VOLCANOES: YEAR 4

Leah Burnett, Sarah Deisel, Lillian Willett, Joanna Wood

A year 4 Science Unit Plan

Table of Contents
Achievement Standard and Content Description

Pg. 2

General Capabilities

Pg. 4

Cross Curricular Priorities

Pg. 5

Lessons

Pg. 7

Lesson Justifications

Pg. 16

ACARA - Achievement Standard

Year:

Duration of Unit:

Unit Name: Volcanoes

5 weeks

By the end of Year 4, students apply the observable properties

of materials to explain how objects and materials can be used.
They use contact and non-contact forces to describe
interactions between objects. They discuss how natural and
human processes cause changes to the Earths surface. They
describe relationships that assist the survival of living things
and sequence key stages in the life cycle of a plant or animal.
They identify when science is used to ask questions and make
predictions. They describe situations where science
understanding can influence their own and others actions.
Students follow instructions to identify investigable questions
about familiar contexts and predict likely outcomes from
investigations. They discuss ways to conduct investigations
and safely use equipment to make and record observations.
They use provided tables and simple column graphs to
organize their data and identify patterns in data. Students
suggest explanations for observations and compare their
findings with their predictions. They suggest reasons why their
methods were fair or not. They complete simple reports to
communicate their methods and findings.

Content
Description

Biological Science
Sciences

Chemical Sciences

Earth and Space Sciences

Physical

1. Content Descriptions to be taught:

Earths surface changes over time as a result of natural processes and human activity (ACSSU075)
2. Science as a Human Endeavour:

Nature and development of science:

Use and Influence of Science:

N/A

Science involves making predictions

and
describing
patterns
and
relationships (ACSHE061)

N/A

3. Science Inquiry
Skills
Questioning and
Predicting:
With guidance, identify
questions in familiar
contexts that can be
investigated
scientifically
and
predict what might
happen based on prior
knowledge (ACSIS064)
General Capabilities:

Planning and
Conducting:
Suggest ways to plan
and conduct
investigations to find
answers to
questions (ACSIS065)

Processing and
Analysing Data and
Information:
Use
a
range
of
methods
including
tables
and
simple
column
graphs
to
represent data and to
identify patterns and
trends (ACSIS068)

Evaluating:
Represent and
communicate ideas and
findings in a variety of ways
such as diagrams, physical
representations and simple
reports (ACSIS071)

Communicating:
Represent and communicate
ideas and findings in a variety
of ways such as diagrams,
physical representations and
simple reports (ACSIS071)

Literacy / Numeracy / ITC / Critical & Creative Thinking / Personal and Social / Ethical Understanding /
Intercultural

Literacy:
As part of the unit students work together in groups to read, view, write and create oral presentations.
Students are required to research volcanoes using a range of different texts.
Students collaborate within groups to prepare an oral presentation.
As a group students present their finding to the class.
Students use language appropriate to the learning area of Science.
Numeracy:
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As part of the unit students will collect, represent and interpret data related to volcanoes.
Students are required to provide at least 1 data display on their group poster.
ICT:
Students are provided with opportunities to use and develop their technology skills within the unit.
Students are required to use ICT to assist with the research and creation of their presentation.
Students will be using ICT to view videos of volcanoes.
Critical and Creative Thinking:
Within the unit students develop and use critical and creative thinking as they prepare their oral presentation and poster.
Students are required to research volcanoes selecting appropriate information and evaluating the sources to choose
what information is relevant for their volcano oral presentation.
Personal and Social:
Throughout the unit there are a number of opportunities for students to work effectively in small groups to complete set tasks.
Students will work collaboratively to prepare their oral presentation.
Ethical Understanding: N/A
Intercultural: N/A
Cross-curriculum
Priorities:
Sustainability:

Aboriginal and TSI Histories and

Culture:

Asia and Australias Engagement with Asia

During this unit students view volcanoes from
Asia and look at the effect the volcanoes have
had on the surrounding landscape.

5 Es
Engag
e

Less
on
1

Learning Experience

Evaluation

Overview:

Diagnostic
Assessment:

This lesson is both an introductory and also a way to gauge

the childrens prior knowledge about volcanoes.
Learning Experience:
The first step of the lesson will involve the children doing a
mind map as a class on the board. With the centre of the
map being Volcano, the class is going to talk about what
they already know about volcanoes, also ask them how they
know this. This should take no more than five minutes, as
this is only to discover what the children know.

Teachers are able

to use the students
mind map and the
questions
they
write at the end of
the
lesson
to
assess
student
understanding.

CrossCurriculum

Resources and
ICT
o
o

Some focus questions to get started or if having trouble

getting started:

What do volcanoes look like?

What do volcanoes do?
What happens after a volcano erupts?
Can all volcanoes erupt? (If there appears to be a few
knowledgeable children)

Whiteboard
Volcano
PowerPoint
with before,
during and
after of a
volcano
eruption
A mini
volcano
landscape
with
necessary
equipment
for making a
mini eruption
Strips of
paper

Next will involve a PowerPoint slideshow with various pictures

of volcanoes, the pictures will start with volcanoes that
havent erupted, to see what the mountain that may be a
volcano would look like. The next few slides will be pictures
of volcanoes during an eruption. After showing them these
pictures, its time to pause and ask the children what they
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think happens and what kind of things will happen to the

land around the volcano. Then finish the slides with pictures
of the aftermath of a volcano (nothing too confronting as
they are still children).

Now its time to engage the children in a little experiment for

further visual on the topic. A small hand-made volcano will
be made by the teacher and it will be placed in a tray that
has a landscape made out of various materials (paper,
cardboard, play dough) to represent the different aspects of
a real landscape (trees, small ponds, even houses). The small
volcano will be filled with bi-carb soda and a bottle of vinegar
will be placed at the side. With the children standing around
this small volcano, the teacher will ask the children what
they think is going to happen to the different parts of the
landscape after having seen the previous pictures. After this,
pour the vinegar into the volcano to start the experiment and
make sure the children are observing. After the volcano has
finished erupting, ask them if what they thought would
happen happened, and what happened if it was not what
they thought, why they think this happened.
Finish in the last five minutes with giving the children each a
small strips of paper where they can write. They are to write
ONE question that they have about volcanoes that they want
to know the answer to, whether it be why volcanoes erupt or
why some dont. These questions will be explored and
possibly answered in following lessons. This should hopefully
end the lesson with the children thinking about their
questions and about volcanoes in genera
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Explor
e

Overview:
Throughout this lesson students will develop their
understanding of the different types and shapes of
volcanoes.
Learning Experience:
Whole Class Carpet
Have students seated in a group on the floor facing the
teacher. Quiz students and discuss with them what they
remember from the previous lesson about volcanoes.

While students are seated on the floor explain to them that

while watching the video they should listen for:

What is magma and lava?

What are some different types of volcanoes?
What effect can volcanoes have on the land?

Formative
Assessment:
Teachers will be
able to use the
worksheet
in
students
Science
Journals to assess
their understanding
of
the
different
volcano types.

National
Geographic
Volcanoes 101
Video
https://www.y
outube.com/w
atch?
v=uZp1dNybg
fc

Pictures and
Labels of the
three Volcano
Types and
Shapes.

Cinder Cone,
Shield and
Composite.

Types of
Volcanoes
Worksheet.

View the National Geographic Video Volcanoes 101.

After watching the video refer to the questions students
where asked as well as if there was anything they found
interesting. Discuss this with students and explain that in
todays lesson they will be looking at the different types of
volcanoes.
Whole Class Desks
While students are seated at their desks use the volcano
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pictures and labels and explain to students the different

types and shapes of volcanoes.
With students put important terms on a word wall with
definitions.

Table Group Work

Hand out the Types of Volcanoes Sheet and explain to
students that they will be working in groups to complete the
activity.
Students will need to cut out the different pieces and match
the Name, Picture and Description of the Cinder Cone,
Composite and Shield Volcanoes into their Science Journal.
Conclusion Discuss with students any interesting new facts
they learnt.

Explai
n

Overview:
In this lesson, students will research two different volcanoes:
the one in Pompeii and the recent eruption in Tonga that
created a new island.
Learning Experience:
Begin the lesson on the carpet, having students do a recap
on what they have learnt in the previous lessons on
volcanoes. Explain to the students that today they are going
to split into four groups to do some research. One group will

Formative
Assessment

The previous

Asia and
Australias
Engagement
with Asia:
During this
lesson students
view volcanoes
from Asia and
look at the effect
the volcanoes

Students will be
using laptops
and IPads to
conduct their
research.
Teacher will use
the overhead
projector and
their own
computer to
write up the
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be researching the positive effects from Pompeii on the

landscape. Another will be researching the negative effects
of the same eruption. One group will be researching the
positive effects on landscapes from the eruption in Tonga.
Finally, the last group will be researching the negative effects
from the recent eruption.

have had on the

surrounding
landscape.

students
findings.

Students will then move back to their desks and use the
class laptops and IPads to research.
Students will be using laptops and IPads to research and will
be given 45 minutes to research. Once they have gathered
their research, the groups will then be given 5 minutes to
present their information to the class. The teacher will then
write up their information on a word document and then print
it out before posting it up in the classroom.
Elabor
ate

Overview:
During this lesson, students will begin preparation for their
group presentations on volcano types, based on the
knowledge they have gained throughout the unit and further
research.
Learning Experience:
Begin the lesson by having students sit on the carpet as a
whole class. In the first part of this lesson, the teacher will
need to inform the students of the task they will be
completing and what they will be required to do for their
presentations. Students should also be given a task sheet for
the presentation that they can refer too, which provides a
checklist of information they will need to include.

Summative
Assessment
In this lesson
students begin
preparation on
their group
presentation for
assessment.

Asia
and
Australias
Engagement
with Asia:
During
this
lesson students
research
volcanoes from
Asia and look at
the effect the
volcanoes have
had
on
the
surrounding
landscape.

Next the teacher will divide the students into their

10

presentation groups of 3-4 students by giving each student a

number between 1-7 and having them find the other
students with the same number. Once the groups have been
formed the teacher can then allocate which volcano type
each group will be researching.
Students will then be able to work in their groups to research
the type of volcano given for their presentations and
complete a fact sheet for their volcano type including; name,
what makes them unique, size, locations, impacts on
surrounding landscape, interesting facts, real life examples
and draw a labeled diagram.
After this, each group will be given a large piece of plasticine,
which they can use to make a small model of their type of
volcano and will be used as part of their presentations.
Once students have completed their models, the teacher can
give them their piece of cardboard and they can begin the
make their presentations as a group.
Evalua
te

Overview:
During this lesson students will be presenting their research
on their chosen volcano.

Learning Experience:
Group Work

Summative
Assessment
Teachers will
assess the
presentations and
posters that
students have
created.

Asia
and o Students
Australias
posters
Engagement
with Asia:
Questions from
the first lesson.
During this
lesson students
will share their
findings on the
different
volcanoes during
their oral
presentations.
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At the start of the lesson students will have a short period of

time to work in their presentation groups. This time will allow
students time to prepare for their presentation.
Presentation
Students will have to present their research. Students
presentation should be between 5-10minutes. Their
presentations should include on their poster information
about:
o
o
o
o
o

The shape of the volcano (cinder cone, composite,

shield)
The type of volcano (active, dormant, extinct)
The volcanoes impact on the surrounding landscape
Interesting facts.
A graph about the volcano

Whole Class
Once all students have presented in their groups students
will sit on the carpeted area. During this time students will
look back at the questions they wrote in the first lesson and
reflect on their learning during the unit.

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Lesson Justification
Engage:
Using a mind map is to both assess the students and to discover their prior knowledge about the topic, gauge where they are
at. This is a form of diagnostic assessment as well. Both the PowerPoint and the mini volcano experiment are a way to get the
attention of the children, stimulate interest in the topic and subtly show them what a volcano does without making the learning
the focus of the lesson. The questions from the children are another form of diagnostic assessment in that the teacher can see
what interests the children about volcanoes in the hopes to keep them engaged in further lessons. This will also hopefully get
the children thinking further about the topic.

Explore:
During the Explore phase it is important for students to work together to explore the subject of volcanoes. In this lesson
students are provided with opportunities to discover facts and to develop their knowledge of the differences in the types and
shapes of volcanoes. It is important for students to gain this knowledge early in the unit as this knowledge will be built on as
they progress through the unit and further develop their understanding of the ways in which volcanoes impact on the
surrounding landscape. Within the Explore phase it is important for students to have opportunities to discuss their findings and
share their knowledge as they work together with other students. At the end of the lesson students are required to work in a
group to organise the information they have gained on the different types of volcanoes. The Explore lesson has allowed
students to explore, share and discuss the topic.

Explain:
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During the explain phase, it is important for students to develop a deeper understanding about the landscapes and how they
change after a volcanic eruption. Students will look at the positives and negatives of the change in landscape. The context of
this lesson are for the students to research and explain to their fellow students how landscape changes. Using two different
eruptions, the one in Pompeii and the recent eruption in Tonga, students will research how one volcano can destroy a city and
the other volcano created a new island. This will expand their knowledge on how landscapes change both positively and
negatively.

Elaborate:
In the elaborate stage, student are asked to extend concepts already learnt and apply them in a different context such as a
design task or planned investigation, so that their knowledge may be clarified or consolidated further. In this lesson, students
are utilizing the information they have learnt in the previous explore lesson that focused on volcano types and extending on
this knowledge to develop detailed presentations that focus on one type of volcano. This allows the students to gain a greater
understanding of volcanoes, their characteristics and their effects on the landscape.

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Evaluate:
As this is the final lesson and the evaluate stage, this is where the children will be reflecting on their learning through their
assessment and looking back at what they were thinking during the first lesson. The poster shows the evidence of what they
have learned throughout the unit and by presenting these posters; they can share their knowledge with the rest of the class
and maybe learn new things from each other. The posters also show how far the class understanding has come from the
beginning of the unit. The final discussion is a way for the children to reflect on what they have learned; did they learn lots of
new things or did they know quite a bit about the topic. Using the questions they wrote from the first lesson, they can discuss
whether or not their questions have been answered either from their own posters or from other groups posters.

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