*Class blog: https://beneathourfeetyr4.weebly.

com/

Term/Weeks: Term 2, Week 5 Year Level: 4 Learning Area/Topic: Earth and Space Science
General Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Capabilities: Creative Behaviour Social Understanding
Thinking Competence
Cross Curriculum Priorities: Aboriginal and Torres Strait Asia and Australia’s Sustainability
Islander histories and cultures engagement with Asia

Week/ Australian Lesson Assessment Teaching & Learning Key Resources

Lesson Curriculum Objective (what & how) Experiences (include learning Questions
Links diversity)
1. Engage ACSSU075: Identify one Reflection at Introduction – Class blog:
Earth’s surface form of erosion end of lesson 1. Introduce concept of class https://beneathour
changes over as discussed in blog. feetyr4.weebly.com/
time as a result the YouTube Class word 2. Give students a tour through Think of one - YouTube
of natural video. wall the class blog. thing you - Padlet
processes and 3. Revise knowledge from last remember - Design Brief
human activity. Explain the unit of work – Rocks and Soil about the Student dictionaries
difference through a Think – Pair – topic of rocks iPads & Computers
ACSIS071: between Share and soil, and
Represent and weathering and 4. Introduce new topic – Erosion share it with
communicate erosion. and Weathering. your partner.
observations, Lesson Content –
ideas and Familiarise 5. Watch YouTube video.
findings using themselves with 6. Introduce design brief What were
formal and the class blog a. What does this mean? the four types
informal and design brief b. How will this work? of erosion
representations. concept. c. Form groups discussed in
7. Ask students to identify the the video?
different types of erosion
discussed in the video. What is the
8. Ask students to explain the difference
difference between erosion between
and weathering. weathering
and erosion?
*Class blog: https://beneathourfeetyr4.weebly.com/

9. Provide students with a brief

description of each type of
erosion and reiterate the
difference between erosion
and weathering.
10. Create a class word wall
using Padlet.
11. Read through words on the
word wall. Ask if there are
any other words that could be
added.
12. Assign each student a word.
They must then use the
dictionary definition.
13. Add students definition to the
class word wall.
Conclusion –
14. Read through word wall.
15. Students complete the
revision survey.
Learner Diversity –
 Use of ICT: Visuals, engaging
 Having students who find
their definition first to help
others
 Extension: Ask students to
think of other words that can
be added to the word wall.
They are to then find these
definitions.
2. Explore ACSSU075: Research and Observation of Introduction – Class blog:
Earth’s surface take notes in group work, 1. Re-watch YouTube video What is one https://beneathour
changes over groups, on one presenting 2. Students write down one piece of feetyr4.weebly.com/
time as a result type of erosion. and class piece of information they information - YouTube video
of natural participation found interesting from the you found - Canva
*Class blog: https://beneathourfeetyr4.weebly.com/

processes and Create and video using class iPads or interesting in - Padlet
human activity. present an Canva Poster computers. this video? Student iPads and
informative work sample Lesson Content – Computers
ACELA1488 poster using 3. Place students in their design Science Journals
Canva to teach Class word groups.
ACELA1498 others about wall 4. Students are to choose a type
one erosion of erosion to investigate in
type. their groups.
5. Revise research and note
Assist in taking strategies.
creating a 6. Model how to use Canva to
definition for the create a poster. Posters must
class word wall be informative and will be
of the terms; used to teach others in the
water erosion, class about their erosion type.
wind erosion, 7. Students investigate their
ice erosion and chosen erosion type. They
gravity erosion. are to record important pieces
of information in their Science
Journals.
8. Students use Canva to create
a poster individually on their
erosion type.
9. Break up students into expert
groups with one person being
an expert on one type of
erosion.
10. Students present their Canva
posters to their research
groups. Each person has 2
minutes.
11. After each person’s
presentation, the other group
members give them 2 stars
and a wish.
*Class blog: https://beneathourfeetyr4.weebly.com/

12. Students are to post their

Canva poster on the class
Edublog as a post.
Conclusion –
13. Go through the word wall on
and add the terms ‘wind Create a
erosion’, ‘water erosion’, ‘ice definition for
erosion’ and ‘gravity erosion’, the terms;
14. Ask students to create a wind/water/
definition for each of these ice/gravity
terms. erosion
Learner Diversity –
 Place students into groups
with others of a similar level
 EA assistance for groups who
need help researching and
navigating online
 Provide students who need
extending with other research
links
 Multiple Intelligences:
Research, Canva, group
discussions
Safety Considerations –
 Revise how to be cyber safe
3) Explain ACSSU075: Explain how Match It Introduction – Class blog
Earth’s surface erosion has activity  Give time for students to What are the - Match It activity
changes over helped form complete the match it activity. different types - Resources
time as a result significant Australian  Revise different erosion types of erosion?
of natural Australian Landmarks and their affects. iPads and
processes and landmarks; work sample Lesson Content – Are computers
human activity. Uluru, Wave  Introduce Australian weathering Science Journal
Rock, Twelve Sticky Note Landmark activity. and erosion Question Sheet
ACELA1498 Apostles Storm  Go through the different land the same? Sticky notes
mark options; Wave Rock,
*Class blog: https://beneathourfeetyr4.weebly.com/

ACHASSK089 Identify the Uluru and the Twelve

type(s) of Apostles
erosion that has  Students are to pick one
affected the landmark to research and
Australian then answer the questions;
landmark. o Where is the landmark?
o Why is its landmark famous?
o What is its importance to
Indigenous Australians?
o What role has erosion played How has
in its formation erosion
o What type of erosion? helped form
 Students research and your
complete the Question sheet. landmark?
 Go through students answers
as a whole class. What type of
 Ask students to provide erosion?
feedback on what they found
interesting and learnt about Why is your
their famous Australian landmark
landmark. importance to
Conclusion – Indigenous
 In students table groups they Australians?
complete a sticky note storm
where they have 3 minutes to
write down everything they
know about the topic so far.
(These will be presented for a
display)
Learner Diversity
 Multiple Intelligences: Use of
ICT
 EA assistance for groups who
need help researching and
navigating online
*Class blog: https://beneathourfeetyr4.weebly.com/

 Provide students who need

extending with other research
links
Safety Considerations –
 Revise how to be cyber safe
4) ACSSU075: Research using Observation: Introduction – Class blog
Elaborate Earth’s surface the links group work, 1. Discuss the design brief and - Design brief
changes over provided on the time today’s goals with students. - Goals for the
time as a result class blog, one management, Lesson Content – day
of natural type of erosion planning 2. Explain the parts of a diorama - Resources
processes and to be displayed using an example. Diorama model
human activity. using a Criterion: 3. Put students into groups. Science Journal
diorama. Design, group 4. Ask each group to decide on iPads and
ACSIS071: work what type of erosion they Computer
Represent and Create a design want to investigate for the A3 paper (planning)
communicate for a diorama design brief.
observations, following the 5. Students are given time to
ideas and design brief (in research and design their
findings using groups of diorama following the design
formal and three). brief and using the resources
informal available on the class blog.
representations. 6. Ask students to make a list of
the materials needed for their What are two
ACELA1498 design. things your
ACTDEK010 Conclusion – group did well
WATPPS23 1. Each group writes down two in this
things they did well this session?
lesson, and one thing they
can improve on during the What could
constructing lesson in D&T, you do better
on the back of their planning for next
sheet. session?
*Construction of their design
takes place during Design and
Technology.
*Class blog: https://beneathourfeetyr4.weebly.com/

*Preparing their presentation will

take place during English
Learner Diversity –
 Create groups with varying
learning styles and levels.
 Provide students with
additional resources if
needed
 EA assisting groups
Safety Considerations –
 Revise how to be cyber safe
5) Evaluate ACSSU075: Explain one Criterion: Introduction – Student’s dioramas
Earth’s surface type of erosion design brief, 1. Review class word wall. Class blog
changes over and how this presentation, 2. Explain how the presenting - Popplet
time as a result type is diorama will work for student . - Self-reflection
of natural represented Lesson Content – Computers and
processes and through the Self-reflection 1. Each group will have 5 iPads
human activity. diorama. minutes to present their
Popplet diorama to the class.
ACSIS071: Identify ways brainstorm 2. After each presentation the
Represent and erosion has class gives them feedback in
communicate affected the the form of ‘Plus, minus and
observations, world around us what’s next’. What do you
ideas and by making 3. Using Popplet, create a class now know
findings using reference to brainstorm with students now about
formal and their diorama. identifying all they know weathering
informal around the topic of and erosion?
representations. Follow weathering and erosion.
guidelines Conclusion – How has
ACELY1688 outlined within 1. Students complete a self- weathering
the Design reflection on their and erosion
ACELY1689 Brief. presentation, diorama and affected the
group working skills. world around
ACTDEK010 us?
*Class blog: https://beneathourfeetyr4.weebly.com/

NOTES:
My FPD was designed to be based around the idea of a web quest. The class blog is designed to be used a base for the learning that takes
place, therefore integrating the Science learning taking place, with STEM.
Due to the FPD’s integration, some lessons had to take place during English and Design and Technology.

CURRICULUM INTEGRATION LINKS:

English Learning Area
 ACELA1488: Understand that social interactions influence the way people engage with ideas and respond to others for example when
exploring and clarifying ideas of others, summarising their own views and reporting them to a larger group.
 ACELA1498: Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research.
 ACELY1688: Use interaction skills such as acknowledging another’s point of view and linking students response to the topic, using familiar
and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently .
 ACELY1689: Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and
audiences.
Design and Technologies
 ACTDEK010: Ways products, services and environments are designed to meet community needs, including consideration of sustainability.
 WATPPS23: Develop and communicate design ideas and decisions using annotated drawings and appropriate technical terms.
Humanities and Social Sciences
 ACHASSK089: Aboriginal and Torres Strait Islander Peoples’ ways of living were adapted to available resource and their connection to
Country/Place has influenced their views on the sustainable use of these resources, before and after colonisation.
*Class blog: https://beneathourfeetyr4.weebly.com/

Reference List
Crash Course Kids. (2015, May 15). Weathering and erosion: crash course kids #10.2. [Video File]. Retrieved from
https://www.youtube.com/watch?v=R-Iak3Wvh9c

Primary Connections. (2012). Beneath our feet: year 4, earth and space sciences. Retrieved from
http://www.scootle.edu.au/ec/viewing/S5682/pdf/Beneath_our_feet_online.pdf