Earth and Space Sciences Learning Module

Part A: Learning Module Alignment with Australian Curriculum

Sequence of development of concepts in Earth and Space Sciences developed across the primary years. Adapted from the ACARA website.

Year Level Sequence of development on concepts in earth and space sciences.

Foundation Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004).

Year 1 Observable changes occur in the sky and landscape (ACSSU019).

Year 2 Earth’s resources, including water, are used in a variety of ways. (ACSSU032).

Year 3 Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048).

Year 4 Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075).

Year 5 The Earth is part of a system of planets orbiting around a star (ACSSU078).

Year 6 Sudden geological changes or extreme weather conditions can affect earth’s surface (ACSSU096 )

The above table depicts the sequence of development of concepts from the Australian Curriculum for Earth and Space science. The concepts developed in this unit are for year six and the focus is on sudden geological changes or extreme weather conditions and how they can affect earth’s surface.

Prior knowledge connected to this particular concept begins in Foundation year where students learn seasonal changes and daily weather affect everyday life (ACARA, 2012). Continued in year one when students learn to observe changes in the sky and landscape and finally in year four when they learn how the earth changes over time as a result of natural processes and human activity (ACARA, 2012). The year four concepts provide significant prior knowledge to this unit because students learn about erosion, soil types and the affect extreme weather has on landscapes which could include learning about rock formation and the basic structure of the earth (ACARA, 2012). .

The table below highlights more closely the specific areas the unit focuses on based on the content descriptions for year 6. This table includes; science understanding, science as a human endeavour and science inquiry skills.

Areas covered by the Australian Curriculum for science in year 6.

Science / Year 6 / Science Understanding / Earth and space sciences.Content description:Sudden geological changes or extreme weather conditions can affect Earth’s surface.

ACSSU096

Science / Year 6 / Science as a human endeavour/ nature and development of science.Content description:Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena.

ACSHE098

Science / Year 6 / Science as a Human Endeavour / Use and influence of science.Content description:Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives.

ACSHE100

Science / Year 6 / Science Inquiry Skills / Questioning and predicting.Content description:With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be.

ACSIS232

Science / Year 6 / Science Inquiry Skills / CommunicatingContent description:Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts.

ACSIS110

Elaboration 1Investigating major geological events such as earthquakes, volcanic eruptions and tsunamis in Australia, the Asia region and throughout the world

Elaboration 1 - Describing how understanding of the causes and effects of major natural events has changed as new evidence has become available.

Elaboration 1 - Researching the scientific work involved in global disaster alerts and communication, such as cyclone, earthquake and tsunami alerts.

Elaboration 1 - Refining questions to enable scientific investigation

Elaboration 1- Discussing the best way to communicate science ideas and what should be considered when planning a text

Elaboration 2Recognising that earthquakes can cause tsunamis

Elaboration 2 - Considering how gathering evidence helps scientists to predict the effect of major geological or climatic events

Elaboration 2 - Asking questions to understand the scope or nature of a problem

Elaborations 2- Using a variety of communication modes, such as reports, explanations, arguments, debates and procedural accounts, to communicate science ideas

Elaboration 3Describing how people measure significant geological events

Elaboration 3 - Applying experience from previous investigations to predict the outcomes of investigations in new contexts

Elaboration 3- Using labelled diagrams, including cross-sectional representations, to communicate ideas and processes within multi-modal texts

Elaboration 4Exploring ways that scientific understanding can assist in natural disaster management to minimise both long- and short-term effects

Part B Learning Module OverviewLesson Australian

Curriculum Links

Science Outcomes Literacy Outcomes Lesson Overview Assessment Opportunities

Lesson 1:What do we know about sudden geological events? A closer look at volcanoes.

ENGAGEEXPLORE EXPLAIN

Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science enquiry skills communicating ACSIS110.

Describe what a sudden geological event is.

Pose questions to inform volcano experiments and predict and confirm the results.

Explain how volcanoes erupt and the effect on the earth’s surface.

Extend this knowledge to include an understanding of the different types of volcanoes.

Use scientific vocabulary appropriately in their writing.

Represent their understanding by completing a cross-section, labelled drawing of a volcano.

Participate in class co-operative groups and class discussions.

Recall/review what students already know about sudden geological events.

Focus on volcanoes and develop an understanding of their impact on the earth’s surface by predicting, observing and explaining.

Refine questions to enable scientific investigation and hands-on activities.

Develop an understanding that all volcanoes are not the same.

Demonstrate learning by completing a cross-section drawing of a volcano describing its structure, completing a cloze activity and filling out science journals.

Diagnostic assessment Prior knowledge.

Formative assessment Participation in

discussions. Science Journals Cross-section

drawing.

Lesson 2:A Closer look at earthquakes.

ENGAGEEXPLOREEXPLAIN

Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science enquiry skills communicating ACSIS110

Pose questions to inform earthquakes experiments and predict and confirm the results.

Explore and represent earthquakes through practical experiences.

Explain how earthquakes occur and their effect on the earth’s surface.

Use scientific vocabulary appropriately in their writing.

Record predictions, observations and explanations.

Represent their understanding by creating a labelled flowchart that depicts how an earthquake develops.

Participate in class co-operative groups and class discussions.

Focus on earthquakes and develop an understanding of their impact on the earth’s surface by predicting, observing and explaining.

Refine questions to enable scientific investigation

Understand that energy released from beneath the earth’s surface causes earthquakes.

Explain and identify factors that affect the duration of an earthquake.

Demonstrate learning by constructing a flow chart that illustrates how an earthquake develops.

Formative assessment: Participation in

discussions. Science Journals Flow chart

Lesson 3: Science Pose questions to inform Use scientific vocabulary Focus on tsunamis and develop an Formative assessment:

A closer look at tsunamis.How these events can be measured.

ENGAGEEXPLOREEXPLAIN

understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Use and influence of science ACSHE100

tsunami experiments and predict and confirm the results.

Explore and represent tsunamis through practical experiences.

Explain how tsunamis occur and their effect on the earth’s surface.

Explore why scientists measure these events.

Explain how this knowledge can assist in reviewed scientific knowledge and disaster management.

appropriately in their writing.

Record predictions, observations and explanations.

Represent their understanding by completing worksheet research activity.

Participate in class co-operative groups and class discussions.

understanding of their impact on the earth’s surface by predicting, observing and explaining.

Refine questions to enable scientific investigation

Develop and explore tsunamis and the fact they often occur as a result of an earthquake, refer students to knowledge learnt in previous lesson.

Investigate how scientists measure such geological events.

Gain an understanding that scientific explanations can assist in disaster management and scientific knowledge is often revised as new evidence emerges.

Participation in discussions.

Science Journals Worksheet

Lesson 4:What do all these events have in common?A closer look at plate tectonics.

ENGAGEEXPLOREEXPLAIN

Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science enquiry skills Communicating ACSIS110, Science as a human endeavour ACSHE100

Pose questions to inform plate tectonic experiments and predict and confirm the results.

Explore and represent plate tectonics through practical experiences.

Explain how movement occurs and the effect this has on the earth’s surface.

Explore how scientists measure these events.

Explain how this knowledge can assist in reviewed scientific knowledge and disaster management.

Use scientific vocabulary appropriately in their writing.

Record predictions, observations and explanations.

Represent their understanding by labelling and completing a cross-section drawing.

Participate in class co-operative groups and class discussions.

Extend learning from previous lessons and make connections to develop an understanding that earthquakes, volcanoes and tsunamis are the result of the earth’s shifting surface.

Understand that the earth is made up of four layers and illustrate this in a diagram.

Refine questions to enable scientific investigation

Develop the knowledge that different movements in the earth’s surface have different impacts on the outside of the earth’s surface.

Considering how gathering evidence helps scientists to predict the effect of major geological or climatic events and how this knowledge changes as new evidence arises.

Formative assessment:• Participation in

discussions.• Science Journals Cross-section

drawing.

Lessons 5, 6 and 7

Science understanding ACSSU096,

Demonstrate an understanding of geological events and

Plan, draft, proofread and edit work.

Summarise findings and

In pairs students can use their science journals, the internet and information books in the classroom to design and

Summative assessment: Draft copy of poster. Working co-

ELABORATEACSIS232, Science enquiry skills Communicating ACSIS110, Science as a human endeavour ACSHE100

their impact on the earth.

Communicate this understanding using scientific terminology.

Extend on ideas by suggesting ways this can assist in natural disaster management.

Provide evidence to support their descriptions.

communicate ideas. Work effectively in pairs.

prepare a poster that describes how one of the geological events learnt occurs, its impact on the earth’s surface and how scientific understanding can assist in natural disaster alerts and management and how these ideas have changed over time with research.

Students to work co-operatively in pairs and plan/discuss, draft, proofread, edit and publish their information posters.

Students must demonstrate that all points discussed are covered.

operatively in pairs.

Lesson 8

EVALUATE

Science understanding ACSSU096,ACSIS232, Science enquiry skills Communicating ACSIS110, Science as a human endeavour ACSHE100

Describe one of the geological events in detail.

Describe the effect it has on the earth’s surface.

Explain how scientific knowledge can assist in natural disaster alerts and management and how these ideas have changed over time with research.

Design of poster depicting key points.

Speaking and listening skills.

Communicating their ideas.

Students communicate their information and findings with confidence.

Students use scientific explanations to describe their geological event.

Reflect on learning with students and discuss its strengths and weakness.

Summative assessment: Final copy of poster. Working co-

operatively in pairs. Presentation and

communication skills.

Part C Lesson Plans

Lesson 1Australian Curriculum Links:

- Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science enquiry skills communicating ACSIS110

Lesson Objectives:

Recall/review what students already know about sudden geological events. Focus on volcanoes and develop an understanding of their impact on the earth’s surface by predicting,

observing and explaining. Refine questions to enable scientific investigation Develop an understanding that all volcanoes are not the same. Demonstrate learning by completing a cross-section drawing of a volcano describing its structure,

completing a cloze activity and filling out science journals.

Lesson Sequence:

Introduction

5 mins – ENGAGE - Start a KWL chart that will be used for the following 5 lessons. Students identify what they already know about major geological events such as, volcanic eruptions, earthquakes and tsunamis in Australia, the Asia region and throughout the world.

5 mins –ENGAGE - Explain todays focus is on volcanic eruptions and fill out the ‘W’ – what we want to learn column about volcanoes only.

Students sketch a volcano to demonstrate current understanding (in science journal) Teacher draws with student guidance a volcano on the board.

Body

20 mins – EXPLORE - In co-operative groups (outside) students begin to shape their own volcanoes using a disposable plate and PVC pipe.

Students place dishwashing liquid, red food colouring and bi-carb soda into volcano and then add vinegar and watch the volcano erupt.

In their science journal they write their predictions, record observations and results. They explain what they think would happen to living and non-living habitants around the volcano.

Ask groups to explain what they think happens once the lava flows from the volcano. E.g. Does it remain hot and runny or will it dry and form a new surface on the earth?

Manager of co-operative groups to collect 2 disposable cups, one half filled with honey (to model silica) and the other half filled with water. Ask groups to predict which liquid would travel the greatest distance if it was to erupt from a volcano.

Ask students to test their predictions by asking a volunteer from each group to blow with a straw into the cup to see which makes the most bubbles. Students make note of their observations. The more bubbles the more fluid the lava (viscosity).

Provide further information by explaining there are also gases in volcanoes that add to the explosion as well. Demonstrate this by shaking a bottle of lemonade. Ask students what they think will happen if you removed the lid? Explain the more gas the greater the explosion and this is added to the thick stick or runny lava. Ask what impact this has on the earth’s surface?

30 mins – EXPLAIN - Provide students with a cross section diagram of a volcano. Each student to name each component and label the diagram. Labels/definitions include; magma, parasitic core, sill, vent, flank, lava, crater, conduit pipe, summit, throat, ash and ash cloud.

Teacher to provide other technical names for the types of volcanic eruptions. E.g. explosive and effusive. Students can use observations and predictions to help with writing their explanations. Using this information learnt from both activities, students can write an explanation about how a volcano

erupts and the effect this has on the earth’s surface. Explain there are three types of volcanoes (briefly explain active, dormant and extinct –after 10, 000 yrs. of

being dormant and ask students to write into science journals). Mention that nearly all Australian volcanoes are extinct but there are many mountains in every

state/territory that were once active. Continue to explain there are four different shapes and they are grouped this way because of their chemistry

and shape. Students to watch Discovery Channel clip on YouTube that depicts the types of volcanoes and complete an oral close activity.

Conclusion

Ask students to tell a person sitting next to them 1 really interesting fact learnt in the lesson. Add new words to word wall.

Lesson 2Australian Curriculum Links:

- Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science enquiry skills communicating ACSIS110

Lesson Objectives:

Focus on earthquakes and develop an understanding of their impact on the earth’s surface by predicting, observing and explaining.

Refine questions to enable scientific investigation Understand that energy released from beneath the earth’s surface causes earthquakes. Explain and identify factors that affect the duration of an earthquake. Demonstrate learning by constructing a flow chart that illustrates how an earthquake develops.

Lesson Sequence:

Introduction

5 mins –ENGAGE - Explain todays focus is on earthquakes and fill out the ‘W’ – what we want to learn column about earthquakes only.

Body

15 mins – EXPLORE

Activity 1:

Manager of co-operative groups to collect a small bag of sand. Ask each group to scatter some of the sand on the top of their desk and predict and record what they think

will happen if they bang down on the desk with a closed fist. Ask one student from each group to bang down on the corner of the desk and observe what happens. Ask

them to record their result. Students should be able to observe that vibrations on the desk are like shock waves by the way the sand

jumps and moves. Ask them to repeat several times but in different places on the desk. Again ask them to record their results.

Activity 2:

Manager of each group to collect a bowl filled with fine sand and a plastic comb. Ask a member of the group to hold the comb and slide it deep into the bowl of sand. Ask the group to predict what they think will happen if the person holding the comb under the sand flicks it

with their thumb. Record their predictions. Ask the person to flick the comb and the group observe what happens. It should resemble the earth shaking

which is the result of plates colliding beneath the earth’s surface. 10 mins – EXPLAIN – Use time to explain to students that where their fists hit the desk is the point where

slippage and sudden energy was released underground and this is known as the hypocentre (they cannot see it).

The place on the surface where we see the centre of the earthquake is known as the epicentre and it is from here the shockwaves spread outwards in rings. Students to write the terms hypocentre, epicentre and shockwaves into their science journals.

10 mins – EXPLORE

Activity 3 (ADAPTED FROM USGS WEBSITE):

Group managers to collect two pieces of string. 1 x 2m and 1x 10m Ask one person from each group to hold the string and tie the other end to a structure. Assign one person to

be an earthquake. The string will be the fault. Explain that with earthquakes the fault does not move all at once. It unzips like a zipper. Ask the student being the ‘earthquake’ to walk along the string. The other students can jump up and down

until the earthquakes walks the length of the fault. Repeat on longer string. Explain to each group that each point on the fault releases energy which forms the shock waves. Ask each group to record their observations and decide which earthquake lasted the longest and why. Ask if the ‘shock waves are the same all the way along or are some places weaker because the ‘rock layers’ in

the table are weaker or stronger? Record findings. EXPLAIN – 20 mins – Help students to understand what’s happening underground when an earthquake

strikes. Demonstrate this by using 2 square pieces of pre-made thick pastry ‘tectonic plates’. Ask the students to

predict what they think might happen if the two pieces of pastry collided. Push the plates together and try to slide them past each other. Ask the students is this smooth or do strains and earthquakes develop?

In their science journals ask students to draw a flow-chart of how an earthquake develops from below the surface and how it appears on the surface.

Students also to write how they believe earthquakes impact on the earth’s surface.

Conclusion

Add new words to word wall.

Lesson 3Australian Curriculum Links:

- Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Use and influence of science ACSHE100

Lesson Objectives:

Focus on tsunamis and develop an understanding of their impact on the earth’s surface by predicting, observing and explaining.

Refine questions to enable scientific investigation Develop and explore tsunamis and the fact they often occur as a result of an earthquake. Investigate how scientists measure such geological events. Gain an understanding that scientific explanations can assist in disaster management and scientific knowledge

is often revised as new evidence emerges.

Lesson Sequence:

Introduction

5 mins – ENGAGE - Explain todays focus is on earthquakes and fill out the ‘W’ – what we want to learn column about Tsunamis only.

Body

15 mins - EXPLORE

Activity 1:

Co-operative groups to work outside using tidy trays from desks. Tidy tray will have a brick placed in it and water filled just below the top level of the brick. This brick will represent a low island around an earthquake fault line.

Ask groups to place some LEGO on the island (brick). At the opposite end of the tidy tray place a large rock. Ask students to predict what they think will happen if

they lift and drop the rock. Explain lifting and dropping the rock is like the release of energy cause by an earthquake. Students to trial dropping the rock into the water and observe and record the effect this has on the island at

the other end. Ask students if the water stays there or moves back out into the ocean like ‘normal tidal waves’ Repeat the activity but this time place a tile at the island end on an angle as to create a slope. Drop the rock again and ask the students to observe how the wave runs up the slope and if the slope makes a

difference. Students record their observations with their predictions in their science journals.

10 mins – EXPLAIN

Students to participate in a discussion that explores the damage a Tsunami can cause to the earth’s surface and the impact this has on people, places and communities.

In co-operative groups students brainstorm and use knowledge from previous earthquake lessons to come up with an explanation of how earthquakes are the most common cause of Tsunamis.

15 mins – EXPLORE

Activity 2:

The manager of each co-operative group is to collect a piece of string and some sticky tape. Ask groups to tie the string to a pen and sticky tape it to the top of a desk and let it hang so it is just touching

the ground. Place a piece of paper on the ground under where the string falls. Ask student to predict what they think would happen if the floor started moving like in an earthquake. Ask one student from each group to jump up and down while the others make observations. Ask students to write their observations and findings into their science journals.

20 mins – EXPLAIN

Help students to understand that scientific knowledge allows scientists to monitor movement deep below the earth’s surface.

Explain that around the world, Seismometers measure the smallest movement in the earth’s surface and they are recorded as wavy lines similar to those created from the pen on a string experiment.

Elaborate by further explaining that the energy released by an earthquake is measured on a Richter scale. A moderate earthquake measures 4.5-5.5, a major earthquake measures 5.5-6.5 and a major earthquake is greater than 7.5.

Provide information from the BOM explaining how a possible Tsunami is detected after an earthquake occurs and in their groups ask them to answer questions relating to how tide gauges, satellites and the DART system are used to measure tsunamis. Worksheet to be provided.

Ask students if they believe this scientific knowledge helps assist in disaster management? Why and how? Explain scientific knowledge and explanations are often revised as new evidence arises.

Conclusion

Add words to word wall.

Lesson 4Australian Curriculum Links:

- Science understanding ACSSU096, Science enquiry skills questioning and predicting ACSIS232, Science enquiry skills Communicating ACSIS110, Science as a human endeavour ACSHE100

Lesson Objectives:

Extend learning from previous lessons and make connections to develop an understanding that earthquakes, volcanoes and tsunamis are the result of the earth’s shifting surface.

Understand that the earth is made up of four layers and illustrate this in a diagram. Refine questions to enable scientific investigation Develop the knowledge that different movements in the earth’s surface have different impacts on the outside

of the earth’s surface. Considering how gathering evidence helps scientists to predict the effect of major geological or climatic events

and how this knowledge changes as new evidence arises.

Lesson Sequence:

Introduction

5 mins – ENGAGE - Explain todays focus is on movement in the earth’s surface and fill out the ‘W’ – what we want to learn column about movement in the earth’s surface how this causes significant geological events. Review what has been learnt in relation to volcanoes, earthquakes and tsunamis. Ask if anyone can see a connection between the three.

Body

25 mins – EXPLORE

Activity 1:

In co-operative groups students use a diagram showing the surface of the earth students will re-create the layers of the earth using play-doh to demonstrate each layer. Students will then name each part of the earth’s surface (crust, mantle, outer core and inner core). Draw a cross-section diagram into science journals.

Teacher to provide explanation that the crust of the earth (outermost part) is made up of separate curved shaped rocks similar to an eggshell.

Activity 2:

Group manager to collect two hard-boiled eggs from teacher. Ask each group to predict what would happen if they crack the outside shell of the egg and ask them to record

their predictions. Each group can then crack the eggs and observe and record how the cracks appear. Some cracks should

overlap while others will be separated leaving a gap. Invite groups to share their observations. Teacher to explain that very slowly the plates move but we do not notice this movement. Ask students what they think might happen in the places where the plates are being pushed closer together.

Invite each group to sketch a diagram of what they think this pushing together might create (volcanoes and earthquakes).

Remind students about the activity completed in a previous lesson when the pastry plates rubbed against each other and caused cracks in the earth surface (earthquake).

Teacher to explain if there is separation of the plates magma from below the surface rises between the plates, this usually occurs deep in the ocean floor and creates underwater volcanoes (seafloor spreading).

Students to add information to science journal.

30 mins – EXPLAIN

Students to watch Plate Tectonics," a 20-minute Earth science DVD for primary school, "Earth in Action Series," produced by Visual Learning Company.

Following the DVD, groups are to identify 3 new interesting points from the DVD and share them with the class.

Ask groups to consider how gathering this type of evidence about the structure of the earth helps scientists to predict the effect of major geological or climatic events.

Conclusion

10mins - fill out the ‘L’ on KWL – what we’ve learnt. Add new words to word wall.

Lesson 5, 6 and 7Australian Curriculum Links:

- Science Understanding ACSSU096, Science Enquiry Skills Communicating ACSIS110, Science as a Human Endeavour ACSHE100

Lesson Objectives:

Students to work co-operatively in pairs and plan/discuss, draft, proofread, edit and publish information posters.

Students must demonstrate that all points discussed are covered.

Lesson Sequence:

Lesson 5

Let students know of their task which is to create an information poster Explain to students that this is an assessment task and each point on the poster needs to be explained,

considered and described accurately and presented to their peers Ensure students have chosen a topic, identified places they will gather their information and started their first

draft. Teacher to check each student’s progress before the lesson is finished.

Lesson 6

Ensure draft copy is nearing completion. If not provide additional time to catch up. When draft is completed, students are to proofread information before asking teacher to proofread. Teacher to check each student’s progress before the lesson is finished.

Lesson 7

Students to complete final copy of poster. Provide additional time if required. Teacher to check progress

Lesson 8Australian Curriculum Links:

- Science Understanding ACSSU096, Science Enquiry Skills Communicating ACSIS110, Science as a Human Endeavour ACSHE100

Lesson Objectives:

Students communicate their information and findings with confidence. Students use scientific explanations to describe their geological event. Reflect on learning with students and discuss its strengths and weakness.

Lesson Sequence:

In pairs students present their posters to the class. They must describe how their geographical event occurs, its impact on the earth’s surface and how scientific understanding can assist in natural disaster alerts and management.

As students present their information poster, all other students are expected to listen and ask questions following each poster presentation.

Students will be assessed on listening as well as speaking. Conclude by discussing with the students what the like or didn’t like about this unit of work.

Part D Summary

Misconceptions:

- Earthquakes are rare events- The ground opens up and swallows people and events during earthquakes- Rocks and minerals grow- Volcanoes are only hazards not long term resources- Tsunamis do not cause damage out in the open ocean - Plates are rigid- Earth’s surface is fixed- Plates are fixed- Volcanoes always existed where they are now- Mountains where always the way they are

Adaptation to cater for Indigenous perspectives:

- Reflect on indigenous and non-indigenous views on geological events.

- If possible make links to the Indigenous community (observing protocols) to gain an Indigenous perspective on major geological events or extreme weather.

- For all students including Indigenous, the teacher will foster positive and genuine relationships in an effort to create a mutual environment of trust. To achieve this all students will be treated fairly and supported in an environment that builds on all students self-efficacy.

- Cultural protocols will be observed at all times to ensure Indigenous students are comfortable in the classroom environment. Some examples would include; understanding they do not like to be put on the spot, or at times avoid eye contact and may be sensitive to questioning. To overcome this, the teacher will provide additional scaffolding, encourage risk taking, use minimal instructions and use visual cues as well as verbal cues (Australian Government, 2007).

- For all students including Indigenous there are high expectations that everyone can achieve. To guide and help students to develop these expectations the teacher will act as a role model and provide feedback that is ‘real’ to the students.

- A majority of the lessons have a focus on ‘hand-on’ topics and are completed in collaboration with group. The activities provide additional visual cues and alternatives to traditional direct instruction that is teacher lead instruction. This allows all students to help facilitate their own learning in a supportive environment.

- Investigate Australian organisations that work in partnership with indigenous people on projects such as on protecting the environment and predicting any geological changes that may occur in or surrounding Australia

- The Wet Tropics Management Authority is one organisation that works on developing and improving relationships with local Aboriginal people, which assists in forging sustainable futures for the World Heritage Area and the Aboriginal people in that area. (http://www.wettropics.gov.au/wwc/wwc_index.html)

- The CSIRO website has articles on engagement with Aboriginal people on land and sea management. (http://www.csiro.au/org/IndigenousEngagement.html)

Adaptation to include Numeracy and ICT:

- Numeracy: Create time lines Compare wave heights Compare repair costs Research different earthquakes and compare Righter Scale measurements Create graphs

- ICT: Create a PowerPoint presentation instead of an information poster Use IWB (Interactive White Board) to create the word wall and KWL chart amongst other

things Students to complete their research on the computers more Watch animations throughout the unit of the different geological events

References:

ACARA, 2012. Australian Curriculum – Science. Retrieved 1 May, 2012 from http://www.australiancurriculum.edu.au/Science/Curriculum/F-10#level=6

Australian Government, 2007. Primary Connections. Canberra, ACT. Australian Academy of Science.

USGS, 2010. Earthquakes for Kids. Retrieved, 29 April, 2012 from http://earthquake.usgs.gov/learn/kids/