Lesson Plan

Unit/Topic:

Earth and space sciences

Date: 5/6/2012

Australian Curriculum (ACARA) Key Learning Area: Science Strand: Scientific understanding Sub-strand: Earth and space sciences Year Level: 6

LESSON OUTCOME:
Sudden geological changes or extreme weather conditions can affect Earths surface (ACSSU096) Achievement standards: Explain how natural events cause rapid change to the Earths surface Describe and analysis relationships in data using graphic representations and construct multi-modal texts to communicate ideas, methods and findings.

LESSON STRUCTURE:
Time Introduction (Set): Teaching Approaches 5E inquiry model for teaching and learning: Engage begin with a lesson that captures students interest through an activity or question. Activate students prior knowledge of the topic.

Brainstorming natural disasters 15mins What are some examples of natural disasters? Which are more common to Australia? How would you define a natural disaster? (talk to the person next to you) A natural disaster is a sudden event that causes widespread destruction, damage or loss of life, brought about by forces other than the acts of human beings. In order to be classified as a disaster it will have profound environmental effect and/or human loss and frequently incurs financial loss.

Cyclone Avalanche blizzard

Earthquake Tsunami Volcano eruption Landslide Tornado

Bushfire Drought Tropical cyclone(hurricane) Flood

(Write responses on smartboard)

Time

Main Content: Have a look at the sheet youve been given talk to the person next to you and discuss what you notice. What do you think this sheet is asking you to do? Anything you dont understand?

Teaching Approaches Give Sheet: Earthquake explorers TWLH

20mins To start with, we are going to focus on the first column: What do we think we know about earthquakes? Causes? Where they occur? What damage do they cause? Second column: What do we want to know? Why do they happen in certain places? How do they measure earthquakes? Introduce video check sheet: View video on Earthquakes http://video.nationalgeographic.com/video/environment/environmentnatural-disasters/earthquakes/earthquake-101/

Engage begin with a lesson that captures students interest through an activity or question. Activate students prior knowledge of the topic.

*important not to provide formal definitions or correct answers in this phase*

Time

Conclusion: Spend some time to fill in the TWLH chart with anything that you have learned. Did you think of any more questions you would like to add to your second column?

Teaching Approaches

10 mins

RESOURCES
(Include equipment required for class and/or for teacher preparation) Smart board USB with video Print outs of: Earthquake explorers TWLH Video viewing check sheet

SAFETY CONSIDERATIONS/MATERIALS
Ensure students feel safe in sharing their ideas

ASSESSMENT
Random selection of students to propose answers for each clause on the board, ask other students to agree or challenge. Asking students to share their example of a new process with the class, again getting students to peer assess by providing reasons why they agree with their peers choice or challenge. A formal assessment of functional grammar will take place at the end of the unit and will consist of assessing their ability to recognise the participant, process and circumstance for each clause in a new text.

REFLECTION What worked well? Getting the year 7s onto their task before starting with the 6s. Asking for complete silence from year 7s ensured that the year 6s could focus on the lesson. I believe that students were engaged in the brainstorming part of the lesson. Were interested in brainstorming questions for investigation. Although had to ask Alex to engage a few times. What didnt work well? Could have directed questions at Simran, to gauge her engagement and understanding.