Australian Curriculum: Science (Year 6)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) By the end of Year 6, students compare
and classify different types of
observable changes to materials. They
Chemical sciences  Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning analyse requirements for the transfer of
and rusting (ACSSU095) electricity and describe how energy can
 Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) be transformed from one form to
Earth and space
another to generate electricity. They
sciences
explain how natural events cause rapid
Physical sciences  Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) change to the Earth’s surface. They
 Energy from a variety of sources can be used to generate electricity (ACSSU219) describe and predict the effect of
environmental changes on individual
Nature and  Science involves testing predictions by gathering data and using evidence to develop explanations of events and living things. Students explain how
development of phenomena (ACSHE098) scientific knowledge is used in decision
science  Important contributions to the advancement of science have been made by people from a range of cultures making and identify contributions to the
(ACSHE099) development of science by people from
Use and influence of  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives a range of cultures.
science (ACSHE100)
 Scientific knowledge is used to inform personal and community decisions (ACSHE220) Students follow procedures to develop
 With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what investigable questions and design
Questioning and investigations into simple cause-and-
predicting the findings of an investigation might be (ACSIS232)
effect relationships. They identify
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103) variables to be changed and measured
conducting  Decide which variable should be changed and measured in fair tests and accurately observe, measure and record and describe potential safety risks when
data, using digital technologies as appropriate (ACSIS104) planning methods. They collect,
 Use equipment and materials safely, identifying potential risks (ACSIS105) organise and interpret their data,
Processing and  Construct and use a range of representations, including tables and graphs, to represent and describe identifying where improvements to
analysing data and observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) their methods or research could
information  Compare data with predictions and use as evidence in developing explanations (ACSIS221) improve the data. They describe and
analyse relationships in data using
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108)
graphic representations and construct
 Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110) multi-modal texts to communicate
Communicating
ideas, methods and findings

English
Write a procedure for building and creating the
volcanoes. Include steps for all stages and an evaluation
once the explosion is complete.
Maths
Look into the different measurement scales that are
used to measure natural disasters, particularly
focussing on the different categories. Create your own
table to measure something that we experience in
everyday life.

Concept: Plants Term: 3 Weeks: 5- 10

The Arts

Society and Environment

Create a collage of a
volcano. Choosing
Research significant
particular materials to
natural disasters that have
form the rocky texture
happened in history. ICT
and correct colours.
Create an iMovie all about a chosen natural
disaster or weather event in the aim to educate
someone who knows nothing about it at all.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 5-10 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science- Natural Disasters
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about natural disasters and extreme weather events
 To elicit students’ questions/ prior knowledge about natural disasters and extreme weather events
 Diagnostic assessment used- in this lesson you will find out what the students already know about natural disasters and extreme weather events. This will allow you to take account of students’
existing ideas when planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

1 ACSSU ACSHE ACSIS1 Discuss what they DIAGNOSTIC  Introduce the topic of natural disasters – asking Science books
096 100 10 know about natural what the students already know and discussing YouTube video:
disasters and the different types of natural disasters What do you https://www.yo
Collection and know about
extreme weather  Show the students the YouTube video – utube.com/watc
recording of the this it?
events. Explaining Natural Disasters: h?v=oRiLLd2hX0
student’s Can you name
https://www.youtube.com/watch?v=oRiLLd2h E
brainstorms any of them?
Create a brainstorm X0E A3 paper
Can you give
of all of the natural
Focus Q- What do  Explain to students that they will work Coloured
disasters that they some defining pencils/textas
students know individually to show what they already know by
know and their features of Whiteboard
about natural creating a mind map/brainstorm that includes
defining factors. each of them? Whiteboard
disasters? the different types of natural disasters that
they know of and what they know about them. markers
 Students share their completed brainstorms
with their shoulder partner.
 As a class, create a large brainstorm on the
whiteboard, asking students to tell you what
they know and incorporating all of the students
answers together.
(Michael and Chelsea only need to name or draw 5
natural disasters for their brainstorm. Ryan and Sian to
be extended by starting on an individual research
report about a chosen natural disaster - this will run
over the whole unit of work).
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of natural disasters and extreme weather events.
 To support students to investigate and explore ideas about natural disasters and extreme weather events.
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE1 ACSIS1 Make observations FORMATIVE  Observation
22
Ask the students to recall what they remember
096 00 10 from the three from their natural disaster brainstorms. sheet
rotations that  Explain that they are going to be doing three What Tsunami Wave:
Anecdotal observations
explore three rotational activities that explore three different -Large plastic
records- were can you make
different natural natural disasters (this will go over three container
students able to about the
disasters. lessons) -Large rock
make accurate natural
observations  State the safety involved in the three activities, -Lego
Describe how the disaster that -Lid of a
regarding the safety goggles will have to be worn for the
three natural was explored container
three natural volcanic eruption activity, along with art shirts.
in your
disasters differ and
disasters.  Describe the three activities to the class, - Water
complete sheet by station? Volcanic
ensuring that no one has any questions.
stating the things 1. Tsunami Wave Eruption:
they have learnt 2. Volcanic Eruption -Tin tray
about them from the -Plastic cup
3. Earthquake simulator
rotations. -Playdough
-Vinegar
 Show the students the sheet that they are
going to be filling out that asks them to record -Food colouring
-Baking soda
their observations from the three activities.
Earthquake
 Split the students into three groups – move off
simulator:
and start completing their first activity
-Styrofoam balls
(Instruction cards at each station). EA will be
-Toothpicks/
stationed at the volcano station as that
Skewers
requires the students to sit back and an adult
-Cardboard
to demonstrate
-Tape
 Students complete their observation sheets for
the activity.
 Each group shares their answers and findings in
a whole class discussion at the end of the
lesson.
  Repeated for the next two lessons.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

3 ACSSU ACSHE ACSIS1 Describe the defining FORMATIVE  Review their observation sheets and their Observation
096 100 10 features of findings sheets
Which natural
volcanoes, tsunamis  Explain that each natural disaster is caused by iPads
Formative disaster cause
and earthquakes. something different and that they all have Volcano
scales that have been created to measure them interested you diagram
Checklist- were the most?
Annotate the causes and that today they are going to be researching Earthquake
students able to
of volcanoes, that diagram
list the causes of Are there any
tsunamis and
different natural  Explain that scientists use these measurement Tsunami
earthquakes on other natural diagram
disasters. scales to categories the severity of natural
provided diagrams. disasters that Smartboard
disasters
you are
 Students individually work on labelling
interested in
diagrams of volcanoes, tsunamis and
finding out
earthquakes, using directional arrows and
how they are
annotations to describe the cause.
caused?
 Students can use the iPads to research into this
further
 Students who finish early can research the
different measurement scales that have been
created for different measurement scales
 At the end of the lesson, the three diagrams
will be put up on the Smartboard and the
students will be asked to help annotate them
from the ones they have completed
themselves.
 Early finishing students can share their findings
on the different measurement scales.
 (Chelsea and Michael will be given diagrams with
arrows already in place, all them needing to do is
allocate particular labels)

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

4 ACSSU ACSHE ACSIS1 Create a detailed SUMMATIVE-  Review unit activities and ask key questions. What are the Observation
072 100 10 and fully researched  Explain that the students are going to choose most sheets
‘profile’ for either a one of the three natural disasters that they important Annotated
tsunami, volcano or Create a ‘profile’ have been exploring and making an ‘experts’ things cause diagrams
earthquake. for a chosen profile’. someone iPads
natural disaster.  These profiles can be made in the form on an would need to Poster paper
Must include iMovie, poster, PowerPoint etc. know about Computers
appearance,  Students will be working in pairs to create your chosen
defining factors, these expert profiles. natural
cause, scale used  Their aim is to include as much information as disaster?
to measure, possible, as if the person who is going to read it
historical events, has never heard of the natural disaster before.
interesting facts.  Have a checklist on the Smartboard of the
things that they are required to have in their
profile (what they are being marked on)
 This aims to extend the students understanding
from an expert’s context, asking them to think
about every detail someone would need to
know about their chosen natural disaster
 Students will have 1-2 lessons to complete
their profile ready to present to the rest of the
class

(Michael and Chelsea will be paired with students that

will support their learning)
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about natural disasters and extreme weather events and represent what they know about natural disasters and extreme weather
events.
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

5 ACSSU ACSHE ACSIS1 Students effectively SUMMATIVE-  Review what the students have completed over Smartboard
096 100 10 present their ‘expert the course of this unit of work
profiles’ to the rest Create a ‘profile’  Each pair is to present their experts profile to
of the class. for a chosen the rest of the class
natural disaster.
Must include  Whole class review sharing what they have
appearance, learnt about the three different natural
defining factors, disasters
cause, scale used  Brainstorm from first lesson is brought back up
to measure, and new information is added to it
historical events,
interesting facts.

Marked on
overall
presentation
skills, standard of
presentation,
level of
information,
shared speaking
etc.
 Natural Disasters
ROTATION OBSERVATION SHEET

TSUNAMI WAVE

VOLCANIC ERUPTION

EARTHQUAKE SIMULATOR
NAME: ________________________ DATE: ____________________
VOLCANO DIAGRAM
NAME: ________________________ DATE: ____________________
EARTHQUAKE DIAGRAM
NAME: ________________________ DATE: ____________________
TSUNAMI DIAGRAM
 I

L
F

S
E

T
C

P
K
B

V
A

H
D

U
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Q
M
Date:
SCIENCE

Student name
Definition of chosen natural
disaster is included.

Cause of chosen natural

Experts Portfolio Presentations

disaster in included.

Diagram of chosen natural

disaster is included.

At least one historical event

involving that natural
disaster is included.

At least one ‘interesting fact’

about the chosen natural
disaster is included.

Scale used to measure the

chosen natural disaster is
included.

Presentation was clear and

planned effectively.

Each person presented an

equal part of the
presentation.

The presentation was

visually appealing and well
put together.

Overall grade.