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OneSchoolUnit Plan

Name: Unit 1 - Science Year 4 (V8)Duration: 10 Weeks

Year Level: Year 4

Applicable LearningAreas/Subjects: Science

Unit Plan

Here today, gone tomorrowIn this unit students will explore natural processes and human activity that cause weathering and erosion of Earth's surface. Students relate this to their local area, make observations and predict consequences of future occurrences and human activity. They describe situations where science understanding can influence their own and others' actions. They identify questions and make predictions based on prior knowledge. They safely use equipment and make and record observations with accuracy. They suggest explanations for their observations, compare their findings with their predictions and communicate their observations and findings.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

use Chemwatch GoldFFX http://jr.chemwatch.net/chemwatch.web/ to consult the safety data sheets (SDSs) for chemical safety information pertaining to acetic acid and

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 26

Unit Plan Plan Name: Unit 1 Science Year 4 (V8)

Year: 4Learning Areas/Subjects: Science

Duration: 10 Weeks

sodium chloride ensure students wear personal protective equipment observe the Department of Education and Training's sun safety policy when working outside with students - Developing a sun safety strategy

http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure risk assessment includes allergic reactions

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.

The document Chemwatch GoldFFX FAQ Factsheet http://education.qld.gov.au/health/pdfs/chemwatch-gold-ffx-faq.pdf contains information relating to the Department's online subscription to Chemwatch GoldFFX.

Detailed instructions are available to assist schools when registering for the first time, in the document Registering for Chemwatch GoldFFX online. http://education.qld.gov.au/health/pdfs/chemwatch-registration-instructions.pdf.




Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Erosion investigation (Yr 04)Students, with guidance, plan and conduct an investigation to model water erosion. Students make predictions, consider the elements of a fair test and use appropriate materials safely to make and record observations. Students represent their data using tables, graphs and diagrams. Students identify patterns and suggest reasons for their findings.

Monitoring Science Unscheduled

Investigating soil erosion (Yr 04)Students describe the natural processes and human activity that cause changes to Earth's surface. Students plan, conduct and report on an investigation of the erosion process. Students apply science understandings to formulate control strategies in real-life situations.

Assignment/Project Science Unscheduled

Observations of erosion in our local area (Yr 04)Students identify questions which could be asked about erosion in the local area and suggest ways data could be collected to answer these questions. Students conduct an investigation of a local site to identify evidence of erosion, and discuss how the erosion is a problem in the area. Students suggest a possible strategy for managing and minimising erosion in the area. Students communicate their observations, ideas and findings.

Monitoring Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Exploring geological processes Understanding geological

processes Changing Earth's surface Assessment Taking it further

Resources Attachments Plan Resource Bank

Assessment Assignment/Project - Investigating soil

erosion (Yr 04) Monitoring - Erosion investigation (Yr

04) Monitoring - Observations of erosion in

our local area (Yr 04)




Duration: 10 Weeks

Australian Curriculum

Science - Year 4

Year 4 Achievement StandardBy the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.

Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.




Duration: 10 Weeks

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE062)

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE061)

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)

Planning and conducting

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Processing and analysing data and information

Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS069)

Earth and space sciences

Earth's surface changes over time as a result of natural processes and human activity (ACSSU075)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with:

Science involves making predictions and describing patterns and relationships Science knowledge helps people to understand the effect of their actions Earth's resources are used in a variety of ways

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions Scientific knowledge is used to solve problems and inform personal and community decisions Sudden geological changes or extreme weather conditions can affect Earth's surface

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.

Cross-curriculum priorities




Duration: 10 Weeks

Aboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support. https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.

Assessing student learningAssessment name: Investigating soil erosionAssessment description: Students describe the natural processes and human activity that cause changes to Earth's surface. Students will plan, conduct and report on an investigation of the erosion process. Students will apply science understandings to formulate control strategies in real-life situations.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:Monitoring activityActivity name: Observations of erosion in our local area (Lessons 8-10)Activity description: Students identify questions which could be asked about erosion in the local area and suggest ways data could be collected to answer these questions. Students conduct an investigation of a local site to identify evidence of erosion, and discuss how the erosion is a problem in the area. Students suggest a possible strategy for managing and minimising erosion in the area. Students communicate their observations, ideas and findings.Monitoring activityActivity name: Erosion investigation (Lessons 11-12)Activity description: Students, with guidance, plan and conduct an investigation to model water erosion. Students make predictions, consider the elements of a fair test and use appropriate materials safely to make and record observations. Students represent their data using tables, graphs and diagrams. Students identify patterns and suggest reasons for their findings.

Feedback




Duration: 10 Weeks

Feedback may relate to writing and creating texts. In this unit this may include students’ ability to:Geologists and geology

Students confusing geologists with palaeontologists or archaeologists. Review the work of a geologist and compare with the work conducted by palaeontologists and archaeologists. Students using forceful techniques during excavation activities when care needs to be taken. Review matching techniques and tools to purpose.

Rocks Students classifying rocks according to size as rocks, boulders, stones and pebbles. Explain that the geological classification scheme of rocks is based on their mineral composition

and the processes by which they were formed Students thinking all rocks are the same. Explain that rocks are made up of different combinations and amounts of various minerals resulting in many different types of rocks.

Soils Students thinking that soils have been in their present form forever. Explain that the soils present on Earth today have been formed slowly over millions of years and have changed in

composition over that time. Students thinking that all soil is the same. Explain that soils are composed of different types of particles depending on the rocks that have weathered to produce the soil. They also

contain varying amounts of organic matter and living things.Weathering and erosion

Students thinking that weathering and erosion are the same thing. Explain that weathering involves processes which change and break down rocks into smaller particles. However, erosion is the movement of weathered material from one place to another.

Students thinking that rocks cannot or do not change. Explain weathering may change both the physical and chemical characteristics of rocks. Students thinking that geological processes happen quickly. Explain that geological processes can occur over short and long periods of time. Students thinking weathering and erosion are only caused through human activity. Explain that weathering and erosion are natural processes that can be affected by human activity. Students thinking that all erosion is damaging. Explain that erosion contributes to the formation of landforms on Earth. It becomes damaging when it results in loss of topsoil and

further environmental damage.Natural and human impacts

Students thinking that catastrophic events such as earthquakes, volcanoes, floods, landslides are not part of the natural processes occurring on Earth. Explain that these events are part of the long-term processes that have formed, and continue to form, the surface of Earth. They are considered catastrophic because of the damage they cause to environments and human populations.

Fossils Students thinking that fossils are still the organic remains of dead animals and plants. Explain that when fossils form the organic tissue decomposes and is replaced by minerals.

Fossils can also be impressions in rock left behind after the organic material has decomposed. Students thinking that all fossilised bone must be from dinosaurs. Explain that not all bones found come from dinosaurs. Dinosaurs were a group of animals found on land at a

particular time and many different animal groups lived in the oceans and on land at different times in Earth's history.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Exploring geological processes Lesson 1: Mystery dig Lesson 2: Rock hounds Lessons 3-4: The dirt on soil

8 Lessons Understanding geological processes Lesson 5: Researching weathering Lessons 6-7: Investigating types of weathering Lessons 8-10: Erosion in our area Lessons 11-12: Investigating water erosion

2 Lessons Changing Earth's surface Lesson 13: Natural and human impacts Lesson 14: Review, reinforce and extend learning

4 Lessons Assessment Lessons 15-18: Assessing student learning

2 Lessons Taking it further Lesson 19: Uluru: Case study of weathering and erosion Lesson 20: Colossal fossils

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Exploring geological processes Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will be introduced to the study of geology and the role of geologists. They will study rocks and soils and examine the characteristics of different types of rocks and soils.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Mystery dig

Lesson objectivesStudents will:

Understand that geologists select appropriate tools and techniques in order to effectively excavate a site.

Understand that scientists recognise characteristics of soils and rocks that may affect weathering and erosion processes.

Evidence of learningCan the student:

Justify the use of particular tools and techniques in order to effectively excavate a site?

Discuss the effect the characteristics of soils and rocks may have on weathering and erosion processes?

Example learning sequence Define the role of geologists Examine techniques used for geological study Review unit intent

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Science inquiry skills poster Y3-6 Sheet - Geologists' letter Sheet - Geology dig record Supporting learning resource - Teacher notes: Mystery dig preparation Supporting learning resource - C2C: Science glossary

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Learning object - Meet a scientist: Geologist https://learningplace.eq.edu.au/cx/resources/items/a37c4f03-cf30-efd8-b22c-6e299678f2ff/0/ViewIMS.jsp (TLF L501) © EducationServices Australia 2013

Attachments Lesson plan

Lesson 2

Rock hounds


Understand that different rocks have different characteristics.Evidence of learningCan the student:

Classify rocks based on observable characteristics?Example learning sequence

Examine and classify rock samples Identify rocks as resources

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Teacher notes: Information for rock hounds Sheet - Rock hounds activity Supporting learning resource - Teacher notes: Aboriginal peoples' and Torres Strait

Islander peoples' understanding and use of rocks Supporting learning resource - Teacher notes: Indigenous geology

Helpful informationNote: The Queensland Museum can loan geological resources to schools, such as rock collections, books and Australia's First Peoples' stone tools. Check your school's access level.




Duration: 10 Weeks

Teaching Sequence

Topic Exploring geological processes Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will be introduced to the study of geology and the role of geologists. They will study rocks and soils and examine the characteristics of different types of rocks and soils.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.



Lessons 3-4

The dirt on soil


Identify characteristics of different soil types.Evidence of learningCan the student:

Describe the characteristics of different soils examined?Example learning sequence

Define soil Understand annotated drawings Examine soil samples identifying characteristics Relate soil types to erosion

Resources Supporting learning resource - Materials and equipment list Slideshow - Super soil Supporting learning resource - Teacher notes: Soil information Supporting learning resource - Annotated soil observation Supporting learning resource - Learning stations activity cards Supporting learning resource - Teacher notes: Learning stations Sheet - Soil observations Supporting learning resource - Ochres

Helpful information Website - Science literacy: Annotated drawing

https://learningplace.eq.edu.au/cx/resources/file/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/1/annotated-drawing-4-5.html

Website - The dirt on soil (Discovery Education) http://school.discoveryeducation.com/schooladventures/soil/index.html





Duration: 10 Weeks

Teaching Sequence

Topic Understanding geological processes Topic Duration 8 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will research and investigate the causesand types of weathering. They will investigate the types, causes and effects of erosion and explore ways to prevent and/or reduce the impact of erosion.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 5

Researching weathering


Pose questions and conduct research related to weathering Understand that there are different types and causes of

weathering.Evidence of learningCan the student:

Collect information about weathering from a variety of sources? Identify different types and causes of weathering?

Example learning sequenceDefine weathering

Investigate the different types and causes of weathering Share information gathered

Resources Supporting learning resource - Teacher notes: Researching weathering Slideshow - Weathering and erosion Slideshow - Weathering around the world

Helpful information Website - The rock cycle (Bitesize)

http://www.bbc.co.uk/schools/ks3bitesize/science/environment_earth_universe/rock Website - Weathering and erosion (OneGeology Kids)

http://www.onegeology.org/extra/kids/earthprocesses/weathering.html Website - Weathering (National Geographic)

http://education.nationalgeographic.com/education/encyclopedia/weathering/


Lessons 6-7

Investigating types of weathering


Understand that different types of weathering change Earth's surface.

Conduct investigations to model different types of weatheringEvidence of learningCan the student:

Explain how the models used represent different types of physical weathering?

Example learning sequence Explore using models to represent weathering processes Investigate types of weathering through modelling Reflect on investigations

Resources Supporting learning resource - Materials and equipment list Video - Super ice Supporting learning resource - Teacher notes: Freeze-thaw ideas Supporting learning resource - Weathering investigation stations: Teacher note Supporting learning resource - Weathering investigation station activity cards


Lessons 8-10 Lesson objectives Resources




Duration: 10 Weeks

Teaching Sequence

Topic Understanding geological processes Topic Duration 8 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will research and investigate the causesand types of weathering. They will investigate the types, causes and effects of erosion and explore ways to prevent and/or reduce the impact of erosion.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Erosion in our area

Students will: Investigate cause and effect relationships of erosion. Understand that appropriate actions can prevent and/or reduce

the impact of human activity on erosion.Evidence of learningCan the student:

Describe causes and effects of erosion? Describe appropriate solutions to control erosion?

Example learning sequence Define erosion Investigate erosion and human impact in the local area Study and evaluate solutions to erosion

Supporting learning resource - Teacher notes: Types of erosion Slideshow - Erosion and solutions Sheet - Caring for living things Years 3-6 Sheet - Observations of erosion in the local area Sheet - PMI - Solutions to erosion

Helpful information Website - Science literacy: Annotated drawing

https://learningplace.eq.edu.au/cx/resources/file/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/1/annotated-drawing-4-5.html


Lessons 11-12

Investigating water erosion


Understand the cause and effect relationship of water erosion.Evidence of learningCan the student:

Describe an evidence-based cause and effect relationship of water erosion?

Example learning sequence Discuss investigation Undertake investigation on water erosion Analyse investigation data Evaluate investigation

Resources Supporting learning resource - Materials and equipment list Slideshow - Fair tests Sheet - Erosion investigation Supporting learning resource - Teacher notes: Erosion investigation





Duration: 10 Weeks

Teaching Sequence

Topic Changing Earth's surface Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will recognise how natural events and human activities can result in sudden, dramatic changes to Earth's surface. They will review key concepts of the unit.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 13

Natural and human impacts


Recognise how natural events and human activities can result in dramatic changes to Earth's surface.


Describe the effect of particular natural events and human activities on the surface of Earth?

Example learning sequence Explore dramatic changes to Earth's surface

Resources Slideshow - Dramatic changes to Earth's surface Supporting learning resource - Natural events causing changes to the surface of

Earth: Teacher noteHelpful information

Website - Tsunami damage, Gleebruk, Indonesia (NASA, Earth Observatory) http://earthobservatory.nasa.gov/IOTD/view.php?id=5145

Website - 2011 Flooding in Australia (NASA, Earth Observatory) http://earthobservatory.nasa.gov/NaturalHazards/view.php?id=48524

Website - Multimedia gallery (USGS) https://www.usgs.gov/products/multimedia-gallery/images (Note: Teachers may search the image gallery for images related to specific natural disasters.)


Lesson 14

Review, reinforce and extend learning

Review, reinforce and extend learning Resources Sheet - Revising weathering and erosion


Teaching Sequence

Topic Assessment Topic Duration 4 Lessons

Overview Students will complete the assessment task. They will describe the natural processes and human activity that cause changes to Earth's surface. Students will plan and conduct an investigation to model an erosion process.





Duration: 10 Weeks

Teaching Sequence

Topic Changing Earth's surface Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will recognise how natural events and human activities can result in sudden, dramatic changes to Earth's surface. They will review key concepts of the unit.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lessons 15-18

Assessing student learning

Assessment purposeTo describe the natural processes and human activity that cause changes to Earth's surface. To plan, conduct and report on an investigation of the erosion process. To apply science understandings to formulate control strategies in real-life situations.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Supporting learning resource - Materials and equipment list Assessment task - Investigating soil erosion: Project Assessment task - Investigating soil erosion: Teaching notes Assessment task - Investigating soil erosion: Model response Assessment task - Investigating soil erosion: Student resource 1 (Task checklist) Assessment task - Investigating soil erosion: Student resource 2 (Erosion examples)





Duration: 10 Weeks

Teaching Sequence

Topic Taking it further Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine how weathering and erosion have formed and continue to change Uluru. They will consider the impact of human activity on the changing surface of Uluru, as well as the cultural impact. Students will consider how weathering and erosion contribute to the discovery of fossils in Australia.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 19

Uluru: Case study of weathering and erosion


Recognise that weathering and erosion have formed Uluru and continue to change its surface.

Propose solutions to reduce or prevent further erosion due to human activity at Uluru.


Describe how natural processes and human activity have impacted on Uluru?

Suggest solutions to reduce or prevent further erosion caused by human activity at Uluru?

Example learning sequence Introduce Uluru Examine evidence of natural erosion Examine evidence of human impacted erosion Discuss the impact of erosion

Resources Video - The changing face of Australia, 1970: Uluru (TLF R8269) Slideshow - Case study: Uluru (images) Supporting learning resource - Teacher notes: Uluru and Kata Tjuta

Helpful informationNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Website - Behind the news: Uluru uproar (ABC) http://www.abc.net.au/btn/story/s2627617.htm

Website - Please don't climb (Australian Government) http://www.environment.gov.au/topics/national-parks/uluru-kata-tjuta-national- park/management-and-conservation/please-dont-climb

Website - Science literacy: Annotated drawing https://learningplace.eq.edu.au/cx/resources/file/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/1/annotated-drawing-4-5.html


Lesson 20

Colossal fossils


Understand how fossils are revealed through weathering and erosion processes.


Describe how weathering and erosion lead to fossils being found and excavated?

Example learning sequence Define fossils

Resources Slideshow - Digging for dinosaurs Learning object - Colossal fossils: The dig (Paleontological dig) (TLF L2011) Supporting learning resource - Teacher notes: Australian megafauna Supporting learning resource - Teacher notes: Colossal fossils and Get into geology

learning objectsHelpful information

Learning object - Get into geology (TLF L3063) https://learningplace.eq.edu.au/cx/resources/items/1e14f749-fc89-951d-9fbd-db321af3b0e5/0/viewIMS.jsp

Website - From dinosaur to fossil (Australian Museum)




Duration: 10 Weeks

Teaching Sequence

Topic Taking it further Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will examine how weathering and erosion have formed and continue to change Uluru. They will consider the impact of human activity on the changing surface of Uluru, as well as the cultural impact. Students will consider how weathering and erosion contribute to the discovery of fossils in Australia.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources Explore palaeontology in Australia Examine megafauna finds

http://www.australianmuseum.net.au/From-dinosaur-to-fossil Website - Oz fossils (Australian Broadcasting Corporation)

http://www.abc.net.au/science/ozfossil/ Website - Megafauna and the Dreamtime (Austhrutime)

http://austhrutime.com/megafauna_dreamtime.html





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Exploring geological processes

Lesson plan - Sci_Y04_U1_LP01.docx Lesson plan - Sci_Y04_U1_LP02.docx Lesson plan - Sci_Y04_U1_LP03_04.docx

Sequence - Understanding geological processes

Lesson plan - Sci_Y04_U1_LP05.docx Lesson plan - Sci_Y04_U1_LP06_07.docx Lesson plan - Sci_Y04_U1_LP08_10.docx Lesson plan - Sci_Y04_U1_LP11_12.docx

Sequence - Changing Earth's surface Lesson plan - Sci_Y04_U1_LP13.docx Lesson plan - Sci_Y04_U1_LP14.docx

Sequence - Assessment Lesson plan - Sci_Y04_U1_LP15_18.docx

Sequence - Taking it further Lesson plan - Sci_Y04_U1_LP19.docx Lesson plan - Sci_Y04_U1_LP20.docx

Sequence Learning object - Colossal fossils: The dig (Paleontological dig) (TLF L2011) Learning object - Get Into Geology https://learningplace.eq.edu.au/cx/resources/items/1e14f749-fc89-951d-9fbd-db321af3b0e5/0/viewIMS.jsp (TLF L3063)Learning object - Meet a scientist: Geologist https://learningplace.eq.edu.au/cx/resources/items/a37c4f03-cf30-efd8-b22c-6e299678f2ff/0/ViewIMS.jsp (TLF L501) © Education Services Australia 2013Sheet - Caring for living things Years 3-6




Duration: 10 Weeks


Sheet - Erosion investigation

Sheet - Geologists' letter

Sheet - Geology dig record

Sheet - Observations of erosion in the local area

Sheet - PMI - Solutions to erosion

Sheet - Revising weathering and erosion

Sheet - Rock hounds activity

Sheet - Soil observations

Slideshow - Case study: Uluru (images)

Slideshow - Digging for dinosaurs

Slideshow - Dramatic changes to Earth's surface

Slideshow - Erosion and solutions

Slideshow - Fair tests

Slideshow - Super soil

Slideshow - Weathering and erosion

Slideshow - Weathering around the world

Supporting learning resource - Annotated soil observation Supporting learning resource - C2C: Science glossary




Duration: 10 Weeks


Supporting learning resource - Learning stations activity cards

Supporting learning resource - Materials and equipment list

Supporting learning resource - Natural events causing changes to the surface of Earth:Teacher note

Supporting learning resource - Ochres

Supporting learning resource - Science inquiry skills poster Y3-6 Supporting learning resource - Teacher notes: Aboriginal peoples' and Torres Strait Islander peoples' understanding and use of rocks

Supporting learning resource - Teacher notes: Australian megafauna

Supporting learning resource - Teacher notes: Colossal fossils and Get into geology learning objects

Supporting learning resource - Teacher notes: Erosion investigation

Supporting learning resource - Teacher notes: Freeze-thaw ideas

Supporting learning resource - Teacher notes: Indigenous geology

Supporting learning resource - Teacher notes: Information for rock hounds

Supporting learning resource - Teacher notes: Learning stations

Supporting learning resource - Teacher notes: Mystery dig preparation

Supporting learning resource - Teacher notes: Researching weathering

Supporting learning resource - Teacher notes: Soil information Supporting learning resource - Teacher notes: Types of erosion




Duration: 10 Weeks


Supporting learning resource - Teacher notes: Uluru and Kata Tjuta

Supporting learning resource - Weathering investigation station activity cards

Supporting learning resource - Weathering investigation stations: Teacher note

Video - Super ice

Video - The changing face of Australia, 1970: Uluru (TLF R8269)

Website - 2011 Flooding in Australia (NASA, Earth Observatory) http://earthobservatory.nasa.gov/NaturalHazards/view.php?id=48524

Website - Behind the news: Uluru uproar (ABC) http://www.abc.net.au/btn/story/s2627617.html

Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - From dinosaur to fossil (Australian Museum) http://www.australianmuseum.net.au/From-dinosaur-to-fossil

Website - Megafauna and the Dreamtime (Austhrutime) http://austhrutime.com/megafauna_dreamtime.html

Website - Multimedia gallery (USGS) https://www.usgs.gov/products/multimedia- gallery/images

Website - Oz fossils (Australian Broadcasting Corporation) http://www.abc.net.au/science/ozfossil/

Website - Please don't climb (Australian Government) http://www.environment.gov.au/topics/national-parks/uluru-kata-tjuta-national-park/management- and-conservation/please-dont-climb

Website - Science literacy: Annotated drawing https://learningplace.eq.edu.au/cx/resources/file/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/1/annotated-drawing-4-5.html

Website - The dirt on soil (Discovery Education) http://school.discoveryeducation.com/schooladventures/soil/index.html

Website - The rock cycle (Bitesize) http://www.bbc.co.uk/schools/ks3bitesize/science/environment_earth_universe/rock_cycle/revise 1.shtml

Website - Tsunami damage, Gleebruk, Indonesia (NASA, Earth Observatory) http://earthobservatory.nasa.gov/IOTD/view.php?id=5145




Duration: 10 Weeks


Website - Weathering (National Geographic) http://education.nationalgeographic.com/education/encyclopedia/weathering/?ar_a=4&ar_r=3

Website - Weathering and erosion (OneGeology Kids) http://www.onegeology.org/extra/kids/earthprocesses/weathering.html

Assessment Planner - Investigating soil erosion

Assessment task - Sci_Y04_U1_AT_InvSoilEr.docx

Assessment task - Sci_Y04_U1_AT_MR_InvSoilEr.docx

Assessment task - Sci_Y04_U1_AT_SH1_TaskChecklist.docx

Assessment task - Sci_Y04_U1_AT_SH2_ErosionExamples.docx

Assessment task - Sci_Y04_U1_AT_TN_InvSoilEr.docx

Assessment Assessment task - Investigating soil erosion: Model response

Assessment task - Investigating soil erosion: Project

Assessment task - Investigating soil erosion: Student resource 1 (Task checklist)

Assessment task - Investigating soil erosion: Student resource 2 (Erosion examples)

Assessment task - Investigating soil erosion: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Here today, gone tomorrow: Investigating soil erosion (Yr 04)Type Assignment/Project

Date

Description Students describe the natural processes and human activity that cause changes to Earth's surface. Students plan, conduct and report on an investigation of the erosion process. Students apply science understandings to formulate control strategies in real-life situations.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

Discuss how natural processes and human activity cause changes to Earth's surface.

Identify when science is used to understand the effect of actions.

Make a prediction based on prior knowledge. Describe ways to conduct investigations. Safely use equipment to make and record observations with accuracy.Suggest explanations for observations. Compare findings with predictions.Use formal and informal ways to communicate observations and findings.

A ◄Explains erosion process that caused the change toEarth's surface. Gives scientific reasons to support explanations.

◄ Applies science understanding of human impact to ways to solve erosion problems. ◄

Justifies prediction with science understandingPlans a well sequenced investigation.Records detailed accurate observations.Relates investigation to a real-life situation.Uses accurate scientific language and representations.

B ◄ Gives reasons for change to Earth's surface ◄ Describes a strategy that uses science knowledge to prevent erosion. ◄

Plans an investigation to model erosion.Provides scientific explanations for observations.Uses scientific language.

C ◄ Discusses natural processes and human activity that caused changes to Earth's surface. ◄ Identifies a situation when science can be used in

the formation of an erosion prevention strategy ◄

Makes a prediction based on prior knowledge. Describes ways to conduct an investigation. Safely uses equipment to make and record accurate observations.Suggests explanations for observations. Compares findings with predictions.Uses formal and informal ways to communicate observations and findings.




Duration: 10 Weeks

Assessment Task - Marking guide

AssessmentTask Name

Here today, gone tomorrow: Investigating soil erosion (Yr 04)Type Assignment/Project

Date

Description Students describe the natural processes and human activity that cause changes to Earth's surface. Students plan, conduct and report on an investigation of the erosion process. Students apply science understandings to formulate control strategies in real-life situations.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

D ◄ Gives a reason for change ◄ Identifies a cause of erosion ◄

Makes a prediction about change. Follows instructions safely.Makes and records observations.States a reason for an observation.Uses informal drawings and everyday language.

E ◄ Identifies a change ◄ Identifies an example of erosion. ◄Makes a statement about erosion. Works safely.States a reason.Uses fragmented language




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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