SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- ENGAGE TOPIC

Term 3, Weeks 2-4 EARTH AND SPACE SCIENCE: EARTHQUAKES
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Understanding Science as a Science QUESTIONS
Human Inquiry Skills
Endeavour
Sudden geological changes and Introduction:
extreme weather events can affect the • The teacher displays and verbally conveys the lesson objectives to the
Earth’s surface (ACSSU096) students.
• Behind the News video titled ‘Earthquakes’ is viewed. A class discussion is BTN Video titled
LESSON OBJECTIVES utilised to explore the key teaching points of the video. ‘Earthquakes’
https://www.abc.net.au/btn/classroom/earthquakes/10537140
As a result of this lesson, students will be able to: Body: A3 paper for each student
• Describe at least three characteristics of an earthquake. • Students create a Y-chart demonstrating their prior knowledge of
• Recognise that extreme weather events, such as earthquakes can earthquakes (diagnostic assessment). The students record information on
affect the earth’s surface. what an earthquake looks, feels and sounds like.
• Experiment with strategies to create earthquake resistant • A class KWL chart is produced as students share what they already know
buildings. about earthquakes (from their Y-charts). The teacher records responses on
poster paper to be referred to in future lessons. Jelly, skewers, marshmallows
ASSESSMENT (DIAGNOSTIC) • Students complete a ‘Shaky Structures’ science activity. During this activity
Diagnostic assessment data is collected throughout the duration of the the students work as engineers to develop earthquake resistant buildings.
lesson. The teacher observes students throughout the lesson to determine The students are required to utilise skewers and marshmallow to experiment
their achievement of the lesson objectives. He/she records questions and with the effectiveness of different building structures. These structures are
placed on jelly and shaken to stimulate an earthquake. • What does an earthquake
responses provided by the students. This information is recorded using
• A class discussion is utilised to discuss the student’s findings from the look/feel/sound like?
anecdotal notes.
‘Shaky Structures’ activity. The students identify the most effective • Are tall or short buildings
structure in the classroom and pose explanations. stronger?
The Y-Charts are collected and marked by the teacher. These charts are
Conclusion: • What kinds of shapes are
utilised to determine what the students already know (their prior
knowledge). • Students pose questions/concepts surrounding earthquakes that they wish to strongest?
explore in future lessons. These are recorded on the class ‘KWL chart’.
All assessment information is recorded at the end of the lesson utilising a
checklist of the lesson objectives. LEARNER DIVERSITY
• Students are placed in predetermined groups to provide support/scaffolding
to students with low attainment levels.
• An open-ended activity is utilised to enable students to showcase their
knowledge without restraints. This caters for both low and high attainment
students.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- EXPLORE TOPIC

Term 3, Weeks 2-4 EARTH AND SPACE SCIENCE: EARTHQUAKES
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Sudden geological Science involves Communicate ideas, Introduction:
changes and extreme testing predictions explanations and • The teacher displays and verbally conveys the lesson objectives to the
weather events can by gathering data processes using scientific students.
affect the Earth’s and using evidence representations in a • The class views YouTube video titled ‘Reading Earthquakes: Visualising YouTube Video ‘Reading
to develop
surface (ACSSU096) variety of ways, including Earth’s Interior’. Earthquakes: Visualising
explanations of
multi-modal https://www.youtube.com/watch?v=UoW6wamumOU&feature=emb_title Earth’s Interior’.
events and
phenomena texts (ACSIS110) • A think-pair-share is utilised as the teacher asks students “how is the Earth’s
(ACSHE098) surface impacted by its interior?” The teacher picks at least three students to
share their ideas.
LESSON OBJECTIVES Body:
• The class works together to review and create a model of the structure of the Different coloured playdough,
As a result of this lesson, students will be able to: knife, toothpicks
earth utilising playdough. The teacher explicitly describes each layer of the
• Students identify the layers of the earth. earth starting with the inner core, outer core, mantle then the crust. These
• Students model divergent, convergent and transform plate layers are represented by rolling different coloured playdough into balls that
boundaries. wrap around each other to construct the earth. Once the earth is complete,
• Students define the three major tectonic plate movements the teacher cuts the earth in half and the different layers are labelled using
(divergent, convergent and transform). pop sticks.
• Students watch YouTube video titled ‘Tectonic Plates and Earthquakes’.
ASSESSMENT (FORMATIVE) They are required to record notes as they view. YouTube video ‘Tectonic Plates
https://www.youtube.com/watch?v=FbbwaAIMvvs and Earthquakes’
Formative assessment data is collected throughout the duration of the
lesson. The teacher observes students throughout the lesson to determine • A class discussion is utilised to discuss the key teaching points.
their achievement of the lesson objectives. He/she records questions and KTP’s
responses provided by the students. This information is recorded using o Convergent Boundary
anecdotal notes. o Divergent Boundary
o Transform Boundary
The teacher collects and marks the students ‘Plate Boundary’ worksheets • The students work in groups to model and observe the three types of plate
Shaving cream, playing cards,
to assess achievement of the lesson objectives. movements utilising shaving cream, playing cards and paper plates. The
paper plates
students observe how the plate movements change the earth’s surface.
‘Plate Boundaries worksheet’
All assessment information is recorded at the end of the lesson utilising a Students draw their models and record observations on their ‘Plate
checklist of the lesson objectives. Boundaries’ worksheet.
Conclusion:
• At least three students are selected to show their ‘Plate Boundaries’ • How is the Earth’s surface
worksheet to the class. These students share their observations of how the impacted by its interior?
three types of plate movements affect the earth’s surface. • What are the three types of
tectonic plate movements?
LEARNER DIVERSITY
• Students are placed in predetermined groups to provide support/scaffolding
to students with low attainment levels.
• An open-ended activity is utilised to enable students to showcase their
knowledge without restraints. This caters for both low and high attainment
students.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- EXPLAIN TOPIC

Term 3, Weeks 2-4 EARTH AND SPACE SCIENCE: EARTHQUAKES
GENERAL CAPABILITIES
Literacy  Numeracy ICT Capability  Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability 
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Human QUESTIONS
Endeavour
Sudden geological Science involves Communicate ideas, Introduction:
changes and extreme testing predictions explanations and processes • The teacher reads children’s literature book titled ‘Earthquakes’ by Seymour Children’s literature book titled
weather events can by gathering data using scientific Simon, ensuring the illustrations are visible by the students. ‘Earthquakes’ by Seymour
affect the Earth’s and using evidence representations in a variety Body: Simon
to develop
surface (ACSSU096) of ways, including multi- • The teacher revises the three types of plate movements observed in the
explanations of
modal texts (ACSIS110) previous lesson; divergent, convergent, transform.
events and
phenomena • Students work in groups to model one of these three plate movements using Playdough, toothpicks
(ACSHE098) playdough. The groups will add descriptions to their models using
toothpicks. Each group will present their model to the class, explaining how
LESSON OBJECTIVES the tectonic plate movement may lead to an earthquake.
• The teacher poses a question; ‘So now that we know how earthquakes occur,
As a result of this lesson, students will be able to:
but how do we measure/record them?’. The teacher displays pages 18 & 20
• Students model and explain three tectonic plate movements, of the book titled ‘Earthquakes’ by Seymour Simon on the projector. The
including convergent, divergent and transform. students highlight and discuss key concepts.
• Students recognise that seismographs are instruments utilised to KTP’s
measure earthquakes. o Seismographs are the instruments used to measure earthquake
• Students recognise and explain the difference between low and shocks. Scientists use them to find an earthquakes magnitude,
high magnitude earthquakes. timing and location.
ASSESSMENT (FORMATIVE) o The richer scale is used to measure an earthquakes magnitude.
Formative assessment is undertaken throughout the duration of the lesson. o Each number on the scale stands for an earthquake that is ten times
The teacher utilises anecdotal notes to record his/her observations of the more powerful than the number below it.
students learning behaviours. Questions or feedback provided by the • Students complete an activity where they create their own seismographs.
This is done by taping a marker to the end of a ruler and attaching it to a Butchers paper, ruler, marker,
students is also recorded as evidence of the lesson objectives.
soup can. The marker is situated over a piece of paper on the desk and the soup can
The teacher collects the student’s models to determine their students shake the desk to represent an earthquake.
understandings of tectonic plates. The teacher may observe students • The teacher and students research the damage reports of different magnitude
during the seismograph activity and ask specific questions to check earthquakes (on the projector).
• The class creates a table demonstrating the earthquake effects of different • How do we measure/record
understanding of the instruments purpose. The teacher can direct
Richter magnitudes. Students record the table on an A3 sheet of paper. earthquakes?
questions at selected students during the creation of the Richter scale
table, this will enable them to gain insight into the students understanding Conclusion: • What happens on the paper
of high/low magnitudes. • The teacher asks the students a series of questions to summarise the lesson when we shake the desk?
objectives. • What happens with bigger
All assessment data is transferred onto a preprepared checklist of the or smaller shakes?
lesson objectives. LEARNER DIVERSITY
• Students are placed in predetermined groups to provide support/scaffolding
to students with low attainment levels.
• Class discussions are used to scaffold students with low attainment levels in
reading/writing.
• Open-ended activities are utilised to enable students to showcase their
knowledge without restraints. This caters for both low and high attainment
students.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- ELABORATE TOPIC

Term 3, Weeks 2-4 (PRIMARY CONNECTIONS LESSON) EARTH AND SPACE SCIENCE: EARTHQUAKES
GENERAL CAPABILITIES
Literacy  Numeracy  ICT Capability  Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking  Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia  Sustainability

SCSA LINKS
TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Science as a Science Inquiry Skills QUESTIONS
Understanding Human
Endeavour
Sudden geological Communicate ideas, Introduction:
changes and extreme explanations and processes using • A class discussion is utilised to review concepts of the previous lesson. Map of Continents & coloured
weather events can scientific representations in a • The teacher introduces a map of the continents. He/she invites the students marker
affect the Earth’s variety of ways, including multi- to use a coloured marker to record where they think earthquakes might
surface (ACSSU096) modal texts (ACSIS110) occur in areas of the world. The teacher places emphasis on Australia and
neighbouring countries; New Zealand, Papua New Guinea, Fiji and the
Compare data with predictions Solomon Islands.
and use as evidence in • Students predict how many earthquakes occur in these areas each year and
developing provide reasoning for their predictions.
explanations (ACSIS221) Body:
• The teacher distributes a copy of ‘Earthquake around the world’
Construct and use a range of (Resource Sheet 11) to each student. The class reads the factual report and Resource Sheet 11:
representations, including tables the teacher uses questions to guide a discussion. For example; ‘Earthquake around the world’
and graphs, to represent and o How many earthquakes bigger than 9 on the Richter scale occur
describe observations, patterns every year?
or relationships o How many earthquakes measuring between 6 and 9 on the
in data using digital technologies Richter scale occur every year?
as appropriate (ACSIS107) • The teacher distributes a copy of ‘Earthquake information: 1-15 Resource sheet 12:
December 2011’ to each student. The class discusses the frequency and ‘Earthquake information: 1-15
LESSON OBJECTIVES magnitudes of the earthquakes by developing a column graph. December 2011’
As a result of this lesson, students will be able to: o Red self-adhesive dots are used to represent earthquakes in
Australia and blue self-adhesive dots represent those in Blue and red self-adhesive dots
• Students interpret evidence of and describe earthquake activity
for Australia. neighbouring countries.
• Students represent results using a column graph. o The teacher emphasizes the important features of the graph and
works with the students to create an appropriate title.
• Students compare and suggest reasons for the difference in
earthquake magnitude and frequency between Australia and • Students work with their shoulder partners to describe the patterns in the
column graph. Students use their knowledge of tectonic plates to suggest • How many earthquakes
neighbouring countries.
reasons for intense and frequent earthquakes. Students record answers to bigger than 9 on the Richter
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) scale occur every year?
This lesson is utilised as a summative assessment of the student’s science these questions in their science books. Discussion questions may • How many earthquakes
inquiry skills. These skills will be observed by the teacher throughout the include: measuring between 6 and 9
column graphing activity. Anecdotal notes will be used to record o What are the patterns in the column graph? on the Richter scale occur
observations of the student’s work behaviours. o How would you describe the difference in earthquake activity every year?
between Australia and neighbouring countries? • What are the patterns in the
The student’s science workbooks will be collected and marked by the o Where do stronger earthquakes occur? Why? column graph?
teacher to assess achievement of the lesson objectives. o Where would you choose to live if you wanted to be safe from • How would you describe the
strong earthquakes? difference in earthquake
All assessment data is recorded using a checklist. Conclusion: activity between Australia
• The teacher asks students whether they would like to reconsider their and neighbouring countries?
decision of where earthquakes would occur on the map of the continent. • Where do stronger
Students are given the opportunity to use a different colour to mark their earthquakes occur? Why?
new answer. Students provide reasoning. • Where would you choose to
live if you wanted to be safe
LEARNER DIVERSITY from strong earthquakes?
• Students are placed in predetermined groups to provide
support/scaffolding to students with low attainment levels.
• Class discussions are used to scaffold students with low attainment levels
in reading/writing.
• Provide low attainment students with more time to complete the task if
necessary.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E’s- EVALUATE TOPIC

Term 3, Weeks 2-4 EARTH AND SPACE SCIENCE: EARTHQUAKES
GENERAL CAPABILITIES
Literacy  Numeracy ICT Capability  Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking  Capability 
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Human QUESTIONS
Endeavour
Sudden geological Communicate ideas, Introduction:
changes and extreme explanations and processes using • The class constructs a brainstorm on the whiteboard to revise their
weather events can scientific representations in a knowledge of earthquakes.
affect the Earth’s variety of ways, including multi- • Students add what they have learnt about earthquakes to their KWL chart KWL charts from first lesson
surface (ACSSU096) modal texts (ACSIS110) that was developing in the first lesson.
Body:
LESSON OBJECTIVES • The teacher introduces an individual research assignment to the students.
As a result of this lesson, students will be able to: The students will construct a multimodal report on an extreme weather
event (an earthquake).
• Students identify and explain the causes and effects of
earthquakes.
“Congratulations! You have been hired by seven news to report on a major
• Students identify and explain how earthquakes are measured.
earthquake that has occurred.”
• Students create a multimodal report about an extreme weather
event. In the news report the students must include;
o What is an earthquake?
ASSESSMENT (SUMMATIVE – Science Understanding) o What causes an earthquake?
Teacher observations will be used to record anecdotal notes on the o What instrument is used to measure an earthquake? How?
student’s demonstration of the lesson objectives. o How does an earthquake effect the earth’s surface?
o Research and provide an example of an earthquake that occurred in
The student ‘News Report’ videos will be collected and marked by the the world. Provide information surrounding its effects.
teacher using a rubric. These videos will serve as a summative assessment o Be a maximum of five minutes in duration.
at the end of the earthquake unit of work.
The students may use a range of techniques to present their news report. For
example, images, models, posters etc. Marking rubric

• The teacher displays the marking rubric on the whiteboard and reads it
aloud, so the students understand the expectations of the assignment. This iPad for each student
presentation will act as a summative assessment for the unit.
• The students begin working on their news report as they are required
video/record them in the next lesson. The teacher will collect and mark the
videos using the marking rubric.
Conclusion:
• The teacher selects at least three students to share what they have completed
so far. The class provides feedback to the students in the form of two stars
and a wish (two things the students did well and one thing they could
improve on).

LEARNER DIVERSITY
• This assessment activity is open ended enabling the students to showcase
their knowledge without restraints. This caters for both low and high
attainment students.
References:
ABC. (2010, March 9). Behind the News: Earthquakes. [Video]. https://www.abc.net.au/btn/classroom/earthquakes/10537140

California Academy of Science. (2016, April 14). Reading Earthquakes: Visualising Earth’s Interior. [Video].

https://www.youtube.com/watch?v=UoW6wamumOU&feature=emb_title

National Geographic. (2013). Earthquake-Resistant Buildings. In National Geographic (Ed.), National geographic science of everything. National Geographic

Society.

http://ipacez.nd.edu.au/login?url=https://search.credoreference.com/content/entry/ngeongse/earthquake_resistant_buildings/0?institutionId=1939

Pixeldust Studios. (2017, October 12). Tectonic Plates and Earthquake. [Video]. https://www.youtube.com/watch?v=FbbwaAIMvvs

Primary Connections. (2020, June). Earthquake explorers: Year 6 Earth and space sciences. https://primaryconnections.org.au/resources-and-

pedagogies/curriculum-units/earthquake-explorers

School Curriculum and Standards Authority. (2014). Science v8.1. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8

Simon, S. (2006). Earthquakes: All about Earth’s crust, colliding plates, tsunamis, and more! Harper Collins.