LDP Unit of Inquiry

Week
Unit 3

Topic
Earth
and
space
sciences
(extrem
e
weather
)
Week 1 Extreme
weather

Curriculum
links

Learning
objectives

Resources for topic

Sudden
geological
changes or
extreme
weather
conditions
can affect
Earths
surface (ACSS

What is it
who does
it effect ,
what does
it effect.
Prompt
class
discussion
-Go
through
pictures
and videos
of natural
disasters
(see
lesson
plan)

http://kidsahead.com/subj
ects/5-extreme-weather

What are
they how
are they
formed
what are
the

http://scienceweb.asta.ed
u.au/
-Experiment
- Watch a video
-Research how they are
formed, draw and label a

U096)

Scope and
sequence
http://www.
vcaa.vic.ed
u.au/Docu
ments/ausc
urric/Scienc
e_scope_an
d_sequence
_AusVELS.p
df

http://vocabulary.curriculu
m.edu.au/scot/897.html
Ways of explaining topic
words
Pictures and video
introduction
- Group discussion
- Worksheet

Australian
Science
teachers
association
http://scien
ceweb.asta.
edu.au/
*These
links occur
for all
topics
Week 2 Cyclone
s

LDP Unit of Inquiry

LDP Unit of Inquiry

Week 3 Floods,

Week 4 Fire,

Week 5 Drought,

Week 6 Storms,
Lightnin
g and
thunder
effects

Week 7 Earthqu
akes

Week 8 Volcano
es and
there
effects

2Katelyn Guy 17445447

impacts on cyclone list what is does.

the earth
Effects of
http://www.weatherwizkid
floods,
s.com/weather-rain.htm
types of
- Poster of types of
flood
floods and where
they occur
- List of effects on the
land
- Photo board of
places effected
Effects of
Research black Saturday
fire on the and its effects on the land.
land, types
- Photo board of
of fire how
before during and
they are
after a fire, list the
caused
key differences
- When and how fires
occur worksheet
Effects of
Video on effects of
drought on drought on animals
the land
people, plants and the
land
What
http://www.weatherwizkid
causes
s.com/experiments-makelightning
lightning.htm
and
Making lightning
thunder
experiment including a
what types prac write up report
of
http://museumvictoria.co
lightning
m.au/scidiscovery/lightnin
are there
g/whatmakes.asp
How they
occur, why
they
occur,
what
impacts
they have
How they
are
formed,
why they
occur
impacts
- research
either

Research major
earthquakes that have
occurred. Complete a task
on one.
http://kidsahead.com/exte
rnal/activity/582
http://www.tesaustralia.co
m/teaching-resource/TheLast-Days-of-Pompeii6291244/
http://www.tesaustralia.co

LDP Unit of Inquiry

Pompeii or
Kilauea

m/teachingresource/Kilauea-TheIsland-Maker-6291245/
Make your own volcano
- write a report on either
Pompeii eruption or
Kilauea

Classroom climate and teacher expectations

This classroom is student orientated and centred. The
classroom has a open question and thoughts wall where
students can write down questions they have about topics or
videos they have seen. This encourages ownership of learning
and responsibility. Students are encouraged to independently
research some questions and understandings they have. In
the classroom it is expected that students have a zero policy
towards bullying and the motto of treat others the way you
wish to be treated. Students have made up the class rules as
part of the student centred classroom, which are hung up in
the classroom for all to see. Tis is a inclusive classroom. The
teacher knows its important and expects to have positive
relationships with all students in order for them to feel
comfortable and want to come to school. The teacher will also
expect to have clear communication with students to
determine student understanding of content, this helps with
assessment and feedback.
Management and organisational protocols
The classroom set up will vary depending on the activities the
class are completing. Most of the time the tables will be set up in
groups of four facing the front of the room where the board is. This
encourages student collaboration, discussion and interaction with
each other in a positive way. Group poster and work after each topic
will be put up around the room so students can visually see what
work they have done and feel proud of it. Management in the
classroom will consist of the honesty peg system and warnings with
appropriate consequences to follow for inappropriate or
disrespectful behaviour. Expectations for behaviour are set out from
the beginning of the year and apply to all students. Positive
behaviour will be rewarded with computer time and class games.
LDP Unit of Inquiry

LDP Unit of Inquiry

Routines and rituals for small group and whole class instruction
Through this inquiry unit students will be completing a lot of
group work to promote collaboration, interaction and
discussion. This is why the classroom set up of tables is in
groupings of 4. This also ensures that Emilys wheelchair can
easily manoeuvre around desks. The teacher is aware of
group dynamics and will ensure that it does not get in the way
of effective group work either through a seating plan or
independent work. Students will be encouraged to work with
different people. The dice ritual (handing out dice to all
students and when they contribute hand the dice back) will
promote students speaking up in class discussions and sharing
their ideas.
Students will mostly work in small groups for group work as
Reena (hearing impairment) finds it easier and less distracting
to work in small groups.
ICT usage in the classroom
ICT will be used often in the classroom as part of 21st century
learning and the interactive whiteboard. There is a trolley of
25 laptops available for hire which will aid student
independent research and assessment. This also aids and
improve students motor functioning and prepares them for
high school. ICT use will closely monitored by the teacher and
students are aware of the safe and ethical use.

4Katelyn Guy 17445447

LDP Unit of Inquiry

Class Profile Year 6 Science

Term 3
Class Subject- Science
Class Teacher- Miss Tatt
Additional staff- Mrs Smith teachers aide
Age of students- 10-12
23 Students
13 Female
10 Male
This class profile is made up of students who come from a lower
socio economic status and most of their stationary and writing
materials are provided by the school. The class includes 6 students
from different cultural backgrounds (an * next to their name) these
students will need more clarification on tasks as English isnt
spoken at home. Students are very receptive to social interaction
and play time with each other.
The general learning ability of the class is average for their age and
year level with 5 students below average (+ next to their name).
Name
Sex
Learning issues
Riley
Female
George+
Male
Billy +
Male
Zenba*
Male
EAl (gifted)
Josh
Male
Taylah
Female
Ash
Female
Charlie+
Female
Autistic
Sari+
Female
Omar*
Male
LDP Unit of Inquiry

LDP Unit of Inquiry

Oscar
Emily
Sam
Jordan
Ana
LIna*
Maya
Nail*
Laura
Reena*

Male
Female
Male
Male
Female
Female
Female
Male
Female
Female

Brody +

Male

Shanesse *
Julia

Female
Female

6Katelyn Guy 17445447

Cerebral Palsy
ADHD (medicated)

Profoundly deaf in
one ear
Developmental delay
(aide)