Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.

EDST201 UNIT PLAN

SCIENCE UNIT PLAN OVERVIEW
Year: 6
Unit Name:
Constructing
Earthquake-Proof
Buildings

Duration of Unit: 6 weeks

(2 lessons per week, with
one extra)

ACARA Achievement Standard

By the end of Year 6, students compare and classify different types of observable changes to
materials. They analyse requirements for the transfer of electricity and describe how energy can be
transformed from one form to another to generate electricity. They explain how natural events
cause rapid change to the Earths surface. They describe and predict the effect of environmental
changes on individual living things. Students explain how scientific knowledge is used in decision
making and identify contributions to the development of science by people from a range of
cultures.
Students follow procedures to develop investigable questions and design investigations into simple
cause-and-effect relationships. They identify variables to be changed and measured and describe
potential safety risks when planning methods. They collect, organise and interpret their data,
identifying where improvements to their methods or research could improve the data. They
describe and analyse relationships in data using graphic representations and construct multimodal texts to communicate ideas, methods and findings.

Year Level Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the
expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant year level to ensure that these two
strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and
detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales. In Year 6, students explore how changes
can be classified in different ways. They learn about transfer and transformations of electricity, and continue to develop an understanding of energy flows through
systems. They link their experiences of electric circuits as a system at one scale, to generation of electricity from a variety of sources at another scale and begin to see
links between these systems. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly they see
that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see the role of variables in measuring
changes and learn how look for patterns and relationships between variables. They develop explanations for the patterns they observe, drawing on evidence.

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
Prior Knowledge
Prior to engagement with this unit students have learnt concepts such as:
- Plate tectonics: Students know that the earths outer shell is divided into several plates that constantly move around the planet. Students are able to explain term
such as: plate boundaries (convergent, divergent, transform) and the earths core.
- What are earthquakes and their causes? Students understand the different layers of the earth and how earthquakes are a release of built up stress. Students
understand that earthquakes are formed by the way the plates move around each other and a common result is a tsunami.
- Measuring the intensity/magnitude of an earthquake. Students are familiar with the Mercalli scale as a form of categorizing earthquakes by their effects.

Australian Curriculum Content Descriptions:

Science Understanding
Earth and Space Science
Sudden geological changes or extreme weather conditions can affect Earths surface (ACSSU096)
Elaboration
- Exploring ways that scientific understanding can assist in natural disaster management to minimise both long- and short-term effects.
- Investigating major geological events such as earthquakes, volcanic eruptions and tsunamis in Australia, the Asia region and throughout the world
Science as a Human Endeavour
Nature and Development of Science:
Science involves testing predictions by gathering data and using evidence
to develop explanations of events and phenomena (ACSHE098)
Science Inquiry Skills
With guidance, pose questions to clarify
practical problems or inform a scientific
investigation, and predict what the findings of
an investigation might be (ACSIS232)

Use and Influence of Science:

Scientific understandings, discoveries and inventions are used to solve
problems that directly affect peoples lives (ACSHE100)

Compare data with predictions

and use as evidence in
developing explanations
(ACSIS221)

Suggest improvements to the

methods used to investigate a
question or solve a problem
(ACSIS108)

Communicate ideas,
explanations and processes
in a variety of ways,
including multi-modal texts
(ACSIS110)

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
Design and Technologies Knowledge and Understanding
-

Design and Technologies Processes and Production Skills

Investigate characteristics and properties of a range of materials,

systems, components, tools and equipment and evaluate the impact
of their use (ACTDEK023)

Negotiate criteria for success that include consideration of

sustainability to evaluate design ideas, processes and solutions
(ACTDEP027)
Generate, develop, communicate and document design ideas and
processes for audiences using appropriate technical terms and
graphical representation techniques (ACTDEP025)
Critique needs or opportunities for designing, and investigate
materials, components, tools, equipment and processes to achieve
intended designed solutions (ACTDEP024)

Digital Technologies
-

Acquire, store and validate different types of data and use a range of commonly available software to interpret and visualise data in context to
create information (ACTDIP016)
- Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and
technical protocols (ACTDIP022)
General Capabilities:
Literacy

1. Interpreting, analyzing and

evaluating
2. Composing texts through speaking,
writing and creating
3. Language for interaction

Numeracy

1. Using measurement estimate,

compare, measure and calculate
using metric units when solving
problems in authentic contexts.

1. Students are encouraged to consider the reasons for possible experimental outcomes
and justify their ideas with evidence.
2. The summative assessment tasks require students to display specific literacy skills
relating to the composition of an oral presentation.
3. Using communication skills to present and evaluate information gained prior to and
throughout the unit.
1. Creating diagrams using specific and accurate measurements is a component of
various lesson plans.

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
ICT

1.
2.
3.
4.

Investigating with ICT

Creating with ICT
Communicating with ICT
Managing and operating ICT

Critical and Creative

Thinking

1. Generating ideas, possibilities and

actions
2. Reflecting on thinking and
processes

Personal and Social

Capacity

1. Working effectively in teams

2. Self-management
3. Become adaptable

1. Students should plan information searches to ensure they know what it is they are
searching for and are able to quickly discard irrelevant information.
2. Students use ICT to generate ideas (e.g. justifying data using evidence gathered from
resources)
3. Students consider how to most effectively present information that is clear for their
peers and teacher to understand.
4. Deciding what technology software is most appropriate for displaying gathered data
and compliments their personal skills and knowledge of the particular software.
1. Predicting the outcome of an experiment, considering alternatives and, in turn,
seeking possible solutions.
2. In the elaborate phase students apply their knowledge and skills gained throughout
the unit to different but similar activities and instructional tasks. Self-assessments
will be completed in the final phase of the unit to ensure students are constructively
reflecting on their own learning. Constructive peer assessments will also be
incorporated into this same phase of reflection.
1. Students employ school and social values to contribute to group situations and
develop leadership skills.
2. Students are encouraged to develop and demonstrate self-discipline and set
goals to participate in class activities and devote time and focus to assessment
tasks.
3. Be willing to engage in new experiences and adapt to unfamiliar contexts and
tasks

Cross-curriculum Priorities:
Sustainability: Planning for the future quality of the environment
OI.8 Designing action for sustainability requires an evaluation of past
practices, the assessment of scientific and technological developments, and
balanced judgments based on projected future economic, social and
environmental impacts.

The lessons within the unit have a strong focus on designing solutions to a
global problem (building earthquake-proof buildings) with the underlying
intentions of preserving the community (human life and environment) now
and in the future, in the face of a natural disaster.

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
OI.9 Sustainable futures result from actions designed to preserve and/or
restore the quality and uniqueness of environments.
Student Learning Outcomes for Unit:
1. Relating to Content Strands:
- Use prior predictions and data discovered inside and outside of class time to explain how buildings can be designed to withstand the effects of
earthquakes.
2. Relating to Blooms Taxonomy- Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation:
- Students use prior knowledge of measurement to cooperatively construct appropriately scaled diagrams, of buildings, that can be later tested for
their effectiveness in a fictitious earthquake.
- Students will demonstrate their ability to analyse the results obtained from their group experiment and the identification of rational improvements
to aid in designing their own earthquake-proof building, for assessment.
3. Relating to Specific Measureable Attainable Realistic Time:
- By the end of a 6 week unit of work students will be able to demonstrate their ability to identify and provide justification of three key
characteristics of an earthquake-proof building to their teacher and fellow peers.
- Students apply knowledge and skills obtained throughout the unit as the foundation for creating a 2-3 minute oral presentation.
- After analysing the criteria sheet as a class, students demonstrate their ability to meet these standards in their oral presentation.
Assessment
Assessment of learning Summative Assessment

Assessment as learning Reflecting and

monitoring students own progress

Lessons # 8-13
Elaborate Phase: Assessing how students apply prior knowledge to make judgments on tasks
within the same topic (science and earthquake-proof structures) but in a new experience.
Evaluate Phase:
Task 1: develop a sketch of an earthquake proof house and identify three characteristics and
provide justification for each.
Task 2: Create oral presentation and accompanying PowerPoint to present ideas generated in task
1 to their peers and teacher.
Evaluate: Students complete a self-assessment activity where they identify the challenges they
faced and the enjoyable and educational aspects of the unit.

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN

Assessment for learning For the purposes of

teachers and monitoring student progress

Students are able to create their own assessments sheets as a way of identifying learning goals and
doing all they can to reach their full potential.
Engage Phase, Explore Phase Explain Phase
In every lesson teachers are observing the students engagement in the tasks and considering how
the students actual knowledge compares to the teachers assumption of student knowledge before
implementing each lesson.

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
5 Es
Phase of
Learning
Engage

Lesson
Number

Content
Descriptions

Inquiry
Question

Individual
Lesson
Learning
Outcomes

1
Plate
Tectonics

Science
Understanding:
Sudden
geological
changes or
extreme
weather
conditions can
affect Earths
surface
(ACSSU096)

What is the
connection
between
plate
tectonics
and
earthquakes
?

Students draw
on prior
knowledge to
explain plate
tectonics.

Science Inquiry
Skills
Communicate
ideas,
explanations
and processes
in a variety of
ways,
including
multi-modal
texts
(ACSIS110)

Learning Experience

In the Engage phase enjoyable

learning activities need to be
presented to the children to elicit
motivation and participation in the
unit.
- Compare a hard-boiled egg to
Students
the earth. When cracking the
identify the
egg speak about how the pieces
causes of
of the shell represent the
earthquakes.
tectonic plates of the earth
surface and the cracks
Students will
represent the boundaries
demonstrate
between the plates.
what they
- On the interactive whiteboard
know about the
display the online plate
connection
tectonics puzzle (in resources)
between the
and work with the students
earths plates
(allowing individuals to come
and
up the front and move the
earthquakes.
puzzle pieces) to complete the
puzzle in order to view the map
of the major tectonic plates on
the earth.
In the Engage phase students also
need to be given the opportunity to
stimulate prior knowledge and

Cross
curriculum
priorities/
general
capabilities
Literacy
Students must
consider their use
of language in
order to
communicate with
their teacher and
peers.

Evaluation of
Learning:
Assessment
Diagnostic
Assessment
Assessment for
learning
-

Contributing to
the word wall
involves
employing writing
and spelling
strategies.
ICT
Students
investigate the
earths plates
through the use of
ICT.
Students are
operating the ICT
software when
activity engaging

Record the
amount of
knowledge
students already
have on the
topic and use
this to inform
future teaching
lessons within
the unit.
Observe
whether
students have
the same
amount of prior
knowledge as
expected before
implementing
the lesson. If not,
an additional
lesson may be
required on the

Resources

Hard-boiled
egg
Hard copy or
digital image of
the earth as
visual support
during lesson.
Interactive
WhitebaordInteractive
plate tectonics
puzzle.
http://myscien
cekit.com/plate
spuzzle.htm
For word wall:
large piece of
cardboard/
butchers paper
Permanent
markers for
writing.
Additional

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN

2
Disaster
Strikes

Design and
Technologies:
Critique needs
or
opportunities
for designing,
and investigate
materials,
components,
tools,
equipment and
processes to
achieve
intended deign
solutions
(ACTDEP024)
Science
Understanding

How is it
that an
earthquake
of a higher
magnitude
and lasting
for a longer
period of
time did not
cause as
much
structural
damage to
buildings as
an
earthquake
of a smaller
magnitude?

Students
are able to
identify
different
visual
aspects of
buildings
that may
contribute
to the
amount of
damage
caused
during an
earthquake.
Students
will be able
to

make connections between what

they already know and what they
are going to achieve.
- Speak about the connection
between plate tectonics and
earthquakes.
- Create a word wall in
collaboration with the students
displaying all they already
know about earthquakes and
their effects. Encourage
students to write their own
ideas on the wall themselves.

in the activity.

Literacy

Present to students facts and

short video clips of different
buildings having collapsed in
Haiti and in Japan and discuss
what the differences were in
regards to the damage caused
by the earthquakes.
Potential resource:
Pallardy, R. (2014, August 17). Hati
earthquake of 2010. Retrieved from
http://www.britannica.com/EBche
cked/topic/1659695/Haitiearthquake-of2010
Pletcher, K. (2015, October 3).
Japan earthquake and tsunami of
2011. Retrieved from
http://britannica.com/EBchecked/

Students must
consider their use
of language in
order to
communicate with
their teacher and
peers.
ICT
ICT is used to
identify and
evaluation
concepts within
the topic and form
more concrete
understandings

key causes of
earthquakes.

Diagnostic
Assessment
-

Continue to gain
understanding
into the
childrens
amount of prior
knowledge.
Observe how
willing students
are to
participate in
class
discussions.
Take note of the
ideas students
present in

Resources:
http://www.m
akemegenius.c
om/sciencevideos/grade_7
/platetectonics-forkids
Student
friendly
animation of
how
earthquake
happen.
Use digital
technologies to
display
pictures and
videos of an
earthquake
aftermath.
Information on
the magnitude,
location, time
and damage of
several
earthquakes.
Source
information
from books,

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
Sudden
geological
changes or
extreme
weather
conditions can
affect Earths
surface
(ACSSU096)

3
What are
we
working
towards?

Science
Curriculum:
Scientific
understandings, discoveries
and inventions
are used to
solve problems
that directly
affect peoples
lives
(ACSHE100)

demonstrate their
ability to
justify ideas
using
evidence
gathered in
the lesson.

What are
the
characteristics of an
Earthquake
proof
building?
-

topic/1761942/Japan-earthquakeand-tsunami-of-2011
-

through visual
representations.

regards to
structural
designs of
buildings to
inform future
teaching.

Speak with students about

how the structural design
of particular buildings can
affect the sustainability of
the structure in the face of
an earthquake
- Generate ideas about what
types of design decisions
may cause a building to
crumble in an earthquake.
- Discuss the affects of
damaged buildings on
society and the potential
loss of lives after such a
disaster.
Critical and
Understand In order to fully engage the
Diagnostic
the basic
students in the unit, students need creative thinking Assessment: Used
requiremen to know what they should achieve
to inform teaching
Students
may
-ts of the
by the end of the unit and how this
start to
final
success will be measured.
- Observe
generate ideas
assessment Additionally, students are actively
students
about potential
task.
engaged in the assessment and will
reaction and
strategies for
Identify
be more motivated when they
signs of
success.
knowledge
discover they get to design their
motivation to
- Students may
to be gained own earthquake proof buildings.
the assessment
consider ways
they can locate
throughout
task.
information
the unit.
- Briefly introduce students to
- Take not of
required to
the final assessment task for
whether
complete the
this unit.
students have

newspaper
articles, news
reports and
credible
internet
sources.

Criteria sheet
for teachers
eyes only.

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
-

Explore

4
Minimise
Damage

Science
Curriculum:
Scientific
understandings, discoveries
and inventions
are used to
solve problems
that directly
affect peoples
lives
(ACSHE100)
Communicate
ideas,
explanations
and processes
in a variety of
ways,
including
multi-modal
texts
(ACSIS110)

What
materials
and
structural
design will
best
produce an
earthquakeproof
structure?

Design and

Evaluate
the
properties
of provided
materials
and work
collaborativ
-ely to make
decisions on
the form
and
quantities
of materials
to use.
Employ
ethical
values
when
working in
group
situations.
Use a the
software
program

Do not show students the

criteria sheet in this lesson, just
explain the general overview of
the task.

In the Explore phase students are

provided with opportunities to
identify concepts about earthquake
proof structures and processes and
develop skills for designing the
structures.
- Students are split into teacherdesigned groups (to minimize
challenging behaviour
throughout the unit) that they
will work in for several lessons
within the unit.
- Students are provided with a
list of materials and their
corresponding price
(assembled by teacher). Explain
to students that they have a
budget to stick to when buying
the materials.
- Also, provide students with a
list of criteria in which their
structures must meet.
- Students are required to decide
which materials they will use

assessment.
Sustainability of
the environment.

Numeracy
Students use their
knowledge of
measurement to
construct accurate
diagrams

concerns about
content and
ensure this is
covered/
specific question
answered
throughout the
unit
Formative
Assessment
-

Literacy
Language for
communication.
Students need to
be able to speak
and interact
appropriately with
their group
members.
ICT
Creating with ICT:
students create
their diagrams
using an app.
Communicating
with ICT:
considering the

Consider how
students are
employing prior
knowledge to
inform design
decisions made
throughout the
lesson.
Analyse the level
of detail
observable in
each groups
diagram as a
measure of the
amount of
knowledge
students have
thus far.
Make note of the
willingness of
students to use

Ipads app
previously
downloaded on
all (Lekh
Diagram)
Criteria for all
structures to
meet
Materials list
with prices
attached.
Shopping List
worksheet for
students to fill
in and hand to
teacher at
completion of
lesson

10

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
Technologies:

(app) called
Lekh
Diagram to present
their
sketches for the
designed
structure.

Investigate
characteristics
of properties of
a range of
materials
systems,
components,
tools and
equipment and
evaluate the
impact of their
use
(ACTDEK023)

for their structures and how

quantities they will need.
Each group will fill out a
shopping list (collected by the
teacher at the end of the lesson)
Groups are then required to use
the app Lekh Diagram to sketch
their earthquake-proof
building, incorporating
measurements. hand drawn
sketches can be done initially to
aid groups in design concepts
however plans must be
submitted on the app by the
end of the lesson.

Note: If Ipads are not available for

the lesson Microsoft word can be
used to display the students
diagrams
5
Lets Test
It

Science as a
Human
Endeavour:
Science
involves testing
predictions by
gathering data
and using
evidence to
develop
explanations of
events and

How
effectively
will the
designed
structure
withstand
the effects of
a fictitious
earthquake?
-

Make
The Explore phase requires
suitable
students to actively engage in the
predictions concept by manipulating materials
about the
and performing experiments as a
sustainabil- way of deepening knowledge on
ity of
the topic.
students
earthquake- - Have students perform a risk
proof
assessment at the start of the
structures.
lesson to encourage safe
Test
practices throughout the lesson

best way to most

appropriately
display
information.
Critical and
Creative
Thinking
Seeking possible
solutions to a
problem
(designing
earthquake proof
building)
Personal and
social capacity
Forming positive
relationships with
peers and
considering the
suggestions of
teammates.
Sustainability
Personal and
Social Capacity
Making
responsible
decisions (acting
responsibly to
ensure individual
and peers safety
physically and
emotionally).
Resolving any

the app and the

amount of time
spent on the
design of their
structures.
Observe the way
students are
interacting with
each other and
working
together as a
group.

Formative
Assessment
-

Observe the
quality and
quantity of
students
predictions
before the
experiment.
Record how well

Materials
corresponding
to those
purchased by
students in the
previous lesson
(teacher needs
to use students
shopping list
created in
lesson 4 to

11

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
phenomena
(ACSHE098)
Science Inquiry
Skills
With guidance,
pose questions
to clarify
practical
problems or
inform a
scientific
investigation,
and predict
what the
findings of an
investigation
might be
(ACSIS232)
Compare data
with
predictions and
use evidence in
developing
explanations
(ACSIS221)

structures
against the
effects of a
fictitious
earthquake.
Compare
data
gathered
from the
experiment
against the
predictions
made
beforehand.
Apply safe
procedures
while
conducting
the
experiment.

Teachers provide each group

with the materials they had
elected/ bought during the
previous lesson (lesson 4).
In this lesson students follow
their diagrams created last
lesson to build their earthquake
proof buildings.
Students are required to make
predications about how well
they think their structures will
stay standing when applying
force.
The students will use due force
to test the sustainability of their
structures.
Emphasis must be placed on
the importance of using safe
practices and working
cooperatively as a group to
produce the experiment.
Students record data observed
during the experiment and
identify connections between
their predictions and the data.
Students are required to
roughly record these ideas
down on paper for reference
during future learning
experiences.

conflict that may

arise during group
work.
Numeracy
Following plans
with measurement
and ensure
accurate quantity
of materials and
measurements are
met.
Literacy
Interpreting,
analysing and
evaluating
making
connections
between
predictions and
outcomes.
Sustainability of
the environment.

students work
with each other
during the
experiment and
the practices
performed to
ensure safety?
Take note of the
reactions of
students after
testing their
structures and
the comments
made this will
allow the
teacher to
identify how
well the
students are
connecting
different
concept they
have learnt
throughout the
unit and still
want to learn.

provide
appropriate
materials)
Rulers (for
measuring)
Ensure each
group has
adequate space
to perform the
experiment.
Paper to record
predictions and
data recorded
from
experiment.
Ipads, cameras
or computers
for recording
purposes.
Risk
Assessment
Sheet

Note: Students should record the

12

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN

Explain

6
Lets
research!

Science as a
human
Endeavour
Scientific
understandings
, discoveries
and inventions
are used to
solve problems
that directly
affect peoples
lives
(ACSHE100)
Digital
Technologies
Manage the
creation and
communication of ideas and
information
including
online
collaborative
projects,
applying
agreed ethical
social and
technical
protocols

How can we
acquire
relevant
information
to inform
decisions
and support
explanations?

Evaluate
the
relevance of
sourced
information
and
therefore
identify
information
not
appropriate
to the topic.
Individually
contribute
to a class
collaborative domain
of topic
specific
resources.

testing of their experiments (using

a digital device) so that they have
visual stimulus for use in future
lessons.
In this phase Explain it is expected
that students be introduced to
definitions and explanations for
concepts, skills and processes
relating to the units topic.
This lesson is dedicated to students
using reliable/teacher sourced
search engines to investigate all
they can about the topic. In doing
this students will gather resources
and contribute to a class resource
list that is accessible to all class
members for the remainder of the
lesson and into the future.
The computer program Padlet will
be utilised in order for students to
display the information they have
sourced. Each individual is able to
add to the class realm and in turn
each student is able to access the
information.
Reliable search engines include:
- Sweetsearch
- Boolify
- Oliver

ICT
Using Padlet to
access, create and
communicate
information and
ideas.

Formative
Assessment

Ipads and/or
computers

Weblinks to the
appropriate
search engines
allocated by the
teacher.

Investigating using
ICT
Learning to make
the most of the
digital
technologies
available to them
and if not familiar
with the software
students will
develop skills that
allow them to
easily adapt to
new ways of
presenting and
sharing
information.

Record the
names of
students who do
contribute to
this class realm
and those who
do not.
Analyse the
validity of
sources posted
in order to
determine
whether any
individuals have
misused the
program.
Acknowledge
whether any
students who
struggle to use
the program are
offered
assistance by
their peers.
Analyse whether

13

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
(ACTDIP002)

Science
Understandng
Sudden
geological
changes or
extreme
weather
conditions can
affect Earths
surface
(ACSSU096)

7
Tell me
why!

Digital
Technologies
Acquire, store
and validate
different types
of data and use
a range of
commonly
available
software to
interpret and
visualise data
in context to
create
information
(ACTDIP016)
Science Inquiry
Skills
Communicate

Britannica

students are
understanding
the areas of
interest in the
topic effectively
or need more
guidance on
particular
concepts.

Discuss with students what

constitutes a reliable source and
find a couple of articles as
demonstrations.
Give students key words that relate
to the topic and will help to refine
their searches.

How can the information

gathered in
an
experiment,
most
effectively
be explained
and then
presented.
-

Note: if digital resources are

limited this activity can be done in
partners or small groups.
Working
- In their original groups,
effectively
encourage students to view the
in groups
recordings of their experiments
situations
from lesson 5.
and
- Groups are required to present
contributtheir initial predictions,
ing equally
observations and data collected
to the
from the experiment and
presentatevaluations for reasons behind
ion of
those observations.
information - This is done in a way students
Establishing
feel adequate to their own
prior
technological skills and
knowledge
knowledge about systems.
and using
Options include but are not
this
limited to: comic life, Microsoft
information
word, Microsoft PowerPoint,
to provide
Microsoft Publisher.
explanat- If first negotiated with the

Literacy
Justifying ideas
with evidence and
explanations.
Composing texts
through writing,
speaking and
creating

Formative
Assessment

Computers
and/or Ipads

Recordings of
experiments
from lesson 5

Language for
interaction.
ICT
Creating with ICT

Communicating
with ICT
Managing and
operating ICT

Identify whether
students
knowledge has
evolved since
observations
recorded by the
teacher at the
start of the unit.
Record students
willingness to
operate familiar
and/or
unfamiliar
digital
technologies.
Analyse the

Padlet created
from lesson 6

14

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
ideas,
explanations
and processes
in a variety of
ways, including
multi-modal
texts
(ACSIS110)

Elaborate

8
To the
Rescue

Compare data
with
predictions
and use as
evidence in
developing
explanations
(ACSIS221)
Science
Understanding
Sudden
geological
changes or
extreme
weather
conditions can
affect Earths
surface
(ACSSU096)
Science as a
human
Endeavour
Scientific
understandings
, discoveries
and inventions

ions for
gathered
data.
Identify the
skills of an
effective
presenter.

What are
realistic
improvements that can
be made to a
building to

Use
evidence to
describe
suitable
solutions to
a problem.

teacher students can potentially

present the information by
hand in the form of a large
poster.
Ensure students understand
that they can use the Padlet of
resources that was created in
lesson 6 to support ideas and
concepts.
At the end of the allocated time
each group is to present these
displays to the rest of the class
explaining each element (as
preparation for their own
summative assessment at the
end of the unit)
At the conclusion of
presentations, discuss with the
students the aspects of a good
presenter and audience
member and the appropriate
amount of content and depth of
evaluation required to make
informative presentations.

In the Elaborate phase, students

are required to apply the
knowledge they have gained
throughout the unit to situations
that are concept specific however
demand different thinking skills

Personal and
Social Capacity
Contributing for
the purposes of
attaining selfworth and
knowledge and for
the success of the
group.
Working
effectively in
teams
Critical and
Creative
Thinking
Reflecting on
thinking and
processes
considering
knowledge
obtained in prior
experiences.

amount of
information and
concepts
displayed by the
students as a
way of
informing future
lessons or the
need for
additional
lessons to be
included in the
unit plan.
Observe
students
knowledge of
presentation
and audience
skills.

Generating ideas.
Literacy
Composing text
through writing.
Using language
skills to

Summative
Assessment
-

Assess the
appropriateness
of the literacy

Stimulus sheet
Lined Paper for
collection by
the teacher at
the end of the

15

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
are used to
solve problems
that directly
affect peoples
lives
(ACSHE100)

ensure it is
earthquakeproof in the
future?

and explanations.

In this lesson students are

presented with a stimulus that
states:
- An earthquake has hit a city Sustainability of
and as a result buildings
the environment.
have been structurally
damaged by bottom floors
crumbling, the building
now on a slant and
majority of the components
of the roof fallen off.
Students are to imagine that they
are the president of a town council,
in the town where the earthquake
has just destroyed the building
described above.

Science Inquiry
Skills
Suggest
improve-ments
to the methods
used to
investigate a
question or
solve a
problem.
Science
Understanding
Sudden
geological
changes or
extreme
weather
conditions can
affect Earths
surface
(ACSSU096)

Evaluate

9
Understa
-nding
my way!

Design and
Technologies
Negotiate
criteria for
success that
include

What
standards
need to be
met in order
to achieve
the success

communicate
understandings
and present
relevant
explanations.

Students
are familiar
with the
criteria for
their unit
assessment

Students must write a small

paragraph to be embedded into the
Sunday Mail detailing the
improvements that will be made to
buildings, to ensure similar
damage is minimized in the face of
potential future disasters.
In this phase students are
presented with opportunities that
allow them to assist their own
learning and success in the unit.
-

Teachers and students will

Literacy
Interpreting,
analyzing and
evaluating the
teacher designed
criteria sheet to

language used in
the text.
Assess the
reasonableness
of
recommendatio
ns for
improvement,
based on their
previous
experiments and
knowledge
obtained
throughout the
unit.
Assess the level
of justification
aligned with
each
presentation.

Summative
Assessment
-

How well can

students explain
in their own

lesson.

Unit Criteria
Sheet teacher
generated can
be attached to
he back of this
unit plan

16

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
consideration
of
sustainability
to evaluate
ideas,
processes and
solutions.
Science Inquiry
Skills
Communicate
ideas,
explanations
and processes
(ACSIS110)

criteria of
the unit?

tasks.
critically analyse the criteria
Students
sheet together for the units
recreate the
final assessment tasks.
assessment - Students are then given time to
criteria
create their own criteria sheet
sheet in
(incorporating all the standards
language
of the main criteria sheet) but
that they
in language that is more
understand
appropriate to their preferred
and more
learning styles.
effectively
is able to
Task:
follow.
1. Towns and cities around the
world are being destroyed by the
affects of earthquakes and peoples
lives are being lost as a result.
Construct an example sketch of a
one-story house that you feel
would be an effective earthquakeproof structure.
- Ensure the house is onestory
2. Accompany knowledge and
understandings of the task with a
oral presentation in front of peers
and teachers. No longer than 3
minutes.
Ensure students have you cite their
criteria sheets before deeming
them complete.

ensure they are

familiar with the
standards
required of the
assessment.
Composing
through writing
Personal and
social capacity
Demonstrating
self-discipline in
establishing the
goals that need to
be achieved

Critical and
creative thinking
By reflecting on
thinking and
processes students
are identifying the
most effective way
for them to display
and thus achieve
the standards.

words the
concepts learnt
throughout the
unit because
these will be the
ones being
assessed and
thus present on
the teacher
generated
criteria sheet.
How invested
are students in
the process of
creating their
own easily
identifiable
criteria and
identifying the
task as a form of
assisting their
own learning
and success.
Assess the
extent to which
students
understand the
task and voice
concerns if
unsure.

Example
template
(teacher made
by drawing on
how she knows
her students
learn) for
students to use
if they wish in
creating their
own criteria
sheet.

17

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
10
I am
Ready

Science
Understanding
Sudden
geological
changes or
extreme
weather
conditions can
affect Earths
surface
(ACSSU096)
Science Inquiry
Skills
Communicate
ideas,
explanations
and processes
(ACSIS110)
Science as a
Human
Endeavour
Scientific
understandings
, discoveries
and inventions
are used to
solve problems
that directly
affect peoples
lives
(ACSHE100)

What are
three
characteristics of
earthquakeproof home?
-

Justify the
creation of
an
earthquakeproof
house.
Draw a
sketch of
the
designed
house,
incorporate
-ing
measurements.
Identify
three
characterist
-ics to
justify the
effectiveness of the
houses
sustainability during a
potential
earthquake.

In this phase students perform

certain tasks as a way for the
teacher to evaluate knowledge
attainment throughout the unit.
Ensure students have their criteria
sheet with them before beginning
the lesson.
- Go over these standards
with the students one more
time if confusion has been
apparent in previous
lessons.
Provide students with the
instructions sheet for the task
- Criteria for the
measurements of the house
limitations and
specifications on height
and width for example.
Allow time for the students to
solely read the instructions
without starting to write.
Now provide the students with a
few pieces of blank paper for their
sketches and lined paper to write
down their characteristics and
justifications. Give the students 45
minutes to complete the task
Collect all pages from the students

Literacy
Composing texts
through writing
(justification and
characteristics)
and creating
(sketch/diagram)

Summative
Assessment

Assess:
- The extent to
which the
diagram is
accurately
Language for
labeled.
communication
writing legibly and - How well the
clearly for the
individual
teacher to
makes explicit
understand
links between
the diagram and
Critical and
the
Creative
explanations.
Thinking
Whether the
Reflecting on
three
thinking
characteristics,
employing
strategies gained
detailing the
throughout the
structures
unit to complete
effectiveness in
the assessment to
an earthquake,
the best of their
are evident.
ability
- The amount of
justification as
Generating ideas,
reasoning for
possibilities and
how the
actions
structure was
designed.
Personal and
social capacity
- Evaluate
Self-management
students

Teacher
generated
criteria sheet
for reference
and marking
purposes.presented at
back of unit
plan
Students own
designed
criteria sheet
Instructions
sheet
Blank paper for
sketches
Lined paper for
justification

18

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
at end of lesson for marking

11
Preparation is
Key!

Science Inquiry
Skills
Communicate
ideas,
explanations
and processes
in a variety of
ways, including
multi-modal
texts
(ACSIS110)
Science
Understanding
Sudden
geological
changes or
extreme
weather
conditions can
affect Earths
surface
(ACSSU096)
Design and
Technologies
Generate,
develop,
communicate
and document

How will I
best present
my
knowledge
and
understandi
ng of the
task, using
speaking
(presentation skills)
and visual
aids?

Students
will design
an oral
presentation based
on their
completed
task from
lesson 10 to
their peers
and teacher.
Utilize
Microsoft
powerpoint
to aid
speaking
and add
visual
stimulus to
audience.

Give students back a

photocopy of what they
handed in at the
completion of the last
lesson (this has been
marked and stamped with
school stamp to indicate
marking process).
- Ensure students know that
no changes are to be made
to the explanations and
justifications given in the
previous lesson when
creating the presentation.
- Give students the whole
lesson to work on their
presentations and
accompanying Microsoft
PowerPoint presentation.
Remind students that the
presentations are to be no longer
than 3 minutes in length.

and self-discipline.
Employing
immense amount
of effort into
completing the
assessment
Literacy
Language for
interaction
employing
appropriate
language in their
presentation and
speaking clearly
and concisely.

understanding
of key concepts.

Summative
Assessment
-

Composing texts
through speaking,
writing and
creating
ICT
Creating with ICTPowerPoint
incorporated into
presentation to aid
visual cues for
presenter and
audience.
Numeracy
Consideration of
the time
constraints as
criteria.
Considering the

Assess students
selfmanagement
skills in creating
an appropriate
PowerPoint and
time considerate
speech within
the lesson
provided to
them (as the
teacher could
have requested
that they
complete solely
in their own
time)
Assess the
extent to which
students are
referring to the
criteria sheet
during this

Assessment
rubric and
criteria sheet
attached to
back of unit
plan
Computers
Microsoft
PowerPoint

19

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN

12
Ill Show
You!

design ideas
and processes
for audiences
using
appropriate
technical terms
and graphical
representation
techniques
(ACTDEP025)
Science Inquiry
Skills
Communicate
ideas,
explanations
and processes
in a variety of
ways, including
multi-modal
texts
(ACSIS110)
Science
Understanding
Sudden
geological
changes or
extreme
weather
conditions can
affect Earths
surface
(ACSSU096)

number of
PowerPoint slides
in relation to
length of spoken
language

How will I
use my body
language in
conjunction
with my
knowledge
on
earthquakes to inform
my peers?
How have
the
presenters
achieved the
success
criteria and
what
improvement (one)
could have
been made?

Students
present
their
prepared
oral to their
classmates
and teacher.
Students
demonstrat
e the
characterist
ics of their
earthquakeproof
homes and
provide
justification
for
structural
decisions.
Students
peer assess

Here students are able to

demonstrate their knowledge of
the key concepts of the unit.
Discuss with the students that
there will be 4 students peer
assessing each presenter.
- These students are required to
provide the presenter, at the
completion of the oral, with 2
positive comments about the
content and delivery of the
presentation and 1 improvement
they could have made.
Students present their oral
presentations- teachers mark
criteria sheets and peer assess (4
each presenter).

Literacy
Language for
interaction
employing
appropriate
language in their
presentation and
speaking clearly
and concisely.
ICT
Using the
Microsoft
PowerPoint
program
effectively to aid
oral presentation
Numeracy
Being conscious of
time constraintsand therefore
employing
techniques to alter
the length of

lesson to aid in
the creation of
their
presentations.

Summative
Assessment
-

Clear and
conscious
language used to
enhance
audience
engagement and
explanation of
key
understandings
related to the
topic. E.g.
support
channels of a
building, ground
underneath,
height of
building, roof
design and/or
number of

Criteria Sheetattached to
back of unit
plan
Computer
Interactive
Whiteboard
Peer
assessment
sheets

20

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
presentation on
the day.

presenters
on their
speaking
skills and
demonstrat
-ion of unit
knowledge
and
concepts.

13
Time to
Reflect

Design and
Technologies
Investigate
characteristics
and properties
of a range of
materials,
systems,
components,
tools and
equipment and
evaluate the
impact of their
use
(ACTDEK023)
Science Inquiry
Skills
Communicate

What did I
gain from
participating in this
unit?
Did I reach
my full
potential?
What have I
learnt from
this unit?

Self-assess
in an
appropriate
manner.
Provide
suitable
examples
and
suggestions
about the
effectiveness of this
unit.

In this phase students are able to

assess their own understandings
and abilities. This is a reflection for
both students and teachers alike.
Provide each student with a
reflection sheet in which they fill
out and hand back to the teacher.
Questions on this sheet include:
About the Unit:
- What aspects of the science
unit did you enjoy?
- What aspects of the science
unit could have been
improved? Provide
Justification
- Has your view of this topic

Literacy
Language for
communication.
Personal and
Social Capacity
Students evaluate
their own
contributions
throughout the
unit and make
suggestions for
personal growth.

levels.
Length of
presentation.
- Detail on
PowerPoint
slides and thus
reliability of
slides.
Additionally: assess
the amount of
feedback the peer
assessors provide
to the presenter and
its usefulness.
Summative
Student
Assessment
reflection sheet
-

Assess:
- The extent to
which students
assess their own
engagement in
the unit.
- Acknowledgeme
nt of personal
growth and
reflection.
- The extent to
which
suggestions for
improvements
are justified.

Criteria sheetattached to
back of unit
plan

21

Rebecca Warren, Tayla Rosin Taylah Cran, Jacky Lundberg, Jake Matthews.
EDST201 UNIT PLAN
ideas,
explanations
and processes
(ACSIS110)

changed? Why? Or Why

not?
Personal reflection:
- In what aspects of the
assessment were you
proud of yourself in
regards to your effort?
- In what aspects of the
assessment were you
disappointed in yourself
for? How could you
improve this weakness?
- What are some challenges
you faced during the unit?
- What are some skills that
you have gained from this
unit?

The
identification of
key concepts
learnt within the
unit.

22