Elise ConnollY: S00152713

Unit Plan
: Model of I I 5
Assessment of , for and Required
os aligned with the adjustments
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Learning experiences and teaching strategies:

Assessment as learning Whole class
Time: Engage activitY for students:
adjustments made
35 and will be emPloYed Online literacY
Assessment
minut Ask the students to find a quite space on the
ground at their desk and provide the option
r Fill in the first three in all lessons.
resource:
e columns of the http://www.wor
for students to sit/laY down. Small group work
lesson KWHLAQ chart. dle.net/ -
opportunitY for
students in
Content groups of three
to play calming music which slowly lmages of earth
lntrod
Begin o Examine what or four.
transforms into audio tape of earth students alreadY know
q uakes.
Students each
uction quake. about topic. have assigned
engag e End the audio abruPtlY. r Sudden geological jobs. Excursive book
eis10 o Break students up into groups of three. changes or exffeme VisualsupPort
minut o Ask them to construct a word cloud with weather conditions can materials for Earth quake
es words in relation to what they think they affect Earth's surface students. audio.
heard. iA{;$l5tj0!l(;j Diagrams
(ACARA, 2013). Ch a rts
Layout of lesson Computers
o Students use iPad app Seesaw
pla nt
o Play the audio again with visual images
Recording
Clear lPads
this time. expectations
Through the KWHLAQ
o Students are given 2 minutes to think
chart. Students will upload Seating in grouPs
Postage notes
about what they have just witnessed. Extendcd work
individual char-t to the
r They have the opportunity to record online learning
fbr students rvho
finish early. Charts
thoughts and understanding through environment. Stuclents arc able
writing the information down onto a to template
Middl large poster. Adjustments made studenl's use a Diagrams
e o The second minute the student's discuss Identified Special Dictaphones to
what they have heard and seen and what rccord reading Enlarged copy of
they think it might be. Needs - Hearing KWLAQ
r Ask the students to then discuss what Impairment (Hl). Needs -
Hearing
they think might just have occurred. o Provide student with lmpairment (Hl).
Student online
o Talk about what the students have come
individualized audio
Copy.of KWLAq
device to adjust with
up wlth. cha rt.
volume individuallY. individualized
o Question the students about what may audio device to
I i,ru" just occurred. adjust volume
r Think, Pair, Share with the person next to LBOTE (language individuallY.
them. background other than
r Scaffold questions leading the students English. LBOTE (language
towards earthquakes o Student use iPad to background other
Based on observations taken from the record their question than English.
images. or can type their
questions into word Use large visual
documents then charts.
upload them to 'Iranslators ltrr
l-rue, lalse or unsure
. Showbie specific scientific
Provide students with the opportunity to sort
words.
f-acts about carthquakes into three different
categorics. . Students contribute
words from different Indigenous
language onto the
students
word wall.

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 Elise Connolly: S00152713
Unit Plan

Students construct a word wall with to

Feedback depictions and
be added to over a Period of time.
r Will occur as a whole images
class discussion. alongside
Extension activitY
o o Feedback verbal and specific terms.
Students look for recent earthquake
written on the board.
activity through news report and articles
. Student may make ldentified Special
online. Needs - Autistic
various recording
through i.e. Photos etc. Spectrum
Conc! Disorder
Get out of class ticket
(ASD)
usion o Students write down one question they Assessment initiated
activit want answered by the end of the unit on Students have alreadY'
v postage notes. filled out an online
Provide clear
r Collect them as your students move to learning journal before and instruction and
next lesson Phase. begin in this lesson. time for students
to progress
through the
aclivities and
tran s i ti on s.
Outline activitY
sequence on the
board

Any additional information/description/explanations:

to the
Stuclents will fllt out an online science learning journal over the course of the unit compiling importation related
-fhis have
topic. will include a range of information thut students are able to access over the course of the lesson. Students
pictures'
alieady used the app Seesaw and know how to upload files, images, questions, reflection and
journalas they progress through their work'
This learning.]ournal includes. Students willgetiime to make acldition to the
Feedback can also be provided through the app.

o provicle a large visual image model of how to construct a science journal.

r Provide signpost if any information that students should add.

Scaffolded area

. Reasons and reflections.

o 4 Provide guidelines.
o Form ofquestions.
r l-Ieadings and facilitate discussion.
r Use the class science.iournal to show students how they can modify and irnprove their recording
strategies'

lncluded in science journal

o Pictures.
o lmages.
o Glossary of terms.
o Observations.
. Ideas.
o Thoughts about science.
o Plan procedures.
o Record predictions.
o Reasons for predictions,
o Comparing ideas.
o Evidence
o Note-taking.

nal I B
 Elise ConnollY: S00152713
Unit Plan

Lists.
Tables.
Concept maPS.

Assessment of , for and Required

os', ali gh'edrwit h' th e' adjustments
lnquiry Phase: ExPlore tohtent deieilP.iar
'.::iit::
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::111.::,,\i!.!:

GrouP activities
Time: Introduction r Students work a lPad
Engage activitY Assessment for learning
16 Seesaw aPP.
Formative assessment: in grouPs of a
minut three through a Word wall.
ES . Students move to their science groups recording of information
TWLH chart
learnt and uPloaded into between the a
. Provide students with jelly ground'
online learning journal. two SrouPS' a Stop watch to
Introd r Marshmallows
uction o Tooth picks
o Split the class keep the
5 Purpose: Monitor students into two activities
minut o growing understanding of rate moving.
Students have five minutes to construct a sePa
ES structure out of the l0 marshmallows and the term and concePts groups' a Marshmallows
20 toothPicks that will survive an through students making o Provide numbers a ToothPicks
on sequcntial
earthquake. connections to concePts' a Pan
images and
r Ask students to make a prediction of what
videos to helP
a Jelly
will happening to their structure if an Content address
a White board
earthquake hits it. sequential
Science involves testing
o Students simulate earthquake' predictions b1' gathering data memorY and
and using evidence to develoP organization ol Activity one
earthquake
explanations of events and
images when
o lPad
Main lesson phenomena ( AC S tlF-09,3 )
o Seesaw aPP.
students are
Review of last lesson information (ACAR-{. 2(-|13).
r Review what was done in the previous observing o Task sheet with
Compare data rrith photograPhic exPlanation of
lesson of the TWLH chan' predictions and use as images. the task.
. Review the first column of the TWLH evidgt4g in develoPing
chart what we think we know about exp I an at i ons i.rie,S,i5i: t ) o 3setsof2
ear-thquakes.
(ACARA,20I3) Plasticine Pieces
lndigenous students o Several small
Communicate ideas,
o Hands on
o Explain that students are going to explore erplanations and Proccsses in blocks.
activities
earlhquakes over the course ofthe lesson a varietl' of waYs, including
through two different activities' rnulti-modal texts o Audio materials ActivitY two
1Ai,Sisl lili (ACARA, 2013). for students to
listen to.
r Task sheets to explore what the activity s
Compare data with lmages
described.
predictions and use as LBOTE Pictures
evidence in develoPing Studenls are Reports
I . Teacher moves through the room'
explanations {ACS IS*1: I i allowed to answer Video evidence
However allows the students to immerse (ACARA,20l3) question in their Graphs
themselves in the resources provided' native language. Tables
30 the use ol Enlarged coPY of
Duration : Continuous
minut Activity One: 20 minutes Dictaphone and Mercalli scale
es per translator are also
Enlarged coPY of
activit Tectonic Plates and how theY move? students work in
Feedback: Provided Richter scale.
groups
v
o Provide each students with maP of through the aPP Seesaw lJse ol images
written feedback on charts and visual
tectonic Plates (APPendix B)' aids to make links
students u nderstanding.
o Already prepared materials available at between the text
desk. Note: students should be and learning.
encourage towards In some cases
o Have two sets of Flatten areas. Each peer interPreters
furthered detailed
piece of plasticine to make to flat areas are also valuable
 Elise ConnollY: S00152713
Unit Plan
questioning. for the students.
with rough sides and different levels to
represent a tectonic plate in order to Feedback around the
construct a realistic representation ofa student's ideas and
tectonic Plate. concepts has to maintain
that the student's ideas Autistic
Activity one and theories are valid until Spectrum Disorder
proven not to be. (ASD)
Push ing o Provide visual
schedule for the
. Students are to record a prediction into lessons events.
their science.iournals about what they r visual images to
think will happen to the plasticine. correlate with
. Students push the two pieces together. information
. Students observe what is occurring when o reinforcement
they push the two Pieces together.
of information
and rewards
o Record their observation through photos,
through certain
video and notes. activities
o Pull the two Pieces aPart.
o Record the changes. Hea ring
lmpairment (Hl)
Sliding
Visual and
. Students then move the Pieces of written
plasticine alongside each other. recording.
. Students observes what occurs when this Placement
happens. where the
. Note any dilference between the two student can
access others to
types.
ask.

Adding human PoPulation

o Add a representation of human

civilisation onto or near the plasticine.
o Provide students with different possible
representation of the human civilisation.
r Allow students to rePresent

Discussion Questions - Students Record in

their learning journals.

o What happens at the edges of the tectonic

plate when it is
o Pushed together?
r Pulled apart?
o Slid past another plate?
r When one tectonic plate moves, what do
the other Plates do?
r ln how many different directions can the
tectonic Plate move?
o What happens to the gaps around each
tectonic plate if I push one plate away
from, or towards another Plate?
 Elise ConnollY: S00152713
Unit Plan

Students swap activities

Activity two

o Students look at some factual report of an

earth quake.
a Data included
Images
l0 Pictures
minut Reports
es Video evidence
Graphs
Tables
Enlarged copy of the Mercalli scale and
the Richter scale.

a lntroduce students to the materials

provided.
a Have the students read through the report,
then observe the images that coincidence
30 with it.
minut
ES
Go through reading skills with the
students to look for

Reading skills

. Key words.
l0 . I t ighlighting.
minut
esto
. Meaning measurements subtitles.
read
r Use a highlighter.
and go . Define any words you don't understand.
throug
h Provide Questions
data. . What happened?
. When did it happen?
. Where did it happen?
. Who did it affect?
. Why did it happen?
. What
. What damage was caused?
. Was the earthquake was strong?
. How do you know the earthquake was
strong?
. What did they use to measure the strength of
the earthquake?

Extension activity

Ask students to find images of earthquake

damage for different levels of the Richter
scale.

Concl Words added to the word wall as a whole

usion c lass.
5
minut Record on the iPad
l. One aspects that the students can take
 Elise Connolly: S00152713
Unit Plan

away from the lesson.

Any additional information/description/explanations:

Students add questions photos and images as they progress through the

Glossary of words that should be added to the science journal/word wall.

- Magnitude
- Intensity
- Tectonic plate
- Continent
- Modified Mercalli scale
- Richter scale
- Roman numerals
- Eye witness account

Time frame

r The lesson is broken down into the different to different separate.

o During the middle of the lesson students take a break for 5 minutes quick stretch and walk.
o Mental activity to refocused students'

Homework
r Students upload information that was completed during the lesson'

I
 Elise Connolly: S00152713
Unit Plan

Lesson 3 Assessment of, for and ,:, Required

os aligned with the adiustments
lnquiry Phase: Explain content descriptors
Learning experiences and teaching strategies:

Time: Students continue with

Whole class Earthquakes of
45 Engage assessment for learni ng adjustments magnitude I and
through learning.i ournals above, last
minut
Group work seven days -
es Video - of continental drift from the
Visua
Google map
movie ice age. I

layer.
re p resentatio n
Introd
for students.
uction https :l/www.youtu be.com,/watch ?v=zoc hnp://earthq uake
:10 utif0cQY Provide stude nts rvith
. usgs.gov/earthq

uakes/catalogs/e
minut Phy sical models
What are we looking at today? qsTday-
es
depth.kmz.
Proved groups
with a physical
Review play dough i
What was done last lesson physical Interactive map
representation of plates and
1'oday going to look at why tectonic plates ofthe layers of evidence of
move and how they have moved in the past. the earth. earthquakes.
Students can cut
peel and http://wwr.v.pbsl
Use the online video as support material. remove layers earningmedia.or
Middl Pause the video periodically to clarif,z and as the video g/asset/ess05 int
e de flne learning. Make links to the progress. tectonici
materials explored last lesson.
Use the parts of the earth card to build Use a model to Play dough
upon the student's prior knowledge. demonstrate the models of the
Write what the students already know different ways earth.
about the topic below the cards. in which
Add more information at the video tectonic plates Large visual
progress. can move. diagrams for the
students.
Allows students
Physical models to experiment http://splash.abc.
and engage with net.au/home#!/
Proved groups with a physical play dough the materials. medtal30528l
/ physical representation ofthe layers of
the eafth.
Students can cut peel and remove layers Hearing impaired Play dough
as the video progress. o Provide a copy models of earth.
of the Appendix F.
Use a model to demonstrate the difierent transcript for Jelly base
ways in which tectonic plates can move. Marshmallow
students.

Where do earthquakes occur

o Place students Toothpicks
close to
speakers and
Bring up the interactive map of tectonic plates
r Go through the map observing the
near the front.
locations of the earthquakes.
r Discuss why this is?

Pose question

If tectonic plate are always moving then

f\?Al*:Era
 Elise ConnollY: S00152713
Unit Plan

what did the earth look like billions of

years ago.

Students observe the map of continents that

was given to them.

Provide students with an alternative map of

the con tenant formation.

o Look at the continents and how they have

changed?
o What do the students notice about the
location of the continues?
o What land mass can they identifr?

Continue to show the students maps through

the progression of time'

o Show students video/time laPs of

resources ofthe change in continents'

o https://www.youtube.com/watch?v:u
GcDed4xVD4

o Build a timeline with the different

maps

Conclusion

Continue to filI in the KWHLAQ

o Review of question and what students
though.
o Record in yourjournal.
o Bring up some question that the students
had asked and exPlore some of the
answer.
o Have their thoughts changed and altered
from what theY learned.

Extension activitY

r Students research can we Predict

what the earth will look like in the

. Draw a map of this.

Any additional information/description/explanations:

Homework
o students upload information that was completed during the lesson.
r Students pick a location for their final assessment piece'
o Provide a reason as to why they have selected the location'
 Elise Connolly: S00152713
Unit Plan

4 ' "" " ':t :;4: l* Required Resources

Lesson Assessment of, for and
os aligned with the adjustments
lnquiry Phase: Elaborate content descriptors
Learhingex@i:ehtes.-a teach:i:h-g re! iesl

Intro Whole class http://splash.ab

ductio Review what we know about earthquakes. Assessment of learning adjustments c.net.au/home#
n !lmedia/305371
Introduce students to the inquiry question. - Students will keep Group work : video of what
online science Visual is an earth
Can you predict an earthquake? learning journals representation quake.
through the app for students. Tectonic plate
Scaffold questions Seesaw. map.
Provide students Table with
ls there is any way to predict an earth Duration with recent
quake? Pliysical models earthquake
- 1-4 lessons. measurements
Think and pair share with the students. - The 5'1' lesson will Proved groups on it.
be assessment for with a Enlarged
o Consider what we know that tectonic learning physical play charts of
plates. dough / information
o How do they move in different ways? physical available for
Content representation students.
Ask students to retrieve their map of the of the layers http://www.ga.
tectonic plates map. Glossary of terms. of the earth. gov.ar.r/earthqu
Fact sheet. Students can akes/initRecent
o Ask students to predict how many Science inquiry cut peel and Quakes.do
earthquakes happen every year. question. remove layers Transcript of
o Head to website Scale of as the video video.
o Provide students with a table and earthquakes. progress.
graph listing the earthquakes from
around the world. Feedback for students Use a model
o Ask students the following question to demonstrate
Educator can review the different
Provide students information table about students work ways in which
recent earthquake and their scale. through app. tectonic plates
Parents and students can move.
. Graph the results onto a table can see work
o Do this as a whole class activity through app. Allows
o Have sfudents answer questions Feedback can be students to
given through the experiment
based upon the information
app. and engage

Students answer the following questions with the

based upon the information given. materials.
Adaptions for students
o How many earthquakes are bigger
Indigenous students Hearing impaired
than 9 on the Richter scale?

O28 lFace
 Elise Connolly: S00152713
Unit Plan

How often do they occur every year? Provides a Provide a

How many earthquakes measuring kinaesthetic tool for copy ofthe
between 6 and9 on the Richter scale? students to work transcript for
How often do they occur every year? with. students.
When an earth quake is classified as a Place students
7 or 8 scale how will it impact upon a LOTE students close to
populated area? - Allows students to speakers and
Discus with students who then record upload images. near the front.
the information in their learning - Take pictures of
journal. information and
Provide evidence in your answer. task.

What do you think happens when an

earth quake impacts a populated area?
Hearing impaired
What about when an earthquake hits a
- Instructions and can
be loaded upon the
populate area?
app for the student.
Students back up their answer using
the Richter scale and Modified
Mercalli scale.

Head to the government website

http ://www. ga.gov.aulearthquakes/init
RecentQuakes.do to observe recent
earthquake that have occurred.

Extension activity

Earthquake appear in many places in

the world. However are more
commonly found along tectonic
oblates. Research some the natural
occurring environmental that are
caused from earthquakes.
Students begin work on their
assessment piece.

Any additional information/description/explanations

Homework students must decide on

The severity of the earth quake on the scale?

a What physical evidence is there to support this?
The type of tectonic plate movement that caused this?

O29 lFarlp
 Elise Connolly: S00152713
Unit Plan

Lesson 5 Assessment afrfor and Required Resources

as aligned with the adjustments
lnquiry PhaCC: Evaluate content descriPtors
Lea,ryi4f'ox.futi Endrte--;!] gj,,!,li=e,,

Time: Student are Recording

45 Itudents expand their knowledge of Assessment of learning able to device i.e.
world
I

minut :arthquakes and their link to the manipulate the IPad icameras
.oday.
I

es I
way in which Students
I
Biological sciences they present research
10 Introductions 5 minutes . The grorth and
the booklet.
I

minut information. App green

survival of living
about
I

e Review of what we know I Opportunity to screen.

things are affected
introd earthquakes. take
by the physical
uction assessment
conditions of their
Review and explain environment
home if
needed more
(A()ssl]_0e4)
Teacher provides explicit instruction
- of (ACARA, 2013). time.
the next task topic which has been
earth and space science
overviewed in the last lesson.
. Sudden geological
Go through assessment booklet which changes or extreme
assist the students in planning their news weather conditions
report. can affect Earth's
surface
L Students will Constructing their own {A{lSS{-tC9ti)
news report based upon a natural (ACARA. 2013.r.
disaster event that has occurred.
. Science involves
2. Students will have already made testing predictions
decisions about the earthquake they by gathering data
are investigating and information and using 9yl_d91!-c_9
already compiled. to develop
explanations of
3. Each student will fill out their own I
I
events and
planning booklet containing the
I Phenomena
following information. I (ACSHEO98I
I (ACARA, 2013).
4. Picking an appropriate geological L

I tlse and influence of

location where this natural disaster
I sclence
has taken place.
1_
' sctenttttc
I
5. A scientific explanation of how the I understandings,
natural disaster has occurred. I
I
di."nueries and
I inventions are used
6. What type of tectonic plate movement Ii' to solve oroblems
has caused this to occur? I
I
that directly affect
I peoples'lives

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