed and attached to
the reconstructed unit. The reconstructed concept map aims to help students understand what
aspects of the unit they will be covering, introduces them to new terms and provides them with an
insight on what the formal assessment will be focusing on. This falls under stage one ‘Identifying
desired results’ in the UbD framework, as expectations are stated, goals are considered and content
standards are presented (Wiggins & McTighe, 2005). Through this concept map, students can
question what they currently know, understand or are able to do whereas teachers will focus on
what transfer strategies will be used, what understanding aspects will be desired and what essential
questions will be explored in depth (Wiggins & McTighe, 2005).

Furthermore, the scope and sequence in the original unit of work (Appendix C) lacked in appropriate
sequencing skills. Thus, according to the National Education standards authority (NESA, 2019) a
scope and sequence demonstrates the appropriate order of units within a year/stage, the syllabus
outcomes that are to be addressed and any particular assessments/projects. However, these

11
aspects were not entirely evident throughout the original scope/sequence (Appendix C). The unit
lacked the appropriate order. Therefore, the reconstructed unit ‘Lets rock’ was swapped with the
‘Push and pull’ unit in term two, this modification was made as the students learn about rocks and
how to classifying them. Thus, this makes the transition into the next unit on ‘Classifying Living
Things’ easy on students as students already have some background knowledge and vice versa
between the ‘Elements and compounds’ and ‘Push and pull’ units. Additionally, the scope/sequence
also lacked in demonstrating a formal assessment task, thus an assessment task was added in
compliance with the UbD framework. Lastly, there was a lack in the number of outcomes provided,
this deviates from the UbD framework as outcomes are required for students to reflect on while
working towards the final result (Wiggins & McTighe, 2005). Thus, working scientifically outcomes
were added as these outcomes are assessed in the formative assessment components throughout
the reconstructed unit.

In a study by Glynn & Muth, (1994) state, that skills in reading and writing can serve as driving forces
for learning science meaningfully. Thus, as part of increasing student’s literacy skills and preparation
for the formal assessment, particular literacy tasks were introduced to the unit as part of the
reconstruction process. Although the original unit (Appendix A) demonstrates many aspects of
scientific metalanguage it still lacks in providing students with a variety of opportunities to increase
their writing skills. Thus, literacy aspects such as writing paragraphs using the ALARM matrix and
PEEL were integrated in the reconstructed unit in order to help students build their writing skills.
Other aspects included students writing Scientific reports. Seddon (2017) encourages the
importance of integrating literacy into Science classrooms as he states, ’students who are
scientifically literate are able read, understand, and interpret science in the popular media as well
as have the ability to communicate more coherently in their professional and personal lives’ (p.4).

Furthermore, the lack in numeracy aspects was highly prevalent in the original unit, as students
were not provided with a variety of tasks to develop and increase their numerical skills. According
to Ozgun-Koca (2001) states, that graphs have the ability to summarise very difficult
information/data and are widely used in science to inertrpe and present relationships. Thus,
numerical aspects such as graphs and using scales were incorporated to the reconstructed unit in
order to increase student’s numerical skills. Lastly, deep ethical understanding lacked in the original
unit. Thus, ethical aspects were added to the reconstructed unit as students learn about
environmental science in relation to sustainability through a Mining activity and cultural science
through the comparison of rock use in regards to Indigenous people. This was done in order to
connect students to the real world and increase their engagement. Bergmark (2009) states that
sharing one’s cultural heritage with others as well as been aware of one’s own cultural origins can
help in developing a secure identity. As well as provides one with the ability to understand the values,

12
beliefs and conditions of others. The addition of these aspects all work towards UbD, as students
build their numerical and ethical skills in order to use them in the final assessment task.

In conclusion, it is evident that the integration of UbD framework can help increase students
learning, engagement and understanding. It provides teachers with the ability to work beyond simply
designing lessons/units on instruction and activities and instead focus on the outputs of these
strategies.

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 Reconstructed Unit of Work

a. Scope and sequence

Erksine Park High School

Year 7 Scope and Sequence
Science 2019
YEAR Weeks
7 1 2 3 4 5 6 7 8 9 10 11
Unit 1: Working Scientifically Assessment Unit 2: Particles Matter
Key Concepts Task 1: Key Concepts:
- Introduction to - Behaviour of Matter
laboratory Practical Task - Particle Movement
Term - Safety in Science - Properties of Solids, Liquids and
1 - Science specific Skills gases.

Outcomes: SC4-6WS, SC4- Outcomes: CW-1, WS-5

7WS, SC4-9WS Task Two Notification: Week 8 Term 1
Task One Notification: Week 3 Task Two Due: Week 10 Term 1
Term 1
Unit 5: Let’s Rock Unit 4: Classifying Living Things
- Structure of the Earth Key Concepts:
- Weathering, Erosion and Deposition - Classifying Living Things
- Sedimentary, Igneous and - Identify a range of plants
Term Metamorphic Rocks and animals
2 - Minerals - Structural features of living
- Fossils things
-
Outcomes: ES-1 SC4-12ES, SC4-13ES, SC4-3VA, Outcomes: LW-1, WS-8
SC4-7WS, SC4-6WS, SC4-8WS, SC4-9WS, SC4-
12ES
Task One notification: Week 2 Term 2
Task one due: Week 5 Term 2

Unit 3: Pushes and Pulls Unit 6: Elements and Compounds

Key Concepts Key Concepts:
- Balanced and Unbalanced forces - Elements and Compounds
- Forces in Everyday Life - Chemical Symbols
Term - Frictional Forces - Arrangement of particles
3 - Electrostatic Charge Outcomes: CW-2
 - Magnets and Electromagnets

Outcomes: PW-1 & PW-2, WS-6, WS-7

Task Three Notification: Week 1 Term 3
Task Three Due: Week 5

Unit 8: Earth in space Unit 7: The Microscope

Key Concepts:
Key Concepts: - Structures within Cells
- Day and Night, Seasons and Eclipses - Respiration
Term - The Solar System - Cell division
4
- Micro-organisms
Outcomes: ES-2 Outcomes: LW-2, WS-9
Task 4 Notifications: Week 2
Task 4 Due: Week 4

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b. Concept map
 c. Assessment task and marking criteria

ERKSINE PARK HIGH SCHOOL

YEAR 7 SCEINCE
TOPIC TEST 2019
Rocks & Rock Cycle

This paper has five sections

PART A: True/False General Instructions
PART B: Multiple choice
PART C: Completion  Reading time – 5 minutes
PART D: Matching  Working time – 45 minutes
 Write using blue or black pen
PART E: Short answer
Total marks 30

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PART A: True/False (1 mark each)
Indicate whether the statement is true or false. If false, change the identified word or phrase to make the
statement true.

1. Sedimentary rocks form from rock and mineral fragments, and metamorphic rocks form from
existing rock. _______________
2.

2. Studying a rock’s texture can help scientists determine which type of rock it is. _______________

3. Textures are fragments that make up rocks. _______________

4. Deposition is a tectonic process that forces rocks onto Earth’s surface throughout the rock cycle.
_______________

PART B: Multiple Choice (1 mark each)

Identify the choice that best completes the statement or answers the question.

1. The processes involved in the rock cycle include all of the following EXCEPT ____.
a. condensation c. weathering
b. erosion d. Compaction

2. The ____ shows how one rock changes into another.

a. rock cycle c. formation of crystals
b. melting process d. none of the above

3. Sedimentary rocks are changed to sediments by ____.

a. weathering and erosion c. cementation
b. compaction d. heat and pressure

4. Igneous rocks form from ____ when it cools.

a. magma c. neither a nor b
b. lava d. both a and b

5. All of the following conditions in Earth can cause metamorphic rocks to form EXCEPT ____.
a. pressure c. heat

19
 b. the presence of hot, watery fluids d. exposure to air

6. Sedimentary rocks are ____.

a. formed from magma
b. a type of foliated igneous rock
c. formed because of changes in temperature and pressure, or the presence of hot
watery fluids
d. formed when loose materials become pressed or cemented together or when
minerals form from solutions

7. A rock is always ____.

a. made of molten material
b. a mixture of minerals, organic matter, volcanic glass, or other materials
c. formed by heat and pressure
d. either igneous or sedimentary

8. Rocks are formed when magma or lava ____.

a. erodes c. undergoes radioactive decay
b. crystallizes d. Weathers

9. The rock cycle indicates that each type of rock can ____.
a. provide materials to make other rocks
b. form other rocks
c. be changed by forces at Earth's surface
d. all of the above

10. Which type of scientist analyzes the composition of rocks?

a. an environmentalist c. a biologist
b. a naturalist d. a geologist

11. Which is a tectonic process that forces rock up from beneath Earth’s surface?
a. melting c. deposition
b. uplift d. Crystallization

12. Rocks can change throughout many different processes through the rock cycle. All of the following
change rocks on Earth’s surface except _____.
a. weathering c. deposition
b. melting d. compaction

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PART C: Completion ( 1 marks each)
Complete each statement.

1. Rock formed from the crystallization of magma is called _________________________.

2. A natural, solid mixture of minerals or grains is called a ______________.
3. The three basic types of rocks are igneous, _______________________, and metamorphic.
4. Sedimentary rocks are formed when ______________ is deposited in environments like rivers and
streams.

PART D: Matching (1 mark each)

Match the tectonic force that best explains how each type of rock is formed.
a. extreme temperature and pressure
b. melting
c. uplift
d. weathering and erosion
1. igneous rock to sedimentary rock
2. metamorphic rock to igneous rock
3. sedimentary rock to metamorphic rock
4. metamorphic rock to sedimentary rock

PART E: Short Answer (2 marks each)

Use this rock cycle model to answer the three questions below. Each answer is worth 2 points.

21
1. According to this rock cycle model, can a sedimentary rock be transformed directly into an igneous
rock? Why or why not?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________

2. Discuss how a metamorphic rock could become a sedimentary rock.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________
3. Explain the difference between the rectangles and the ovals in this model.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________

22
Marking Rubric- Topic test

PART A: MODIFIED TRUE/FALSE (1 mark each)

1. ANS: T
2. ANS: T
3. ANS: F, Grains
4. ANS: F, Uplift

PART B: MULTIPLE CHOICE (1 mark each)

1. ANS: A
The series of processes that change one type of rock into another type of rock is called the
rock cycle.

2. ANS: A
The series of processes that change one type of rock into another type of rock is called the
rock cycle.

3. ANS: A
Forces such as wind, running water, ice, and even gravity cause rocks on Earth’s surface to
break down.

4. ANS: D
When lava cools and crystallizes, it becomes igneous rock. |
Igneous rocks that form as magma cools underground are called intrusive rocks.

5. ANS: D
Changes in temperature, pressure, or the addition of chemical fluids can result in the
rearrangement of minerals or the formation of new minerals in a metamorphic rock.

6. ANS: D
After sediments are deposited, the process of compaction and cementation begins.

7. ANS: B
A rock is a natural, solid mixture of minerals or grains.

8. ANS: B
When lava cools and crystallizes, it becomes igneous rock.

9. ANS: D
The series of processes that change one type of rock into another type of rock is called the
rock cycle.

P
10. ANS: D
Geologists use texture and composition to classify rocks.
 11. ANS: B
Uplift is a tectonic process that forces these rocks onto Earth’s surface.

12. ANS: B
Some rock cycle processes occur only beneath Earth’s surface, such as those that involve
extreme temperature, pressure, and melting.

PART C: COMPLETION (1 mark each)

1. ANS: igneous rock

2. ANS: rock

3. ANS: sedimentary

4. ANS: sediment

PART D: MATCHING (1 mark each)

1. ANS: D
2. ANS: B
3. ANS: A
4. ANS: C

PART E: SHORT ANSWER

1. ANS: (2 marks)
No, in order for a rock to become igneous it must form from magma or melted rock. During
the process of melting, a sedimentary rock’s crystals would change making it a metamorphic
rock first.

2. ANS: (2 marks)
A metamorphic rock could become a sedimentary rock if it were uplifted to Earth’s surface,
broken down into sediments by weathering and erosion, and then form a sedimentary rock by
litification.

3. ANS: (2 marks)
The rectangles represent materials and the ovals represent processes.

24
d. Redesigned unit outline using UbD

This concept map has

been reconstructed in
order to further
develop students
understanding through
UbD.
 PLEASE NOTE: I TAUGHT THIS UNIT OF WORK FROM INQUIRY QUESTION 2 DURING MY PRAC 1, HENCE
WHY I STARTED THE RECONSTRUCTION AT INQUIRY QUESTION 2!
Important Vocabulary
dynamic, model, theory, process, resource,
sedimentary, igneous, metamorphic, lithosphere,
horizontal, occupations, physical, chemical, erosion,
weathering
Content
Earth and Space ES1
f. describe the
conditions under which fossils
form
Communicating WS9
a. Presenting ideas, findings
and solutions to problems
using scientific language
and representations using
digital technologies as
appropriate (acsis133,
acsis148)
b. Using appropriate text
types in presentations,
including a discussion,
explanation, exposition,
procedure and recount
Science Career/s in Focus Assessment
Researching a Science Career related to Geology. No formal assessment.
The original unit had no formal assessment attached to
it however while on prac I created my own assessment
task and will be using it for my reconstructed unit as it
fits within the modifications I have made applying
UbD.
Registration
Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
Change can be observed over time
Inquiry question 2: How can change be observed over time?
Introduce inquiry question 2: Have students brainstorm possible answers Students research the
PP4 Fossils
Students recall sedimentary rocks and observe images of sedimentary rocks to story that fossils can
identify that they can contain fossils tell about a change in Kahoot quiz:
Students will be required to answer a kahoot on sedimentary rocks and other life form over time.
rocks types https://create.ka
hoot.it/details/re
Define fossils as the remains of living organisms – plants or animals. Students write a cap/ffd72e97-
Students make observations of fossils and brainstorm their observations on an description about the e20e-43f6-
interactive Padlet brainstorm. conditions under 8375-
which fossils form. 0ce1bd557e3b
Watch Video: How does a Dinosaur become a Fossil. Students record 5
PP4Fossils
Read through the interesting things from the video about fossils. Share with the class
information on the Students
Padlet brainstorm:
suggested website to Summary activity: independently
https://padlet.com/r
complete the research conditions
Stile 'Fossils and sediment PART 1’ eedee_1xx/v481pqh
worksheet/poster for fossilisation and
using the images draw the process of 5002
KWL chart: Before asking students to conduct research on how Fossils are
provided (cut and fossilisation in the
formed, provide them with a KWL chart and ask them to answer ‘What they
paste) form of a poster
know?’ And ‘What they want to know?’
26
 Video: How does a
Students independently research fossilisation: suggested websites – choose Dinosaur become a
depending on class fossil?
https://ib.bioninja.com.au/standard-level/topic-5-evolution-and-biodi/51-
KWL chart:
evidence-for-evolution/fossilisation.html or
Adjusted: https://docs.google.
http://www.bbc.com/future/story/20180215-how-does-fossilisation-happen or
Fossilisation com/document/d/1
http://geology.isu.edu/Alamo/fossils/process_fossilization.php
worksheet and 9CqnA6shGoFHiUYU
images to cut and 8W46hWFzoHOlPp8
Students use the information on the website to create a poster describing the
paste (same 5PhrS9ImrcGo/edit?
conditions needed for fossilisation and describe the process of fossilisation. As
document) usp=sharing
part of the poster students draw 4 pictures to represent the process, their
pictures should be appropriately captioned. Alternative presentations could
include cartoon strip/storyboard or flowchart

Summary activity:
Teacher provides summaries on the fossilisation process (this could include
displaying posters), including the formation of mold vs cast fossils
Students will individually summarise the process of fossilisation including the
formation of mold vs vast fossils via the KWL chart they were given, they must
answer the question ‘What have I learned?’ in a summary form. KWL chart:
https://docs.google.
Literacy ALARM matrix activity: com/document/d/1
Students will work collaboratively in groups of 4 and using an ALARM template 9CqnA6shGoFHiUYU
will be required to answer the following: Describe the conditions required for 8W46hWFzoHOlPp8
fossils to form. A scaffold on how to use ALARM will be provided to students in 5PhrS9ImrcGo/edit?
order to help them construct their paragraphs correctly. usp=sharing

Student directed Modelling practical: ALARM matrix:

In groups of 4, students will be required to engage in a practical activity to https://docs.google.c
model how a cast fossil is formed using plasticine and a shell. om/document/d/1YT
HUIjIelpQndfNsg7BS
N0YABd3Lu1sKIhYFn
8j5MCQ/edit?usp=sh
aring

27
 Scaffold to help
students with using
ALARM
https://docs.google.c
om/document/d/1Ky
eA5aB2fmh7xudI_t6
M2vhkJ4UeHOAKYxD
zcq5Kae8/edit?usp=s
haring

How to make a
Fossil cast
investigation:
https://docs.google.c
om/document/d/18
MY0ehI6NzAruAgqgY
qvrHMz3j7wUy5j5vv
SpyBB_Us/edit?usp=
sharing

Content Teaching and Learning Strategies Resources

Adjusted Core Extended
Change can be observed over time
Inquiry question 2: How can change be observed over time?
Earth & Space ES1 PP4: Fossils
Define strata as a term used to describe layering. As a form of inquiry
g. outline how
geological history can be ask students to conduct their own research on what the term strata
interpreted in a sequence of means, instruct students that they will be required to write one
horizontal sedimentary layers, structured paragraghp and post their answers on google classroom.
in which the oldest are at the
Upon completion of this task teacher must conduct a classroom
base and the youngest at the
top discussion and students must share their answers. Extended: Rock strata
challenges worksheet
Complete interpreting rock
Processing & Analyzing Data Outline how layering of sedimentary rocks can be interpreted.
and Information strata challenges
Condense written text on
worksheet (do this
28
C. Extracting information from
diagrams, flowcharts, tables,
databases, other texts,
multimedia resources and
graphs including histograms
and column, sector and line
graphs
Questioning & Predicting
b. making predictions based
on scientific knowledge and
their own observations
(ACSIS124, ACSIS139)
according to your class
ability)
Highlight important parts as
a class
Go through the questions
together
Define stratigraphy as a branch of geology which studies rock layers and
layering.
Stratigraphy practical:
Student centered Stratigraphy practical:
Before explicitly defining what Stratigraphy is to students, get them to https://docs.google.co
participate in a practical investigation on constructing a sandwich m/document/d/1-z-
Stratigraphy model to illustrate the relative ages of rock layers. jCx1ipMkKagJKprHHn1x
yaB4kaPNVC6HoB8h1al
In doing this, students can gain an idea on what the term stratigraphy 8/edit?usp=sharing
means, upon completion of the practical students must answer the
discussion questions with their group and as a class must provide their
answers.
Resources to help
Teacher will then define what stratigraphy with relation to the
students construct
experiment in order to broaden students understanding.
Scientific report:
Scientific report: https://writingcenter.u
Students will be required to construct a scientific report on the nc.edu/tips-and-
Stratigraphy practical in order to enhance their scientific writing skills. tools/scientific-reports/
Explain to students that the report must include:
 Introduction
 Methods and Materials Geological timeline
 Results activity:
 Discussion https://docs.google.com
/document/d/1S1iJrGZS
Teacher guided Numeracy activity: Geological timeline YZsCJl2-
Introduce students to the earth’s geologic history, concept of geologic YBL2r3LBXcEw4H4hXGz
time. Students will be required to convert the figures in the chart using 1R6HCWi8/edit?usp=sh
the scale provided to them, into distance (cm). students must then use aring
this data and plot it on a timeline in their logbooks.
Interpreting rock strata
worksheet
Students complete Investigation interpreting rock strata STILE: Fossils and
Students should first read through and highlight the important sediment – Part 2
information in the text
Summary activity:
Stile 'Fossils and sediment PART 2’
29
 Registration
Content Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
Changes due to geological processes can be useful
Inquiry Question 3: How can rocks and minerals, formed by changes to the Earth’s crust, be classified and used?
Earth & Space ES1 Introduce the inquiry question 3: How can rocks and minerals,
PP5 Minerals
formed by changes to the Earth’s crust, be classified and used?
d. identify that
sedimentary, igneous and PEEL template:
metamorphic rocks contain Review the rock types by completing the rocks mix and match
minerals
https://docs.google.
Review previous content on rock types by getting students to
com/document/d/1I
construct two PEEL summary paragraphs.
VbTBSHeUtRrKhnuT
Watch the video at least
OiwzLzkipEC1XTnlqn
two times. Stop if Comparison table activity:
v_H1gCjE/edit?usp=s
needed To introduce to students what rocks are made up of, get students to
haring
reflect on the use of them first. Students will use a comparison table
in order to differentiate between how rocks are used by Aboriginal Comparison table:
and Torres Strait Islander people and Caucasians.
https://docs.google.
com/document/d/1
Pose the question: What are rocks made up of?
mHjLHvLVpdOvM2t0
After class discussion watch the video “Intro to minerals” to answer
R4Mok2a820P8Kdqr
this question.
4qJiJRhDtaw/edit?us
e. classify a variety of
common rocks and minerals p=sharing
Watch Video: ‘What are minerals?’ Students use the video to write a
into groups according to their
observable properties description for what is a mineral. Helpful links for
students to refer to:
Conducting Investigations Define minerals as having a crystalline structure, a definite chemical
a. collaboratively and
http://www.adderle
composition, are formed by geological processes, are inorganic and
individually conducting a y.net.au/geology/ex
solid. Include formation and examples. Ask student to conduct
range of investigation types, hibition/07/07_01.h
including fieldwork and individual secondary research on the formation of minerals including
tml
experiments, ensuring safety examples. Students must insert their information into a ‘Story
and ethical guidelines are wheel’ and explain the sequence of how minerals are formed Students solve mineral Video: Intro to
followed (ACSIS125,
including some visual examples. identification problems minerals
ACSIS140)
Video: What are
Describe the physical properties of minerals as Colour, Streak.
minerals
Stage 4 - Problem solving Hardness and Lustre. Explain why colour is not a reliable property to
c. using scientific Story Wheel:
identify a mineral.
knowledge and findings from
investigations to evaluate https://docs.google.
claims (ACSIS132, ACSIS234) Comparing Minerals activity:
com/document/d/1
Students will be provided with mineral kits and will be required to Ax6_7FAsJlvugrS3Jjz
compare the physical properties of different minerals in groups of 4.
30
 AnruDW-
Upon completion of the activity students will be required to 1J8_GGSiHBVJWdb0I
construct write one paragraph to explain the differences between /edit?usp=sharing
rocks and minerals, explain to students that this must include the
differences between their structures and formations.
PP5 Minerals:
Physical properties of
minerals

Resource to help
student compare
minerals:
https://www.rocksa
ndminerals4u.com/p
roperties_of_minera
ls.html

31

Content
Earth & Space ES1
h. describe examples
to show how people use
understanding and skills from
across the disciplines of
science in occupations related
to the exploration, mining or
processing of minerals in
Australia (ACSHE224,
ACSHE227)
Communicating
a. Presenting ideas, findings
and solutions to problems
using scientific language and
representations using digital
technologies as appropriate
(acsis133, acsis148)
Registrati
Teaching and Learning Strategies Resources on
(Signatur
Adjusted Core Extended e and
date) ^
Changes due to geological processes can be useful
Inquiry Question 3: How can rocks and minerals, formed by changes to the Earth’s crust, be classified and used?
PP6 Mining
Define mining as the process or industry of obtaining coal or other
Frayer Model:
minerals from a mine. As a form of inquiry ask students to use the
Frayer model to define mining and provide some of its https://docs.google.c
Graph stepped through characteristics and examples. For further student help explain to om/document/d/1M
Students construct graph
as a class. &/or simple students that they can conduct research to help guide there _Czx6tRcthPS25kcim
using excel
instructions provided understanding. hrGDvlRdIs18eLkAW
(TALS) Kj2sUkY/edit?usp=sh
Numeracy activity: aring
Students are provided with a table showing the most common
Table: Common
minerals produced in Australia and their share of the world
minerals produced
production (%). Students use the information in the graph to
in Australia
construct a column graph.
Students complete a Venn https://docs.google.c
diagram comparing two of om/document/d/1-
Students read the information from Earth to final product. Students
Choose one scientist construct a simple flowchart (with definitions) of the main steps in the scientists and discuss T-
and complete as a class obtaining minerals how they may work together. lIOOy59V26MkdwVR
YSSC84LXCYbbrQha_
As a class students develop
Watch introductory video: Careers in Mining L6T0ZOU/edit?usp=s
interview questions to ask a
haring
scientist in the field of
Canva Poster activity:
mining. These questions may From Earth to final
In order to increase student’s awareness of sustainability, students
be sent to a scientist for a product information
will be required to work in groups of three to conduct research and
response
create a canva poster about the impacts of strip mining on rock Video: Careers in
landscape and agriculture. Students will submit this on google Mining
classroom in order to receive teacher feedback.
Student Resources
to help construct a
In groups students read (acting the part of interviewer and scientist)
Canva Poster:
one of the scientists interviews and complete the graphic organizer
(choose the most suitable for your class). Present their https://www.environ
understanding of the career to the class. ment.co.za/mining/e
ffects-of-mining.html
Summary graphic
organisers A, B, C
Scientists interviews
 Mind map activity: Student resource to
Students create group concept interactive mind map using Mindmup help them create
to describe what they have learnt in this topic. Students must share their mind maps:
their mind maps with thein order to create a class mind map.
https://www.mindm
up.com

^ Sign and date for activities you have completed. If you do not complete an activity or substitute it for another, please make a note on the program and on the Reflection and
Evaluation document.
Note: Other possibility when looking at Igneous rock/minerals = crystal growing. Possibly look into the crystal growing competition in the future?

33
References

Australian curriculum assessment and reporting authority [ACARA]. (2019) General capabilities:
Numeracy. Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities/numeracy/

Bergmark, U. (2009). Building an Ethical Learning Community in Schools (PhD Thesis). Retrieved
from https://www.diva-portal.org/smash/get/diva2:989909/FULLTEXT01.pdf

De Castell, S., & Jensen, J. (2006). Education gaming and serious play. The International
Handbook of Virtual Learning Environments, 3(5), 999-1018.

Glynn, S. M., & Muth, K. D. (1994). Reading and writing to learn science: Achieving scientific
literacy. Journal of Research in Science Teaching, 31(9), 1057-1073. Doi:
http://dx.doi.org/10.1002/tea.3660310915

Kubicek, P., J. (2005). Inquiry-based learning, the nature of science, and computer technology:
New possibilities in science education. Canadian Journal of Learning and
Technology. 31(1), 1-12. Retrieved from
https://www.cjlt.ca/index.php/cjlt/article/view/26506/19688

Mishra, A. (2017). Active Role Played by Education to Develop Environmental Ethics among
Indian Teenagers. IRA International Journal of Education and Multidisciplinary
Studies, 5(3), 216-224. doi:http://dx.doi.org/10.21013/jems.v5.n3.p11

NSW Education Standards Authority [NESA]. (2019). Advice on scope and sequences. Retrieved
from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/programming/advice-on-scope-and-sequences

Ozgun- Koca, S., A. (2001). The Graphing Skills of Students in Mathematics and Science
Education. ERIC Digest, 4(1), 1-7. Retrieved from
https://pdfs.semanticscholar.org/e37b/6790adb54fcf687ab3d7570cdf23c0ba68a0.pdf

Pedaste M., Mäeots M., Leijen Ä., Sarapuu S. (2012). Improving students' inquiry skills through
reflection and self-regulation scaffolds. Technology, Instruction, Cognition and
Learning. 9(1/2), 81-95. Retrieved from
https://www.researchgate.net/profile/Margus_Pedaste/publication/285309266_Impro
ving_students'_inquiry_skills_through_reflection_and_self-
regulation_scaffolds/links/5a2d5226a6fdccfbbf898074/Improving-students-inquiry-
skills-through-reflection-and-self-regulation-scaffolds.pdf
Roth, D. (2007). Understanding by Design: A Framework for Effecting Curricular Development and
Assessment. Life Sciences Education, 6(2), 95–97. doi: 10.1187/cbe.07-03-0012

Smallhorn, M., Young, J., Hunter, N., & Burke da Silva, K. (2015). Inquiry-based learning to
improve student engagement in a large first year topic. Student Success, 6(2), 65-71.
Doi: https://doi.org/10.5204/ssj.v6i2.292

Seddon, M. (2017). Strategies for integrating literacy into a science classroom. Graduate
Research Papers, 2(7), 3-131. Retrieved from
https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1115&context=grp

Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: ASCD.

35
Appendicles

Appendix A

Assessment task and Rubric

PLEASE NOTE: THERE WAS NO ASSESSMENTASK GIVEN FOR THE ORIGINAL UNIT OF
WORK. HENCE AN ASSESSMENT TASK WAS CREATED IN THE FORM OF A TOPIC TEST
AND IS ATTACHED TO THE RECONSTRCUTED UNIT OF WORK.

36
Appendix B

Original unit of work

Erskine Park High School Science Faculty
Teaching and Learning Program

Year 7

Let’s Rock
(ES 1)
Teacher:

Class:

Date Started:

Date Completed:

Teacher’s signature:

Head Teacher’s Check /

signature:

Program Implementation Planning Matrix – Let’s Rock

Instructions:
Plan the implementation of the program using the matrix provided. Take note of whole school activities as well as dates for assessment notification distribution and
completion or implementation of assessment tasks.
Week / Date Monday Tuesday Wednesday Thursday Friday

Notes:

EPHS Science Faculty Unit Questions

38
Stage: 4 Year 8 Topic/Unit: Let’s Rock
:

Concept: Change
Concept Change is the process through which something becomes different
Defined: Change can an alteration or modification
Changes can occur in cycles
Change can be observed over time
Change is a natural form of progression
Focus
Question(s):

39
Inquiry Question 1: What processes cause change to the Inquiry Question 2: How can change be
Earth’s surface? observed over time?

Change is the process through which Change can be observed over time
something becomes different

Concept: Change

Focus Question: How can changes in the Earth’s crust be

explained by geological processes?

Changes due to geological processes can be

useful

Inquiry Question 3: How can rocks and minerals, formed by

changes to the Earth’s crust, be classified and used? 40
Subject: Science Stage: 4 Year: 8 Unit: Let’s Rock
Summary Duration
Let’s Rock is the 5th unit implemented with Year 8. Teachers should continue to develop students’ personal and
5 Weeks
social capability. The unit aims to build a foundation level of understanding of Geology. This understanding will be
built on in stage 5 during the Year 9 topic ‘What Lies Beneath’. The strategies and thinking tools implemented will
develop students’ capabilities in ethical understanding and critical and creative thinking.

Unit overview

This topic provides foundations for the Stage 5 topic "What Lies Beneath". This unit of work aims at giving students an understanding of the fluid nature of the structure
of our Earth. As a stage 4 topic it focuses mainly on above ground transformations affected by the elements of nature. Students learn metalanguage that is unique to the
study of Geology and to think critically about what they already know of the world around them. The cyclic nature of the lithosphere is explored in detail and students
begin to question what the Lithosphere is made of and how that relates to concepts they already know.

Why does this learning matter?

The Learning matters because:

● It provides students with the information and skills required to be successful students of Science
● It helps students recognise that Science is a way of increasing their understanding of the world around them
● It leads them to understand that information can be organised into such a way that it is meaningful and useful

Cross-curriculum priorities

41
 Aboriginal and Torres Strait Islander histories and cultures  Asia and Australia’s engagement with Asia  Sustainability

General capabilities
☑ Critical and ☑ Ethical understanding  Information and  Intercultural  Literacy  Personal and social
 Numeracy
creative thinking communication technology understanding capability
capability

Other learning across the curriculum areas

 Civics and citizenship  Difference and diversity  Work and enterprise

Outcomes and Content:

Working Scientifically Skills

Questioning and Predicting
Outcome: SC4-4WS identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge
Content: b. making predictions based on scientific knowledge and their own observations (ACSIS124, ACSIS139)
Conducting Investigations:
Outcome: SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually
Content: a. collaboratively and individually conducting a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed
(ACSIS125, ACSIS140)
f. performing specific roles safely and responsibly when working collaboratively to complete a task within the timeline
Processing and Analysing Data and Information:
SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions
Content: WS 7.1students process data and information by:
c. extracting information from diagrams, flowcharts, tables, databases, other texts, multimedia resources and graphs including histograms and column, sector and line
graphs
d. Accessing information from a range of sources, including using digital technologies

WS7.2 students analyse data and information by:

c. Identifying data which supports or discounts a question being investigated or a proposed solution to a problem
Problem Solving:
Outcome: SC4-8WS selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems
Content: b. describing different strategies that could be employed to solve an identified problem with a scientific component
Communicating:
Outcome: SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations

42
Content: a. Presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (acsis133, acsis148)
b. Using appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recount

Knowledge and Understanding

Outcome: SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system
SC4-13ES explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and
management
Content: ES1 Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales. (ACSSU153)
●
● a. describe the structure of the Earth in terms of core, mantle, crust and lithosphere
● b. relate the formation of a range of landforms to physical and chemical weathering, erosion and deposition
● c. outline the origins of and relationships between sedimentary, igneous and metamorphic rocks
● d. identify that sedimentary, igneous and metamorphic rocks contain minerals
● e. classify a variety of common rocks and minerals into groups according to their observable properties
● f. describe the conditions under which fossils form
● g. outline how geological history can be interpreted in a sequence of horizontal sedimentary layers, in which the oldest are at the base and the youngest at the top
● h. describe examples to show how people use understanding and skills from across the disciplines of science in occupations related to the exploration, mining or
processing of minerals in Australia (ACSHE224, ACSHE227)

Values and Attitudes

SC4-2VA
shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

Additional Content

Literacy Focus Numeracy Focus ICT Skills Focus Suggested STILE activities

43
 ▪ Measurements
▪ Procedure ▪ Research skills See Let’s Rock Folder for relevant STILE
▪ Tables
▪ Meta-language ▪ Infographic lessons
▪ Interpreting graphs
▪ Monitoring ▪ Fact sheet
▪ Summarising
▪ Mind map
▪ Reading articles

Important Vocabulary Science Career/s in Focus Assessment

dynamic, model, theory, process, resource, Researching a Science Career related to Geology. No formal assessment.
sedimentary, igneous, metamorphic, lithosphere,
horizontal, occupations, physical, chemical, erosion,
weathering

Report Outcomes
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
SC4-12ES describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system

44
 Registration
Content Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
Change is the process through which something becomes different
Inquiry Question 1: What processes cause change to the Earth’s surface?

45

Processing and analysing data
and information WS 7.1
c. extracting information from
diagrams, flowcharts, tables,
databases, other texts,
multimedia resources and
graphs including histograms
and column, sector and line
graphs
Content
Introduce new topic: ‘Let’s Rock’. Show stimulus pictures and PP1 ‘Introduction’
students make a prediction of what the topic will be about.
Students identify that the branch of science is ‘Earth and
Environmental Science’ Video 1: Introduction
to Earth Science
Watch video ‘Introduction to Earth Science’
Outline new topic - Branch of Earth & Environmental Science which
then branches out to Geology.
Introduce the focus question for this topic: “How can changes in
the Earth’s crust be explained by geological processes?”
Students create own title page which includes the definitions for WS1 What is
Students use the information
geology and geological. Plus other images they think are relevant. Geology?
from the monitoring and
Read through the text
summary activity to write a
“What is Geology” Read through ‘What is Geology’ article as a class. Students complete paragraph using PEEL about
together as a class or in the monitoring and summary activity why Geology is important.
groups. Stop at key
words and the end of
each paragraph to
complete the
monitoring and
summary activity as a
class Introduce the inquiry question 1: What processes cause change to PP1 ‘Introduction’
the Earth’s Surface?
Explicitly explain to students that to understand this question you
need to first be able to describe the structure of the Earth.
Question students on their knowledge of "What is inside the Earth?"
(Create Mind Map as a class - Students write in their books.)
Registration
Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
Change is the process through which something becomes different
46

ES1 Sedimentary, igneous and
metamorphic rocks contain
minerals and are formed by
processes that occur within
Earth over a variety of
timescales
a. describe the structure of the
Earth in terms of core, mantle,
crust and lithosphere
Inquiry Question 1: What processes cause change to the Earth’s surface?
PP1 ‘Introduction’
Explicit teaching of layers of the Earth. Add questions to STILE to
Work through the STILE
Stile Lesson 'Structure of the Earth’ extend students. Example:
activity as a class
Students could graph data
collected in Question 6 (eg: Stile – Layers of the
In groups student create a Poster (optional: or a model) of the
depth v temp) Earth
structure of the Earth and label it with a description of each layer.

Processing and analysing data

and information
c. extracting information from
diagrams, flowcharts, tables,
databases, other texts,
multimedia resources and
graphs including histograms
and column, sector and line
graphs
d. accessing information from
a range of sources, including
using digital technologies PP2 WED
Recall the lithosphere and explicitly identify it as where the
processes we will look at occur.
Earth & Space ES1
Think, Pair, Share: What things do you think can change rocks?
b.relate the formation of a
range of landforms to physical
Brainstorm as a class. View stimulus pictures and then add more to
the brainstorm. Video “WED” and
and chemical weathering,
erosion and deposition Watch video “W.E.D” and answer questions worksheet

Follows a sequence of
instructions WS6 Explicit teaching on Weathering and the 2 types of weathering:
a. collaboratively and
individually conducting a range
physical and chemical. Show examples of each.
of investigation types,
including fieldwork and Practical worksheets
Practical: Demonstrating physical and chemical weathering
experiments, ensuring safety
and ethical guidelines are
followed

Registration
Content Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
47

Earth & Space ES1
b.relate the formation of a
range of landforms to physical
and chemical weathering,
erosion and deposition
Processes and analyses data
WS7.1
a. summarising data from
students' own investigations
and secondary sources
Content
Change is the process through which something becomes different
Inquiry Question 1: What processes cause change to the Earth’s surface?
Define erosion as wind, water or waves moves sediment to other PP2 WED
locations.
Define deposition as the process in which sediment is laid down in
other locations
Inform students how Students complete matching activity to correctly identify examples
Students research and add in Cards to be sorted –
many are needed for of chemical or physical weathering or erosion or deposition
their own examples to each sets available from
each category
prep room
Provide students with a list of Australian landforms. Students choose
Provide students with a one (can work in groups or individual) and research and present how Students research a landform
landform to research the landform was formed, specifically identifying the processes that of their own choosing List of Australian
and the website to contributed to its formation. The students should also recognise the landforms
obtain the information Aboriginal perspective behind the formation.
Present the research as an infographic. (You could use: Canva, Research instructions
piktochart, Easelly or Sway)
Registration
Teaching and Learning Strategies
48

Earth & Space ES1
c. outline the origins
of and relationships between
sedimentary, igneous and
metamorphic rocks
Earth & Space ES1
e. classify a variety of
common rocks and minerals
into groups according to their
observable properties
Communicating WS9
a. Presenting ideas, findings
and solutions to problems
using scientific language
and representations using
digital technologies as
appropriate (acsis133,
acsis148)
(Signature
Adjusted Core Extended Resources and date) ^
Change is the process through which something becomes different
Inquiry Question 1: What processes cause change to the Earth’s surface?
Review the processes that can cause changes to rocks PP3: The Rock Cycle
Introduce to students that rocks are categorized in 3 groups (do not
say what they are at this point). Students work in groups to separate Prepared Rock Kits
the rocks provided into 3 groups based on their appearance and Video:
justify why they put them into the groups they did. Note: at this https://www.youtube.c
point do not go through the correct responses om/watch?v=EGK1KkLj
Work through STILE
dQY&t=105s
activity as a class.
Alternate 3 rock types Explicitly teach the 3 Rock types starting with a video to introduce
video: them. Alternatively or as consolidation students complete
https://www.youtube.com/ Stile – Rock Types
watch?v=7CnjoCu1154&t= STILE activity ‘Rock Types’ – worked through as a class
Prior to making PP3: The Rock Cycle
41s
‘conglomerate rock’ students
Review how sedimentary rocks form. Discuss models in Science. Worksheet for
relate instructions for choc
Student worksheet for Make a model of conglomerate rock (Chocolate crackles). Discuss making model
crackle to how sedimentary
making the model advantages and limitations of models (adjusted)
rocks form
Conglomerate rock
made as a class with
clear links to purpose Stile Lesson 'VALID Style Question’ Note this question links Stile – VALID Style
directly to this model Question
Work through STILE as a
PP3: The Rock Cycle
class
Students draw and label the
Video: in PP other
Based on the information so far students share how they think the Rock Cycle
Students complete a options available in
different types of rocks are connected.
diagram of the Rock resources folder
Introduce The Rock Cycle
Cycle using the words
Students write a story, song
provided supported by Stile Lesson 'The Rock Cycle - Lesson’
or poem describing the
watching the video ‘The
movement of rock through
Rock Cycle’ x 2 Students use the information gathered from the STILE activity and the rock cycle YouTube: Search
the video ‘The Rock Cycle’ to complete a diagram of the Rock Cycle your own
appropriate rock
Show students a ‘Rock Cycle’ song. Students create their own song cycle song
or rap or poem about the rock cycle.
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Content
Earth & Space ES1
e. classify a variety of
common rocks and minerals
into groups according to their
observable properties
Conducting Investigations
a. collaboratively and
individually conducting a
range of investigation types,
including fieldwork and
experiments, ensuring safety
and ethical guidelines are
followed (ACSIS125, ACSIS140)
Stage 4 - Problem solving
c. using scientific
knowledge and findings from
investigations to evaluate
claims (ACSIS132, ACSIS234)
Registration
Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
Change is the process through which something becomes different
Inquiry Question 1: What processes cause change to the Earth’s surface?
PP3: The Rock Cycle
Note: In the following activities the rocks should be removed from
the rock kits prior to the activities.
Rock kits and
Classifying rocks Activity 1: Activity 1A or alternative to 1: identification cards
Give students specific
Based on what the students have learnt students reclassify the rocks Students use the for the kits
roles within their groups
from the earlier activity as either sedimentary, igneous or dichotomous key to
metamorphic. Students justify their choices determine the rock type
Only complete activity 2
Classifying rocks
Classifying rocks Activity 2:
worksheet
Students use the rock cards and read through each description to
correctly name and place the rocks into the containers Dichotomous key for
rock identification
50
 Registration
Content Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
Change can be observed over time
Inquiry question 2: How can change be observed over time?

51
Earth and Space ES1
f. describe the
conditions under which fossils
form
Communicating WS9
b. Presenting ideas, findings
and solutions to problems
using scientific language
and representations using
digital technologies as
appropriate (acsis133,
acsis148)
b. Using appropriate text
types in presentations,
including a discussion,
explanation, exposition,
procedure and recount
Content
Introduce inquiry question 2: Have students brainstorm possible answers Students research the story
PP4 Fossils
Students recall sedimentary rocks and observe images of sedimentary that fossils can tell about a
rocks to identify that they can contain fossils change in life form over
time.
Fossils?
Define fossils as the remains of living organisms – plants or animals.
Students make observations of fossils
Students write a description
Watch Video: How does a Dinosaur become a Fossil. Students record 5 about the conditions under
interesting things from the video about fossils. Share with the class which fossils form.
Summary activity:
Read through the Students independently
Stile 'Fossils and sediment with numeracy task’
information on the research conditions for
suggested website to fossilisation and draw the
Students research fossilisation: suggested websites – choose depending
complete the process of fossilisation in Video: How does a
on class
worksheet/poster the form of a poster Dinosaur become a
https://ib.bioninja.com.au/standard-level/topic-5-evolution-and-biodi/51-
using the images fossil?
evidence-for-evolution/fossilisation.html or
provided (cut and http://www.bbc.com/future/story/20180215-how-does-fossilisation- Adjusted:
paste) happen or Fossilisation
http://geology.isu.edu/Alamo/fossils/process_fossilization.php worksheet and
images to cut and
Students use the information on the website to create a poster describing paste (same
the conditions needed for fossilisation and describe the process of document)
fossilisation. As part of the poster students draw 4 pictures to represent
the process, their pictures should be appropriately captioned. Alternative
presentations could include cartoon strip/storyboard or flowchart
Teacher provides summaries on the fossilisation process (this could
include displaying posters), include mention of the formation of mold vs
cast fossils
Registration
Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
Change can be observed over time
52

Earth & Space ES1
g. outline how
geological history can be
interpreted in a sequence of
horizontal sedimentary layers,
in which the oldest are at the
base and the youngest at the
top
Processing & Analyzing Data
and Information
C. Extracting information from
diagrams, flowcharts, tables,
databases, other texts,
multimedia resources and
graphs including histograms
and column, sector and line
graphs
Questioning & Predicting
b. making predictions based on
scientific knowledge and their
own observations (ACSIS124,
ACSIS139)
Content
Inquiry question 2: How can change be observed over time?
PP4: Fossils
Define strata as a term used to describe layering.
Outline how layering of sedimentary rocks can be interpreted.
Define stratigraphy as a branch of geology which studies rock layers
and layering. Interpreting rock
strata worksheet
Complete interpreting rock
Students complete Investigation interpreting rock strata
strata challenges Extended: Rock
Condense written text Students should first read through and highlight the important
strata challenges
on worksheet (do this information in the test
worksheet
according to your class
ability)
Highlight important Summary activity:
STILE: Fossils and
parts as a class Stile 'Fossils and sediment PART 2’
sediment – Part 2
Go through the
questions together
Registration
Teaching and Learning Strategies Resources (Signature
and date) ^
Adjusted Core Extended
53
 Changes due to geological processes can be useful
Inquiry Question 3: How can rocks and minerals, formed by changes to the Earth’s crust, be classified and used?
Earth & Space ES1 Introduce the inquiry question 3: How can rocks and minerals,
PP5 Minerals
formed by changes to the Earth’s crust, be classified and used?
d. identify that
sedimentary, igneous and
metamorphic rocks contain Review the rock types by completing the rocks mix and match
minerals
Video: Intro to
minerals
Pose the question: What are rock made up of?
Watch the video at least After class discussion watch the video “Intro to minerals” to answer
two times. Stop if this question.
needed
Watch Video: ‘What are minerals?’ Students use the video to write a Video: What are
description for what is a mineral. minerals

Define minerals as having a crystalline structure, a definite chemical

composition, are formed by geological processes, are inorganic and PP5 Minerals
solid. Include formation and examples
Physical properties of
minerals
e. classify a variety of Describe the physical properties of minerals as Colour, Streak.
common rocks and minerals Hardness and Lustre. Explain why colour is not a reliable property to
into groups according to their
observable properties identify a mineral.
Minerals puzzle
worksheet
Conducting Investigations
a. collaboratively and
individually conducting a
range of investigation types,
including fieldwork and
experiments, ensuring safety
and ethical guidelines are
followed (ACSIS125, ACSIS140)

Stage 4 - Problem solving Students solve mineral

c. using scientific identification problems
knowledge and findings from
investigations to evaluate
claims (ACSIS132, ACSIS234)

Registration
Content Teaching and Learning Strategies

54

Earth & Space ES1
h. describe examples
to show how people use
understanding and skills from
across the disciplines of
science in occupations related
to the exploration, mining or
processing of minerals in
Australia (ACSHE224,
ACSHE227)
Communicating
a. Presenting ideas, findings
and solutions to problems
using scientific language and
representations using digital
technologies as appropriate
(acsis133, acsis148)
^ Sign and date for activities you have completed. If you do not complete an activity or substitute it for another, please make
Evaluation document.
Note: Other possibility when looking at Igneous rock/minerals = crystal growing. Possibly look into the crystal growing competition in the future??
Evaluation: Remove physical weathering prac? Or use a different rock?
(Signature
Adjusted Core Extended Resources and date) ^
Changes due to geological processes can be useful
Inquiry Question 3: How can rocks and minerals, formed by changes to the Earth’s crust, be classified and used?
PP6 Mining
Define mining as the process or industry of obtaining coal or other
minerals from a mine.
From Earth to final
Graph stepped through Students read the information From Earth to final product. Students product information
Students construct graph
as a class. &/or simple construct a simple flowchart (with definitions) of the main steps in
using excel
instructions provided obtaining minerals
(TALS)
Watch introductory video: Careers in Mining
Video: Careers in
Mining
In groups students read (acting the part of interviewer and scientist)
one of the scientists interviews and complete the graphic organizer
(choose the most suitable for your class). Present their
Scientists interviews
understanding of the career to the class. Students complete a Venn
diagram comparing two of Summary graphic
Choose one scientist the scientists and discuss organisers A, B, C
and complete as a class how they may work together.
As a class students develop
interview questions to ask a
scientist in the field of
mining. These questions may
be sent to a scientist for a
response
a note on the program and on the Reflection and
55
Appendix C

Original scope and sequence

Erksine Park High School

Year 7 Scope and Sequence
Science 2019
YEAR Weeks
7 1 2 3 4 5 6 7 8 9 10 11
Unit 1: Working Scientifically Assessment Unit 2: Particles Matter
Key Concepts Task 1: Key Concepts:
- Introduction to laboratory - Behaviour of Matter
- Safety in Science Practical - Particle Movement
Term - Science specific Skills Task - Properties of Solids, Liquids and gases.
1
Outcomes: SC4-6WS, SC4-7WS, Outcomes: CW-1, WS-5
SC4-9WS Task Two Notification: Week 8 Term 1
Task One Notification: Week 3 Task Two Due: Week 10 Term 1
Term 1
Unit 3: Pushes and Pulls Unit 4: Classifying Living Things
Key Concepts Key Concepts:
- Balanced and Unbalanced forces - Classifying Living Things
- Forces in Everyday Life - Identify a range of plants and
Term - Frictional Forces animals
2 - Electrostatic Charge - Structural features of living
- Magnets and Electromagnets things

Outcomes: PW-1 & PW-2, WS-6, WS-7

Task Three Notification: Week 1 Term 2 Outcomes: LW-1, WS-8
Task Three Due: Week 5/6

Unit 5: Let’s Rock Unit 6: Elements and Compounds

- Structure of the Earth Key Concepts:
- Weathering, Erosion and Deposition - Elements and Compounds
- Sedimentary, Igneous and Metamorphic - Chemical Symbols
Term Rocks - Arrangement of particles
3 - Minerals
- Fossils

Outcomes: ES-1
Outcomes: CW-2

Unit 8: Earth in space Unit 7: The Microscope

 Key Concepts:
Key Concepts: - Structures within Cells
- Day and Night, Seasons and Eclipses - Respiration
Term - The Solar System - Cell division
4
- Micro-organisms
Outcomes: ES-2 Outcomes: LW-2, WS-9
Task 4 Notifications: Week 2
Task 4 Due: Week 4

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