FORWARD PLANNING DOCUMENT

TERM/WEEKS: w YEAR LEVEL: 7 LEARNING AREA/TOPIC: Earth Space Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: the primary device that will be used in the classroom will be Apple I pads as it allows students to create and demonstrate their
understanding of the activity using apps. There are free resources aimed that are design for this learning area as well.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

ACSSU116 The Water Cycle. Introduction.

W5 ACSSU222. Students will after this lesson
L1 ACSHE233  Explain the process of the
water cycle.
 Explain what the stages of
the water cycle is.
 Create an animated
diagram of the water cycle
using Explain everything or
I motion/ Stop motion.
 Students will be asked as a group using think pair share to
Formative see what their understanding of the water cycle is. National Science
Create a diagram of  YouTube clip explaining the water cycle Foundation (2013) The
the water cycle Water Cycle retrieved
using Explore Body. from
everything or stop https://www.youtube.co
 Students will then be using the global change application
motion. m/watch?v=al-do-HGuIk
to research in depth the water cycle.
Students will be
assessed on the  Students will then split into groups of four and create
diagram and that is their own version of the water cycle using Explore
covers the stages of everything, stop motion/ I motion.
the water cycle Explore Everything. I
Conclusion. motion/Stop motion.
Students will airdrop their creations to the teachers iPad or Global Change app
MacBook and watch their creations allowing them to view what
others have done. This will allow the students to have a sense of
achievement of what they have created in the groups. Students
will then be asked to find demonstrations of the water cycle in the
natural environment.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

ACSSU116 Oil and Gas (Non-renewable Formative Introduction.

W6 ACSHE121 rescource)
L5
By the end of the lesson students
will.
 Explain how non-
renewable resources were
formed.
 Explain the migration to
for a reservoir.
 demonstrate an
understanding of how coal
and gas are extracted.
 Revisit forms of renewable resources.
As a class at the
 Students as a group 4 types of renewable resources,
end of the
lesson  Students will then be asked same group to mind map
undertake the types of non-renewable resources.
Oil and Gas quiz  YouTube clip explaining non-renewable resources. Student Energy (2015)
on the WASP Fossil Fuels 101.
Body. Retrieved from
app allowing  Viscosity and raising raisins activity. https://www.youtube.co
every student to Students will conduct two experiments. One focusing m/watch?v=zaXBVYr9Ij0
have a say in on demonstrate the viscosity of a liquid and how
what the they are trapped in reservoirs and how it is impacted
answer should on how they are recovered. Viscosity and Raising
Raisins activity sheet
be. Raising raisins activity on how when coal and gas
retrieved from
become to viscous the use of carbon dioxide is http://www.wasp.edu.a
required to lift the resource out of the well. u/course/view.php?id=4
&section=4
Conclusion.
 Woodside Australia Science Project (WASP) app. Oil and Woodside Australian
gas quiz. This is done a class as it allows students to have Science project App
an equal say in what the correct answer could be and
allow the students to use what they have learnt in class.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

ACSSU116 Renewable and non-renewable Orseome world Introduction.

5 ACSSU117 energy.
ACSHE120 By the end of the lesson students
will be able to.
 Compare and contrast
renewable and non-
renewable energy.
 Evaluate the pros and con
of each type of energy.
 Consider the Implications
of using different sources
of energy
Types of renewable and non-renewable energy
is an interactive
 Students will brake into groups of four and create a
quiz that will
simple mind map on the types of renewable and non-
challenge the
renewable energy.
students on the Dane Bliss Design(2015)
 YouTube clip explaining renewable and non-renewable
what they have Renewable Explained in
energy 2 ½ minutes retrieved
learnt about
from
renewable and Body. https://www.youtube.co
non-renewable m/watch?v=KEeH4EniM
energy. This can  Oresome World app. Students will undertake the 3E
be done Oresome world app quiz on renewable and non- Sc Byrne, J., Wollnough,
individual or as renewable energy to gain an understanding of their J., (2017) Science by
current understanding of energy resources. Doing. Earth and Space
a group and can e-notebook. Retrieved
 Students will classify example of renewable and non-
be ranked. from
renewable energy.
https://www.sciencebyd
 Students will then research the advantages and oing.edu.au/teacher/ear
disadvantages of energy resources. th-and-space
activity1. 3
Conclusion.
Students as a group will create a PMI table for designated energy Oresome world app.
resource to see what they have taken in during the lesson.
Students will then be asked to find one form each of renewable
and non-renewable energy used at home.