Mini-Science Unit

EDST201/261 Assessment Task 2: Lesson Planning Template for MiniUnit of Science
Name Melissa Noonan and Chelsea Brennan

s:
Unit Topic: Natural Disasters
Level: 6
Lesson Number
1
(in Unit):
Lesson Length
1.5 hours
(minutes):
5Es focus of this
Engage, Explore & Explain
lesson:
How does the
Engage:
lesson meet the
The lesson stimulates students interest and curiosity with
5Es focus?
hands-on activities.
The lesson provides an opportunity for students to express what
they know about the natural disasters through the creation of a
front cover for their science journals. This activity will help
students make connections between what they know and the
topics that will be covered across the entirety of the unit.
Explore:
Students carry out a hands-on activity using a jaffa, custard,
jelly and wafers to explore the layers of the Earth and tectonic
plate movements that will later help students understanding of
how and why a natural disaster can occur. Using these
materials, students have acquired the same experience which
they can then describe in their own words and refer back to
these materials when grabbling to understand this concept in
the explain phase of the lesson.
Explain:
After students have explored the layers of the earth and
tectonic plate movements, the pre-service teacher provides the
concepts and terms used by the students to develop an
understanding of the layers of the Earth and tectonic plate
boundaries. The pre-service teacher introduces scientific
terminology and explanations gradually whilst still making a
direct connection to students own terms and the previous
hands-on activity. These concepts are then further explored and
explained using mars bars at the conclusion of the lesson, which
will allow pre-service teachers to assess the students
understanding for the next lesson.
Lesson Outcomes:
Identify, label and describe the four main layers of the Earth
Identify and explain the three tectonic plate boundaries
Recognise and identify a variety of natural disasters
Explain what a natural disaster is.
Use equipment and materials safely, identifying potential risks
Communicate ideas, explanations and processes in a variety of
ways
Use correct scientific vocabulary appropriately
Participate in class cooperative groups and discussions
Poses questions to help extend understanding of the topic
Make predictions that are supported with scientific knowledge
and understanding
Lesson Introduction (whole

group focus):
Introduction to ourselves, the
students and the unit:
Introduce ourselves to the
students and explain why we are
at their school.
Play a Get To Know You game
(Beach ball questions)
Timin
g
2
minut
es
Establish rules for students and

pre-service teachers agree upon
Introduce students to their

science journals. Explain the
purpose of the journals and how
they will be used in the unit.
Introduce students to the topic

and assess students' prior
knowledge on natural disasters.
Begin by discussing and
brainstorming the topic as a
whole class. Students then
further demonstrate their prior
knowledge by creating a frontcover for their science journals of
everything they know about
natural disasters.
Small Group Activities:

Assessing prior knowledge on layers
of the Earth:
Inform students that knowing
about the layers of the Earth will
assist us in understanding about
natural disasters and how they
are caused.
Assess students prior
knowledge about the layers of
the Earth by getting students to
firstly draw a circle to represent
the Earth, then draw and label
the layers in their science
journals with an explanation for
their reasoning.
Model to students the concept
5
minut
es
2
minut
es
16
minut
es
Timin
g
5
minut
es
Key Questions
What are some rules

that we need to
follow to ensure a
happy and safe
environment for all?
Materials/Resourc
es
Beach ball
marked with
questions
White
board/white
board accessories
How will we
document our
learning?
Science journals
What do we know
about natural
disasters?
What is a natural
disaster?
What types of natural
disasters are there?
What are the effects
of a natural disaster?
How and why do
natural disasters
occur?
Science journals
White board
Coloured paper
for front covers
Glue
Pencils/textas
Key Questions
Materials/Resourc
es
Science journals
White board
Imagine what the

layers inside the
Earth might look like?
How many layers do
you think there are?
If you could dig all the
way to the middle of
the Earth, what do
you think it would
look like? What would
you have to pass
through to get there?
of layers through the example

of the layers of an egg.
Exploring the layers of the Earth:

Students explore the layers of
the Earth using the concrete
materials- a jaffa, custard, jelly
and wafers- to physically
represent the 4 main layers of
the Earth-the inner core, the
outer core, the mantle and the
crust.
Students, under teacher
instruction, explore each layer,
how they layers effect each
other and the plate boundaries.
20
minut
es
5
minut
es
Introduction to tectonic plates:
Discuss and show students how
the world used to be known as
Pangaea.
Students to complete a jigsaw
puzzle of the tectonic plates
around the world
25
minut
es
Further exploring the 4 main layers
of the Earth:
Pre-service teacher divides the
whiteboard into 4 main sections.
Ask students to identify the 4
main layers of the Earth and what
foods were used to represent
these. Each layer has one section
of the board dedicated to it.
Discuss with students if they
already know or can remember
anything about each layer of the
Which ingredient do
you think is the very
centre of the earth?
And why? Which one
makes up the next
layer?
What do you notice
about the second and
the first layer? What
is the difference?
What does the
jaffa/custard feel like?
What do you notice
about the quantity of
jelly compared to the
quantity of custard?
Why do you think you
have more than 1
wafer? Do you think
the Earths crust is
one large solid piece?
Or broken into smaller
pieces?
Tubs
Jaffas
Jelly
Custard
Wafers
Paper towel
Images of
Pangaea
Puzzle pieces per
group
What do you notice

about the plates? Are
they all the same
sizes? Are the all in
the same spots? How
many tectonic plates
are there? What layer
of the earth do
tectonic plates make
up? What food
ingredient was used
to represent the crust
of Earth?
What are the 4 main

layers of the Earth?
What do we know
about each layer?
What foods were used
to represent each
layer?
What key words will
we need to use to
Whiteboard
Sticky notes
iPads
earth from the previous activity.

Students in pairs are to further
research an interesting fact or bit
of information about each layer of
the earth on the iPads. This is to
be written on a sticky note and
placed on the correct section of
the whiteboard. Discuss key
words students should use to
research.
Students are given time to
complete the task
Discuss facts/information about
each layer that students found.
Show students the model of the
Earth and its layers (polystyrene
ball painted and cut in half)
Ask students to identify each
layer and place the correct
toothpick flag in the correct layer.
Students create their own paper
representation of the layers of the
Earth that is clearly labelled and
includes at least 1 fact or piece of
information about each layer.
Students can refer back to the
sticky notes on the board if they
need
This task is stuck into their
science journal.
Lesson Conclusion (whole group

focus):
Revision-Mars bar activity:
Students revise the layers of the
Earth and tectonic plate
boundaries using mars bars.
search for this

information?
model of the
Earth and its
layers
Toothpick flags
Coloured circles
in four different
sizes
Science journals
Stapler
What order are the

layers of the Earth?
What do I know about
each layer of the
Earth?
Timin
g
5
minut
es
Key Questions
What do you think the
entirety of the mars
bar represents?
What layer of the
earth do you think the
top chocolate layer
represents?
dints would represent
if they were part of
the Earths crust?
What is this boundary
called?
What other parts of
the mars bar
represent other layers
of the Earth?
What effect would this
have on the surface of
the Earth?
Materials/Resourc
es
Fun-size mars bar
per students
King-size mars
bar for preservice teacher
to model
Paper-towel
Tissue boxes
(demonstrate the
plate boundaries)
How do you think you

would create a
transform boundary
with your mars bar?
Reflection:
Students are asked to share
something they have learnt from
the lesson or something they
would like to learn more about
Inform students that the next
science lesson will be based on a
natural disaster caused by the
movement of tectonic plates.
5
minut
es
What did you learn

today?
What would you like
to learn more about?
Safety & Management Considerations:

Identify if there are an allergies as food is involved in two activities (prior to lesson ask
classroom teacher if there is specific allergies)
Normal classroom norms such as no running in the classroom.
Students have been informed that all work samples will be used to support the
assessment of their learning, which will be written as a report that is sent home to
parents. This will help ensure that students are completing work to a high standard.
Pre-service teachers will closely monitor each groups activities to ensure that all students
are focused and on task.
How will you observe achievement of
outcomes (Assessment Strategies)
Science journals
Observations
Anecdotal Notes
Photographs

s:
Lesson Number
2
(in Unit):
Lesson Length
1.5 hours
(minutes):
5Es focus of this
Explore & Explain
Evidence/Work Samples to collect
Science journals
Photographs
Level: 6
lesson:
How does the
lesson meet the
5Es focus?
Lesson Outcomes:
Explore:
Pre-service teachers present students with the challenging task
to design and build a structure they believe will withstand an
earthquake. Students are challenged further as students come
up with rules and restrictions for their structures; such as it has
to be 20cm high. Students will investigate and generate ideas
as to why a buildings structure is important for the
management of, and preparation for, an earthquake. Students
have acquired the same experience, which they can then
describe in their own words and refer back to when developing
their understanding of how and why an earthquake may occur.
Explain:
After students have explored and built their structure that will
(hopefully) withstand an earthquake, students will test their
structures on the earthquake shaker. During this time the
teacher gradually begins to explain how and why an earthquake
may occur using concepts and terms used by the students.
The pre-service teacher introduces scientific terminology and
explanations gradually whilst still making a direct connection to
students own terms and the previous hands-on activity. This
explanation phase is done using the spaghetti model, which is a
great way to visually and physically understand both how and
why an earthquake may occur, the effect on Earths surface
from different earthquake magnitudes.
Explain how and why an earthquake may occur
Understand how scientists use seismographs and the Richter
scale to measure and compare earthquake magnitudes.
Understand that different earthquake magnitudes have varying
effects on Earths surface
Build a structure that would withstand an earthquake
ways
and understanding

group focus):
Place the earthquake shaker in
the centre of the room covered
with a cloth. This will gain
students attention and keep them
engaged.
Previous lesson review/recap:
Review the previous science
lesson.
Refer back to the 4 main layers of
the earth and tectonic plate
Timin
g
Key Questions
Materials/Resourc
es
Earthquake
shaker
5
minut
es
What did we learn

last week in science?
What did we do last
week in science?
What are the 4 main
Whiteboard and
accessories
Model of the
boundaries. It is important that

students have a firm
understanding about these in
order to understand how and why
earthquakes occur. Inform
students of these and the lesson
focus-earthquakes.
Assessing prior knowledge:

Ask students what they already
know about earthquakes.
Students create a brainstorm
about earthquakes in their
science journals

Building a structure that can
withstand an earthquake:
Students are informed that in
pairs they will be building a
structure that they believe will
withstand an earthquake-in this
case the shake table.
Show students the earthquake
shaker table and how it works
Negotiate with students some
rules for their structure e.g. 20
cm high, only use 3 different
types of materials, etc. These
rules will help to ensure students
think about the structure instead
of using everything and anything
with no thought as to why.
Discuss with students what
structural elements or materials
will withstand an earthquake and
why?
Construction time:
Students collect materials and
begin building their earthquake
safe structure. Students must
also fill out the Building
structure sheet as well.
5
minut
es
layers of the earth?

What are tectonic
plates?
How are tectonic
plates related to
earthquakes?
What are the 3
tectonic plate
boundaries?
earth and its

layers
(polystyrene ball
painted and cut
in half)
Science journals
What do I already
know about
earthquakes? How
are they caused?
What effect do they
have on earths
surface?
Timin
g
8
minut
es
Key Questions
Materials/Resourc
es
Earthquake
shaker
Earthquake
building structure
sheet
Shake table
platform
Various materials
(straws, pins, icy
pole sticks,
marshmallows,
skewers, sticky
tap, blue tac,
What are some

rules/limitations we
can establish for our
structures?
40
minut
es
What structural
elements will
withstand an
earthquake and why?
What materials will
withstand an
earthquake and why?
Why did you pick
those materials to
build your structure?
Are those material
strong? How do you
know they are strong?
Is that a strong
foundation?
Will your structure
withstand an
earthquake? Why?
Why not?
How will you use your
materials
resourcefully?
Testing structures:
Each pairs structure is tested on
the earthquake shaker table to
see if it can withstand an
earthquake.
Test and compete others
structures against each other to
evaluate which structure is the
strongest and why.
While testing each structure, preservice teachers begin explaining
how and why an earthquake
occurs.
Ask students why building
structures are important in areas
that are affected by earthquakes?
15
minut
es
What similarities and

differences do we
notice between these
two structures?
Make predictions
about which one you
think will stay up and
why?
Will they be able to
support the weights?
What shapes would
be the strongest?
Why are strong
building structures
important?
If I shake the table a
little bit what kind of
earthquake does this
represent? What
causes an
earthquake?
etc).
Each groups
structure
Earthquake
shaker
10
minut
es
Measuring earthquakes:
Discuss with students that we
could see from the shake table
that there are different sizes in
earthquakes and their effects. So
how do scientists measure the
size of an earthquake?
Introduce the term magnitude
Introduce students to a
seismograph model. Ask how
does a seismograph work?
Confirm or redirect students
responses to explain how a
seismograph works.
Discuss with students that they
now know how to measure an
earthquakes magnitude but how
do scientists compare the
magnitude of different
earthquakes?
Hand students a copy of the
Richter scale to keep.
What effect did the

shaker table have on
our structures when it
shook a little? A lot?
How doe scientists

measure the size of
an earthquake?
How does a
seismograph work?
What does a short
squiggly line mean? A
large squiggly line?
How do scientists
compare the
magnitude of
different
earthquakes?
In this model, what
does the spaghetti
Whiteboard
Seismograph
model
Richter scale
handout
Spaghetti
represent? What do
your hands
represent? What does
the breaking
spaghetti represent?
How much spaghetti
would I need to
represent a
magnitude 3
earthquake?
Was there much
difference between a
magnitude 1 and 2?
What about
magnitude 1 and 4?
What was the
difference?
Explore the Richter scale with

students using spaghetti, visually
and physically demonstrating the
comparison between each
earthquake magnitude. Explain
how the Richter scale works and
re-cap on how earthquakes are
caused using the spaghetti
model.

focus):
Lesson conclusion:
Students are asked to share
something they have learnt from
the lesson or something they
would like to learn more about
Inform students that next week
they will be exploring another
natural disaster that is also
caused by the movement of
tectonic plates. What might this
disaster be?
Timin
g
2
minut
es
Key Questions
Materials/Resourc
es
What did we learn

today? What would we
like to learn more
about?

Students will discuss with pre-service teachers on how to safely and carefully use pins
when building their earthquake proof structure to eliminate any safety hazards.
Students will not be allowed to operate the earthquake shaker, as there is a possible risk
of jamming or hitting a finger. ONLY a pre-service teacher will operate or touch the
earthquake shaker.
Science journals
Observations
Anecdotal Notes
Photographs
Science journals
Photographs (students can keep their
structures at the conclusion of the lesson
as pre-service teachers have photographic
evidence of these)

s:
Level: 6
Lesson Number
3
(in Unit):
Lesson Length
1.5 hours
(minutes):
5Es focus of this
Explore & Explain
lesson:
How does the
Explore:
lesson meet the
Students carry out the hands-on activity of building and erupting
5Es focus?
their volcano and the pre-service teachers volcano model. This
activity allows students to make sense of how and why volcanic
eruptions occur. Students will use their own concepts and terms to
help them understand and explain this concept.
Explain:
Lesson Outcomes:
Only after students have investigated and explored the concept of

volcanic eruptions through the experiment, pre-service teachers
begin to explain how and why volcanic eruptions occur using
concepts and terms used by students in their diagram on the
board. The pre-service teacher gradually introduces scientific
terminology and explanations whilst still making a direct
connection to students own terms and the previous hands-on
activity.
ways
Pose questions to inform volcano experiments and make
predictions
Explain how and why a volcano erupts and the affect it has on
Earths surface
Label parts of a volcano
Understand and identify different types of volcanoes and the
different states they may be in (active, dormant or extinct)
and understanding

group focus):
Previous lesson review/recap:
Review the previous science
lesson.
Ask students if they have heard
of a natural disaster that has
occurred in the past week.
Discuss with students about the
earthquake in Nepal, how to be
safe in the event of an
earthquake and what other
natural disasters that can be
triggered by an earthquake, such
as an avalanche.
Introduction to volcanoes/assessing
prior knowledge:
Introduce the lessons focusvolcanoes- by having a whole
class discussion what we
already know about volcanoes?
Students create a brainstorm of
everything they know about
volcanoes including a labeled
diagram of a volcano in their
science journals
Timin
g
5
minut
es
Key Questions
What did we learn
last week in science?
What did we do last
week in science?
Do you know of a
natural disaster that
happened recently?
5
minut
es
Timin
Materials/Resourc
es
What do we already
know about
volcanoes? What do
you think it looks like
inside a volcano? How
does a volcano work
and why? Are there
certain parts of a
volcano? If so, label
these.
Key Questions
Images of the
destruction
caused by the
earthquake in
Nepal (age
appropriate)
World map
Science journals
Materials/Resourc
Ring of Fire activity:

Students are to complete the
Ring of Fire activity sheet
Appendix .
The sheet allows students to
explore where volcanic eruptions
occur and the relationship
between where they occur and
tectonic plates.
As this task may be more
challenging for some, a preservice teacher will have a small
group on the floor who wish to
have extra assistance, whilst the
other pre-service teacher assist
the students completing it on
their own/pairs.
Discuss observations and
answers as a whole class.
Building a volcano:
Group students and get them to
build their volcano- place drink
bottle in the middle of the plate
and mold the play dough around
the bottle to make it look like a
volcano. Do not put any play
dough in the bottle and do not
cover the top/opening of the
bottle.
Show teacher model and begin
modeling the processes above.
Students show the class their
volcano models.
Ask students if they classes
models look the same and if all
volcanoes look the same.
Inform students that there are 3
main types of volcanoes. Identify
and discuss characteristics with
students (Appendix)
Students are to identify what type
of volcano that they have built
and explain why they think they
have created that type of
volcano.
Go outside
(before going outside ensure
students know the boundaries and
refer back to the rules that were
established and agreed upon in the
g
20
minut
es
Do you notice a
pattern? What pattern
do you see? What is
the Ring of Fire?
Where is the Ring of
Fire located? Why do
you think its called
the Ring of Fire? Why
do majority of
volcanoes occur here?
What does the Ring of
Fire have to do with
tectonic plates?
10
minut
es
es
World map
Mapping the Ring
of Fire activity
sheet
Tectonic plates
world map
Drink bottles
Play dough
Plates
Types of
volcanoes sheet
Soft drink bottle
What does a volcano

look like?
Do our volcanoes look

the same? What if
some of us used a
coke bottle or an
apple juice bottle?
Would they still be the
same? Why? Why
not?
Are all volcanoes the
same?
What type of volcano

have you and your
group created? Why
do you think you and
your group have
created this type of
volcano?
first science lesson)
Soft drink bottle experiment:

Gases of volcano Shake bottle
of lemonade and ask students to
predict what will happen when
the lid is opened
Shake and open bottle.
Confirm or redirect student
responses to explain how the soft
drink experiment relates to
volcanoes.
Explain to students that there are
also gases in volcanoes that add
to the explosion as well. Explain
that the more gas the greater the
explosion.
Safety coats and

glasses
Tubs (to erupt

volcanoes in)
Volcano models
Instruction
sheets
Bi-carb soda
Vinegar
Red food
colouring
Dish washing
detergent
Water
Measuring jugs
Tablespoons
Paper towel
3
minut
es
What do you think will
happen if I shake this
bottle a little bit?
What about a bit
more? And a bit
more? Then open it?
Why?
What does this
activity have to do
with volcanoes?
20
minut
es
Volcanic eruption activity:

Inform students that on average,
about 60 volcanoes erupt each
year. There are more than 60
volcanoes in the world, so why
dont more than 60 volcanoes
explode each year?
Discuss the differences between
active, dormant and extinct
volcanoes.
Today your volcano will come out
of being extinct (no magma
inside) to being dormant
(magma inside but not active) to
an active volcano (erupting lava).
Group students and allocated
specific roles e.g. collector,
pourer, reader, etc. and follow
instruction sheet (Appendix)
Students watch each group erupt
their volcano.
Discuss with students how does
this volcano work and the role of
each ingredient.
With the pre-service teacher
volcano model, ask students how
they can make a big explosion
with this volcano.
Explode pre-service teacher
volcano model.
Are there more than

60 volcanoes around
the world? Why does
on average annually
only 60 of the worlds
volcanoes erupt?
What is the difference
between an active,
dormant and extinct
volcano?
Back inside
15
minut
How does our

volcanoes work?
What is the
purpose/role of each
ingredient in our
volcano that makes it
erupt? Why was some
groups lava faster
or slower at erupting
than others? Do
volcanoes in real life
have different
rates/amounts of
lava? Why?
Whiteboard
Volcanoes work
sheet
Science journals
How and why does a volcanic

eruption occur?
Draw and label the parts of a
volcano on the board with
student assistance
Explain how a volcanic eruption
occurs in relation to tectonic
plates and the layers of the earth.
Students to fill out volcanoes
worksheet and stick into their
science journal for later
assessment (Appendix
es
3
minut
es
Effects of a volcanic eruption:
Ask students why they are
volcanic eruptions classified as
natural disasters?
Discuss the dangers of volcanic
eruptions. Most students will talk
about just hot runny lava. Inform
students that not all lava is fast
flowing. Students may not know
that ash and gases from volcanic
eruptions are very dangerous.
Ask students if there are any
benefits from a volcanic eruption.
After an eruption, the soil
becomes very fertile. Also many
people use volcanoes as a source
of heat energy.
To be specific, approximately 1 in
10 people around the world live
near a volcano (get 1 in 10
students to stand up so students
can visualize this)
So how do these people know if they
are safe or not?
Ask students if they were a
scientist, how would they know
when a volcano was going to
erupt?
Explain to students that scientists
keep a close watch on most
volcanoes that are located near
human civilization. They try to
predict whether or not there will
be an eruption in the near future.
They use seismographs to detect
earthquakes that allow magma to
rise in volcanoes. They detect
How and why does a

volcanic eruption
occur? What are the
parts of a volcano?
What role does each
part play in a volcanic
eruption? Where does
magma come from?
What is the difference
between lava and
magma?
Why is a volcanic
eruption classified as
a natural disaster?
What is a natural
disaster? What effect
does volcanic
eruptions have on the
Earths surface?
3
minut
es
How would you know

if a volcano was going
to erupt? Is there any
pre-warning signs?
gases that signal changes in the

volcano. They measure the shape
and size of the volcano to see if
its beginning to bulge. All of
these indicators give scientists an
idea of whether a volcano is
about to blow.
focus):
Lesson evaluation:
Students complete the lesson
evaluation sheet and paste it into
their science journals (appendix)
Lesson conclusion:
Students share something they
have learnt or would like to learn
more about from the lesson.
they will be exploring another
natural disaster that is also
caused by the movement of
tectonic plates. What might this
disaster be?
Timin
g
4
minut
es
Key Questions
Materials/Resourc
es
2
minut
es

Students will be wearing safety goggles and lab coats to protect their eyes and clothing
when working with the soft drink bottle and erupting volcano activities
Students will be strictly warned that NO substances, such as vinegar, will or should be
consumed. Severe percussions will follow if this occurs.
When students are working outside pre-service teachers will create clear boundaries in
which they can build their volcanoes in their groups in order to ensure they have their
own space yet can still be seen and monitored as they work.
are focused and on task. To further ensure students stay on task, prior to students
separating into their small groups, each group member is assigned a role. This will assist
in students distributing responsibility and workload fairly as each group member has
individual accountability.
Science journals
Observations
Anecdotal Notes
Photographs
Science journals
Photographs (students can keep their
volcano models once they have dried at
the conclusion of the lesson, as preservice teachers have photographic
evidence of these)
Name Melissa Noonan & Chelsea Brennan

s:
Lesson Number
4
(in Unit):
Lesson Length
1.5 hours
(minutes):
5Es focus of this
Explore, Explain and Elaborate
lesson:
How does the
Explore:
Level: 6
lesson meet the

5Es focus?
Lesson Outcomes:
Students carry out the hands-on activity of building a seaside

village and investigating how tsunamis can occur and the effect
they can have on Earths surface. Students will use their own
concepts and terms to help them understand and explain this
concept.
Explain:
Only after students have investigated and explored the concept of
tsunamis through the experiment, pre-service teachers begin to
explain how and why tsunamis can occur using concepts and terms
used by students in their diagram on the board. The pre-service
teacher gradually introduces scientific terminology and
explanations whilst still making a direct connection to students
own terms and the previous hands-on activity.
Elaborate:
Students are provided with the opportunity to apply their scientific
knowledge and skills gained or extended during the unit to plan,
test and report on their own student-designed investigation on a
disaster management strategy.
Identify and label parts of a wave
Understand and explain how and why a tsunami may occur
Make predictions that are supported with scientific knowledge and
understanding
Identify strategies that can assist in natural disaster management
to minimise both long- and short-term effects on Earths surface
and living and non-living habitants.
Plan a student designed investigation that is fair
ways

group focus):
Previous lesson review:
Ask students what they did in the
previous science lesson.
Introduction to lesson
topic/assessing prior knowledge:
Today we will be looking at
another natural disasterTsunamis.
Conduct a class brainstorm on
everything the students already
know about tsunamis.
To help students explore
tsunamis, how they are caused
and their effects on earth,
students are to go outside to
conduct a hands-on activity
Timin
g
1
minut
e
4
minut
es
Key Questions
Materials/Resourc
es
What did we learn

from the previous
science lesson? What
did we do in our
previous science
lesson?
What do we know
about tsunamis? How
are they caused?
What effect do they
have on earth?
Whiteboard
Go outside
(before going outside ensure
students know the boundaries and
refer back to the rules that were
established and agreed upon in the
first science lesson)
Tsunami activity:
(three tubs filled with sand at one
end and water at the other are
already set up. Various lego
people and structures are
randomly scattered across the
sand)
Inform students that today in
groups they will be creating a
tsunami for their small beach side
village.
Students are grouped into three
groups.
Ask students to arrange their lego
people and structures where they
think they will be safe from a
tsunami.
Next student use lids and then a
wooden plank to stimulate a
tsunami wave.
Students evaluate the effect a
tsunami has on their village and
whether or not their lego people
and structures were safe or not
and why?
Tsunamis explained:
Pre-service teacher explains with
the assistance of students on the
board how and why tsunamis are
caused.
Discussion is made on how we
can be safe from tsunamis?
Students to complete the tsunami
activity sheets in their science
journals.
Timin
g
10
minut
es
Key Questions
Why do you think we

have created a
seaside village for a
tsunami to hit?
Do you think a
tsunami is one big
wave or a series of
waves?
What does the board
represent?
What difference does
it make when we use
this/compared to this
Where can we place
our village structures
and people so they
will be safe if a
tsunami wave hit?
lid/wooden plank
represents?
What effect did the
tsunami wave have
on our villages?
15
minut
es
Materials/Resourc
es
Tubs with water
and sand
Lego people and
structures
Lids
Wooden plank
How and why do

tsunamis occur?
How can we be safe

from tsunamis?
Whiteboard
Tsunami activity
sheets
Science journals
Tsunamis and floods:

Tsunamis can also cause another
natural disaster, ask students
what this disaster might be?
Tsunamis can also cause flooding.
Ask students what else, other
than a tsunami, usually causes
floods to occur? Extend this
question to why are floods
considered to be a natural
disaster?
Further extend the discussion to;
can people protect themselves
and their properties from floods?
How?
Confirm or redirect student
responses to mention the use of
sand bags.
Sand bags:
Discuss with students, what is a
sand bag and what is its purpose?
Extend the discussion to why is
sand used?
Brainstorm ideas with students
about other materials that may
be used as an alternative to sand
and how might we find out if they
are just as effective or more
effective than sand? Prompt
students with the scenario- your
at home and flood waters are
coming quickly towards your
property. You have no sand in the
house or yard. What would you
use to put into bags to protect
your property?
Students complete the sheet____
(appendix)
Come back as a whole class and
discuss responses.
Student designed investigationdesigning phase:
Inform students that they are to
plan and conduct their own
experiment on selecting and
testing an alternative material to
sand for a sand bag and reporting
its effectiveness in comparison to
sand.
Create a list of materials we could
use and why with students.
3
minut
es
What other natural

disaster can occur as
a result of a tsunami?
What usually causes
floods?
Why are floods
considered a natural
disaster? What is a
natural disaster?
What effect does
floods have on earth?
How can we protect
ourselves and our
properties from
floods?
12
minut
es
Sand bag sheet

Science journals
Science journals
Equipment to
prompt students
investigation e.g.
what they can
use
What is a sand bag

and what is its
purpose?
Why do we use sand
in sand bags?
Why do we think sand

is used? Might there
be better material?
What else might be
good? How might we
find out?
40
minut
es
What is an
investigation? What is
a fair investigation?
Narrow the list down to 5

materials, as there will be groups
testing and comparing a material
with sand
Read through the scenario and
the student designed
investigation template (Appendix)
Group students and allocate a
material they will be testing and
reporting on
Students in groups (but own
template) complete their
template with the assistance with
pre-service teachers when
required.
Template is stapled into science
journals for later assessment

focus):
Lesson conclusion:
Each group is asked to share how
they will be conducting their
experiment/investigation to
ensure that it will be a fair and
reliable when testing both sand
and their allocated material.
they will get straight into testing
and reporting on their
investigation.
What materials may

be effective in
preventing flood
water from reaching
and destroying our
properties?
What are we
investigating? What
are we measuring in
our investigation?
What will we keep the
same in our
investigation and
why? What is the
question I am
investigating? What
equipment will we
use? How will we set
up the equipment?
What procedure will
we follow? What do I
think will happen and
why? Which materials
will be the most
effective? Least
effective? Why? How
can we represent our
results/findings?
Timin
g
5
minut
es
Key Questions
How will we
effectively and fairly
conduct and test or
investigations?
Materials/Resourc
es
Student designed
investigation
sheets

When students are working outside pre-service teachers will create clear boundaries in
which they can build their volcanoes in their groups in order to ensure they have their
own space yet can still be seen and monitored as they work.
Science journals
Observations
Anecdotal Notes
Photographs
Science journals
Photographs

s:
Level: 6
Lesson Number
5
(in Unit):
Lesson Length
1.5 hours
(minutes):
5Es focus of this
Elaborate & Evaluate
lesson:
How does the
Elaborate:
lesson meet the
Students are provided with the opportunity to apply their scientific
5Es focus?
knowledge and skills gained or extended during the unit to plan,
test and report on their own student-designed investigation on a
disaster management strategy.
Evaluate:
Students re-represent their scientific understanding natural
disasters (earthquakes, volcanic eruptions and tsunamis) through a
creative and engaging poster. Their poster incorporates all aspects
and elements of learning covered across the duration of the mini
Lesson Outcomes:
unit of Science.
The pre-service teachers will collect students posters and
students science journals. These artefacts will be used alongside
photos, observations and anecdotal notes taking during the unit to
establish the achievement of all students against the attributed
learning outcomes for the Science unit entailed in the rubric.
Make predictions that are supported with scientific knowledge and
understanding
Plan a student designed investigation that is fair
Accurately observe, measures and records results
Communicate understandings gained from the unit
ways

group focus):
Previous lesson review:
Inform students that they will be
conducting their investigation.
The materials they will need are
out the front.
Students cannot begin their
investigation until they have read
the comments in their science
journals and addressed what the
comments recommend.
Each group must be allocated a
team role e.g. collector, recorder,
timer, etc. Explain each role with
students and ensure each group
member has at least one role to
contribute to their group
Discuss how the various ways
that students can represent their
findings and what is required for
their group poster
Timin
g
7
minut
es
Timin
g
30
minut
es
Student designed investigationtesting phase:

Students test their investigations
with the close supervision and
minimal assistance by pre-service
teachers. Pre-service teachers
stimulate students thinking and
reasoning using effective
Key Questions
What may I need to

fix or change so my
investigation is
effective and fair?
Materials/Resourc
es
Science journals
What is my role in my
group? How can I
evenly contribute to
my groups
investigation?
How can we represent
our results?
What must I include
on our group poster?
Key Questions
Are we using our
equipment safely and
carefully?
Are we timing and
recording our results?
Is our investigation
working? What might
we need to alter?
Materials/Resourc
es
Socks
Materials (sand,
soil, rice, flour,
gravel)
Flood tables
Measuring jugs
questioning.
Students must record their results
in their science journals
(template).
Each group creates a poster
reporting their results. Poster
must include title, results and a
summary statement.
Students also must fill in the
table on the whiteboard with their
group names, which was the best
material and which was material
was not as effective.
Student designed investigationreporting phase:

Discuss and compare each
groups results with the whole
class including things that worked
well and things that didnt work
so well.
Re-ask students, so what material
would you use in a sand bag?
7
minut
es
30
minut
es
Whole unit assessment:

Ask students if they have learnt a
lot from our science lessons and
what are some of the things we
have learnt each week? This
discussion will assist students in
documenting their learning onto
their poster.
Students are asked to create a
poster about everything they now
know about Natural Disasters.
This may include diagrams,
pictures, facts, etc. Students
posters must have the title
Natural Disasters and their
name.
Pre-service teachers assist in
stimulating student memory.
focus):
Minute Madness Trivia:
To conclude the mini-science unit
we will have a few rounds on each
main topic we explore: natural
disasters (in general); layers of
the earth; tectonic plates;
earthquakes; volcanoes and
tsunamis.
Timin
g
15
minut
es
Was your hypothesis

in/correct?
What material would
you use in a sand bag
to protect your
property from
floodwaters?
What have I learnt

during this science
unit that explored
natural disasters?
What do I know about
the layers of the
Earth? Tectonic
plates? Earthquakes?
Volcanoes and
volcanic eruptions?
Tsunamis? Disaster
management?
What does a poster
need?
Key Questions
Materials/Resourc
es
Whiteboard
Questions slips
Specific questions of
content that was
covered over the
variety of topics.
Poster paper
Pencils/textas
Students are grouped and asked

to come up with a team name and
assign roles for each group
member e.g. scribe. This can be
swapped each round.
Students will be given a sheet per
round with relevant questions on
the content explored and have 1
minute to answer them.
After a minute, check answers,
keep track of scores and move to
the next round.
Farewell:
Pre-service teachers thank
students for their effort and
participation over the last 5
lessons and hoped that not only
did they learn many things about
natural disasters, but had fun.
Also thank the teacher for
allowing and welcoming the preservice teachers into their
classroom for this fantastic
teaching opportunity.
Re-Inform students that their
science journals and posters will
be collected and used to write a
report on their science learning
and understanding that will be
sent home to parents.
Science journals
Observations
Anecdotal Notes
Photographs
Science journals
Posters
Photographs

Mini-Science Unit

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EDST201/261 Assessment Task 2: Lesson Planning Template for MiniUnit of Science

Name Melissa Noonan and Chelsea Brennan

Lesson Introduction (whole

Establish rules for students and

Introduce students to their

Introduce students to the topic

Small Group Activities:

What are some rules

Imagine what the

of layers through the example

Exploring the layers of the Earth:

What do you notice

What are the 4 main

earth from the previous activity.

Lesson Conclusion (whole group

search for this

What order are the

How do you think you

What did you learn

Safety & Management Considerations:

Name Melissa Noonan and Chelsea Brennan

Evidence/Work Samples to collect

Lesson Introduction (whole

What did we learn

What are the 4 main

boundaries. It is important that

Assessing prior knowledge:

Small Group Activities:

layers of the earth?

earth and its

What are some

What similarities and

What effect did the

How doe scientists

Explore the Richter scale with

Lesson Conclusion (whole group

What did we learn

Safety & Management Considerations:

Evidence/Work Samples to collect

Name Melissa Noonan and Chelsea Brennan

Only after students have investigated and explored the concept of

Lesson Introduction (whole

Small Group Activities:

Ring of Fire activity:

Soft drink bottle

What does a volcano

Do our volcanoes look

What type of volcano

first science lesson)

Soft drink bottle experiment:

Safety coats and

Tubs (to erupt

Volcanic eruption activity:

Are there more than

How does our

How and why does a volcanic

How and why does a

How would you know

gases that signal changes in the

Safety & Management Considerations:

Evidence/Work Samples to collect

Name Melissa Noonan & Chelsea Brennan