Module Proposal –

Review the Year 8,

Module 3
“Rock n’ Role”.
Hills Sports High School
Addressee’s – Ms Anna Christenson (Head teacher)
cc. All science faculty staff
Date – 06/09/2018
Contents
Executive summary ............................................................................................................................................. 3
Objective.......................................................................................................................................................... 3
Context statement........................................................................................................................................... 3
Goals ................................................................................................................................................................ 3
List of recommendations ................................................................................................................................. 3
Background information...................................................................................................................................... 4
Understanding our students............................................................................................................................ 4
Comparative table ............................................................................................................................................... 5
Recommendations .............................................................................................................................................. 8
Overview.......................................................................................................................................................... 8
Numeracy is not maths…….. ............................................................................................................................ 8
Literacy through Sociocultural learning .......................................................................................................... 9
UbD - Engagement in the classroom ............................................................................................................... 9
Teacher and student motivation Strategies .................................................................................................. 10
Assessment .................................................................................................................................................... 11
Teacher Reflection ......................................................................................................................................... 11
Reconstructed unit ............................................................................................................................................ 12
Scope and sequence ...................................................................................................................................... 12
Concept map ................................................................................................................................................. 13
Assessment task and marking criteria ........................................................................................................... 14
Redesigned unit ............................................................................................................................................. 14
References ......................................................................................................................................................... 18
Appendix ............................................................................................................................................................ 20
Appendix A .................................................................................................................................................... 20
Appendix B – Evidence of Learning ............................................................................................................... 32
Appendix C – Hills Sports High School – Current Unit Quiz ........................................................................... 34
Appendix D – Hills Sports High School – Proposed e-Poster ......................................................................... 37
Executive summary

Objective

The objective of this report is to start a dialogue on the review and updating of the Year 8, Module 3
Rock n’ Role. These changes are design to have a greater impact then just the those of knowledge
and understand. They are to promote numeracy and literacy in science and engage students so that
they study science in their senior schooling

Context statement

The following report is based on the assessment of the Year 8, Module 3 – Rock n’ Role Stage 4
Science. My observations are based on the complete module, with the first two weeks consisting of
observations and the last four weeks with activity teaching. This teaching was conducted with two
classes, Year 8H who consisted of highly motivated students, highly engaged in the content: and
Year 8S, a low ability class with classroom management issues through a lack of engagement. I was
not present at the time of the end of unit quiz.

Goals

The goal of this report is not to re-design the unit of Rock n’ Role, but rather, with the introduction of
new ICT resources to use this as a catalyst to align the unit with improved learning outcomes. It is
predicted that these changes will not only engage students to a deeper level of learning but will also
improve retention rates of students when it comes time to undertaking Stage 6 sciences.

List of recommendations

Recommendation 1 – Numeracy is acknowledged throughout this unit through the existing

investigation and learning activities. These activities are to be formulised within the module.

Recommendation 2 - Literacy is developed, especially throughout the second half of the unit through
investigation of socio-cultural aspects of mining and how they impact socio-cultural, environmental
and economic factors.

Recommendation 3 – Engagement is encouraged within the classroom through providing an

increase in student-lead inquiry-based learning and tapping into the competitive nature of our
students. Provide a resource bank with Classroom Teaching and Learning Strategies.

Recommendation 4 – A new assessment to allow student to express their Knowledge and

Understanding, while at the same time is able to assess their Working Scientifically skills.
Recommendation 5 – Providing the mechanism to review and update this living document to ensure
it is kept up to date and relevant.

Background information

Hills Sports High School is located in Seven Hills and is a semi-selective high school who provides
comprehensive academics and sports education in Western Sydney. The school cohort consists of
890 co-educational students from years 7 to 12 with approximately 70% of the student population
attend the school through the Talented Sports Program (TSP) (DET, 2018). The remainder of the
students attending the school are from local feeder schools with a high population of Pacific Islander
students.

Data from the MySchool website shows that the school is at the state average with the
NAPLAN assessment data (figure 1). An internal review of this data will on Professional Practice
shows there is a wide distribution of marks, from high achieving to very poor performance students.
It should be noted that student who are identified as ‘Gifted and Talented’ through the TSP program
are not necessarily high academic achievers and teachers need to take this into consideration when
teaching across the TSP and non-TSP spectrum. Historical internal assessment data from incoming
years 7 students show that around 30% of students have literacy level below Stage 4 when they start
Year 7 and the school runs a reading literacy program across all subjects, for all junior years to
develop reading literacy skill.

Figure 1 – NAPLAN data for 2017 (MySchool, 2017)

Understanding our students

When we look at our students through the work of Stålne, Kjellström, & Utriainen, (2016), we
view them as being at the ‘Declarative’ stage of their learning, through the mode of ‘Concrete
Symbolic’. Our students are still learning to conceptualize their place in the world. Within this stage
of development, we are able to assess the students learning through the hierarchical structure of
Unistructural (U) – Surface knowledge; Multistructural (M) – deeper knowledge; and Relational (R) –
transfer knowledge (Stålne, Kjellström, & Utriainen, 2016). By utilising the SOLO model, not only are
we able to assess the knowledge outcomes but have a better understand of the student’s engagement
and connectivity to the learning material. Optimally we have high expectations of all our students that
they will be able to meet the Relational (R) or transfer knowledge of learning where they are able to
apply their learning to shows a deeper understanding of the scientific concepts (Panizzon, Arthur, &
Pegg, 2006).

Figure 1.1 – Modes and learning cycles of the SOLO Model (Biggs and Collis, 1991).

Comparative table

The following Comparative is a summary of the focus of this report.

Comparative Table - Rocks ‘n Role – Year 8

Module 3
Area of Strengths of the Concerns of the Suggested Changes Research support for
consideration area of area of to counteract the changes
consideration consideration concerns suggested.

This is a sound Literacy concepts that Students have the Eick, C. (2012) presents
and dynamic unit, students will be taught opportunity to to us that our students
Literacy with many real- are all based around undertake some experiences with
world contexts. the scientific writing. primary and secondary science are critical
Students are given Although it is very investigations into the foundations for further
opportunities to important for the social, environmental, learning. We as science
develop their students to become and economic impacts teachers need to foster
scientific report proficient at scientific of mining and can use our students to become
 writing skills. Large writing, the current this opportunity to the next generation of
scope within the module is missing a undertake some scientists, as we play an
unit for students to creative element to the prescriptive writing important role with
develop topic literacy, especially through arguing the cross-curricula learning,
metalanguage. outside the use of benefits and especial literacy.
keywords and scientific detrimental impacts of
reports. Further, many mining on the
of our students are individual, local
coming from a low communities and a
based with literacy larger global impact.
skills
Area of Strengths of the Concerns of the Suggested Changes Research support for
consideration area of area of to counteract the changes
consideration consideration concerns suggested.

This unit has many Within the current unit The evolution of rock When we look at
existing elements program there is no brings in the concept of Quinnell, R., Thompson,
Numeracy to numeracy focus on any numeracy time and what is R., & LeBard, R. (2013)
especially with strategies. considered a short and research into developing
reference to long time in the rock- quantitative scientific
timelines, and cycle. Students are numeracy skills. This
mining practices able to analysis and requires fluid thinking
with present rock-cycle and opportunities for
measurements of timeline data in a range students to apply
volume, tonnage of different ways, numeracy skills through
and area/footprints graphs, tables, and investigation and
of mining sites. how data can be manipulation of data.
communicated clearly Quinnell, Thompson, &
LeBard, (2013) tells us
As the unit progresses to guide our students
we look at our use of from seeing the problem
rocks and how they as ‘Maths’ based, but
build our society, rather scientific problem
economy and solving.
technology. These
areas are able to be
utilised to discuss
mining data, discuss
and analysed this
mining data; the
footprint of different
mine types, to give
students an insight into
the scale and
importance of mining in
our lives.

Area of Strengths of the Concerns of the Suggested Changes Research support for
consideration area of area of to counteract the changes
consideration consideration concerns suggested.

Kuay-Keng, Ling,
Opportunity at the Students need to have Through the increase Zuway-R, & Huann-
Critical and conclusion on the elements of critical and in working scientifically shyang, (2016) provide
Creative module to ‘Debate’ creative thinking activities, students are us with the framework of
Thinking the role of mining throughout the module. given more opportunity positive learning
and how Science can be very to be ‘hand-on’, strategies, including
technology has instructional and creating a curiosity promoting divergent and
increased our students questioning of within the students, convergent thinking and
access to principles is not looked developing a dynamic providing an open,
resources (Coal upon fondly. thinking. Students to be inquiry-based learning
Seam Gas) given a scaffold of the environment. When we
investigation and they identify optimal learning
themselves (with strategies for our cohort
supervisor) come up including learning
with the inquiry support, students
develop and become
 questions and the deeper creative science
answers to them. thinking.

Area of Strengths of the Concerns of the Suggested Changes Research support for
consideration area of area of to counteract the changes
consideration consideration concerns suggested.

Today’s classroom
The module is With the new By providing the should be a learning
Personal and based on sound curriculum having a students with additional environment that
Social learning sequence greater focus on investigations and responses to learning
Capabilities and gives all Working Scientifically practicals, they will be tasks, a safe
students good skills rather than the given the opportunity to collaborative
access to learning traditional Knowledge direct their own environment where idea
through teacher and Understanding learning. Activities to and learning is analysed
centred activities – statements, there be presented as and discussed. Sun, D.,
instructional should be a great learning. Looi, C., & Xie, W.
learning, and emphasis on student (2017) and Zeidler
student lead centred practical and Additional time to be (2016) confirm this
activities - investigations. provided towards the when science is inquiry-
practicals Learning activities end of the module for based learning through
should reflect this style the students to develop the collaborative context
of learning. their own views as and provides a culture
socially, environmental of personal interactions.
We offered do not conscience citizens in Collaborative Science
teach science from the how we interact with Inquiry (CSI) develops
perspective of the the world (in the students personal and
socio-scientific issue. context of mining). social capabilities
We see science from a through modelling and
progression and visualisation giving
advancement view students the conceptual
point and often do not understanding.
examine the failures.
Sometime by
examining these
failures, we are
instilling the values of
reflection and the value
of social
connectiveness and
how all science cannot
all be good.
Area of Strengths of the Concerns of the Suggested Changes Research support for
consideration area of area of to counteract the changes
consideration consideration concerns suggested.

This a traditional The unit in its current The module is to be Yürük, Eroğlu (2016)
keystone unit for form is very one divided into two, with presented us our
stage 4 science. In dimensional with the the first half to be understanding of visual
Understanding its current form it is learning to be scientific in nature as representation of and
by Design a practical unit, conducted through students develop their ideas – visual
with opportunities lectures, textbook and knowledge of rocks representation is a
for student to limited practicals. It and minerals. The cognitive tool to facilitate
conduct hands on progresses in a linear second half of the learning through
science practical fashion through the module is to form a multiple forms of
from in-house programs. There is narrative around the representations. The
resources in the little in the way of role of technology results are the creation
form of rocks. cross-connections of plays in our lives and of positive learning
learning material for a the impact of mining environments.
deeper learning processes that bring us
this technology.
Assessment – only With the introduction of
examines knowledge Within the learning laptops and iPads,
and understanding material their needs to Song, Wong, & Looi,
outcomes at the be a greater emphasis (2012) research
conclusion of the on multiply forms of presents us with the
module, does not representation to view that the use of
 assess any working ensure all students are technology in the
scientifically outcomes. able to engage in the classroom encourage
learning. students to develop their
own learning and
understanding, where
the outcomes are found
to be very positive.

Recommendations
Overview

At the outset I would like to state that in its current form, this is a great unit of work and is
being taught with the upmost professionalism. With the recent introduction of new ICT resources,
we have been given the opportunity to develop this unit to become more interactive and engaging
one. Strategically, we are looking to improve the attendance rate of all students and have them
engage in science to a level where there are wanting to continue into the senior stage 6 programs.
Studies by Jensen, Neeley, Hatch, & Piorczynski,2017) show that there is a drop off in studies
undertaking senior science and it how student engage with science in their earlier years that
determines whether they undertake stage 6 senior science. The aim for teachers is to engage all
students into science with the hope to develop their curiosity to develop their learning in senior
science.

What we are looking for with these changes are –

 Better engagement from students and developing their learning to a deeper level;
 Improvement in Numeracy and Literacy;
 Better engagement to lead to better science retention rates;

Numeracy is not maths……..

The current module lacks any reference to numeracy skill, even though they are present throughout,
an acknowledgment of these skills within the unit is required. Only by acknowledging them can we
target them to students, assess and monitor students’ progress in relation to them. As stated in the
comparison table, at Quinnell, R., Thompson, R., & LeBard, R. (2013) research into developing
quantitative scientific skills we have ample opportunities within the module to promote numeracy skill.
Within this unit of work, students undertaking timeline evaluations of the age of the earth, and the
mining operations through Australia. These give the students the opportunity to present scientific
information in the form of scientific tables and graphs. We are applying numeracy skills through
investigation and manipulation of data and as Quinnell, Thompson, & LeBard, (2013) stated students
don’t see this as a ‘Maths’ based problem but rather scientific problem solving.
Recommendation -Numeracy is acknowledged throughout this unit through the existing
investigation and learning activities.

Literacy through Sociocultural learning

In today’s classroom our learning goes far beyond the Knowledge and Understanding content
as we teach our young sciences to be learned citizens. Science in the sociocultural context is another
avenue in which to pursue students to develop a deeper understanding and love of science (King,
2012). Zeider (2016) explores this by linking the knowledge the students learn and the consequences
of actions but is not responsible for society’s decisions. Our students are learning the concept that
rock as a science may be insignificant in their lives, but when we expand these concepts to the larger
real-world, there are social and cultural context for us to consider as scientists. By engaging our
student’s knowledge with ethics and values, not only are we deepening their knowledge but engaging
them in science. Here we have the opportunity to take the unit from being one which is content specific
and making it multidisciplinary, even a holistic experience for our student. In order to achieve this, we
as teachers need to have a program which is ‘aims to engage, inform, and empower’ students in their
learning and their lives (Carter, 2007).

This socio-cultural thinking encourages students to ask the ‘how and why’ and through literacy
skills, express their understanding of scientific problems. It should be noted that not all scientific
problems have an answer. Just like ‘Numeracy is not Maths’, not all science problems are solved with
an equation. Eick, C. (2012) highlights to us that it is our students’ experiences within science is a
critical foundations for further learning. By introducing a narrative to the learning, i.e. technology and
phones, we better engage those students who response to this form of learning (Thompson, 2014).
We as science teachers need to foster not only for our students to become the next generation of
scientists, but we play an important role with cross-curricula learning, especial literacy brings for
young children can provide the context for learning about science and the natural world while also
expanding children’s environmental literacy.

Recommendation - Literacy is developed through investigation of socio-cultural aspects of

mining and how they impact socio-cultural, environmental and economic factors.

UbD - Engagement in the classroom

In the paper by Lyons (2006) they discuss the falling interest in students undertaking senior
science subjects in their stage 6 schooling. We see it today within our own school with only three
students undertaking Physics in this year’s Higher School Certificate (HSC), with little or no interest
in any studies undertaking the new exciting and dynamic subject of Investigating Science. At Stage
4, our students are still excited and interested in science and willing to engage in the content. As
students’ progress through their studies, they see science “as irrelevant, uninteresting and difficult,
leaving them with few intrinsic reasons” to continue with this course. To count this this module is
developed through constructivist learning and the 5-E lesson cycle (Bybee et al. 2014) which
encourages inquiry-based learning through the principles of Engage, Explore, Explain, Elaborate, and
Evaluate.

Disengagement is disappointing for our cohort as many of them are highly motivated, especially those
in the TSP program. When we pitch lessons to this motivation and make it relevant to their lives (or
sport), we can engage the student and take them. Science can be pitched to those students on the
TSP program as a means of them developing their brains to become better athletes, by being able to
think clearer, problem solve and develop quick, rapid solution to problems that present themselves,
both on the sporting field and in the science classroom.

Teacher and student motivation Strategies

Gallagher (2009) presents to us the importance and positive impact of well-constructed programs,
which have high expectations of their students and consist of high-quality resources in quality
learning. Learning strategies within the current program are very linear where we all follow the
program as a start to finish process. The new program would see the learning split into two parts, the
first being scientific in nature, to build a based knowledge within the students and the second to allow
them to explore their own learning within the boundaries of the module. In order to assist in the
delivery of the modified program, I have included a range of learning strategies to be utilised. Please
note that these learning strategies have not been assigned to particular section of the programs as
the needs of your students and the outcomes you require from the lesson will dictate which of the
following learning strategies best fit you cohort. The strategies themselves are broken up into
Thinking Skill – to develop students abilities to process information for a deeper, more effective
learning; Co-operative skill – to develop learning through the interaction and engagement of other
fellow students; and finally Graphical organisers – this unit requires the student to conceptualise
many scientific processes and graphic representation, as a form of Multiply forms of representation,
gives student a greater level of learning the material to a deeper level.

Table 1 – Classroom Teaching and Learning Strategies

Recommendation – Engagement is encouraged within the classroom through providing an

increase in student-lead inquiry-based learning and tapping into the competitive nature of our
students. Provide a resource bank with Classroom Teaching and Learning Strategies.
Assessment

The assessment in its current form (Appendix C) of a multiply choice test only tests the students
understanding and knowledge from the module. The recent changes to the science curriculum now
place a greater emphasis on the working scientifically outcomes. This changes the way we teach
science, with the Understanding and Knowledge become the bridge to teach the working scientifically
skills. The idea behind this is that the learning will be at a deeper level when the student knows the
knowledge to the level where they can challenge and question it – What, Where, Why, Who, When?
– developing a sense of curiosity and enquiry within the student. By introducing a new skills-based
assessment, we are not only able to test the student’s knowledge and understanding, but also assess
the working scientifically skill that all students should be developing. The new assessment (Appendix
D) also gives us the opportunity to differentiate, giving highly academic students the opportunity to
express their knowledge while at the same time, presenting all students with an assessment that they
can complete. Differentiation of the rubric allows us as teachers to assess the student and identify
ongoing needs of learning.

Recommendation – A new assessment to allow student to express their knowledge and

understanding, while at the same time is able to assess their Working Scientifically skills.

Teacher Reflection
When we are looking at delivering a holistic learning experience, let not forget about us as teachers
and our needs. Reflection is an important factor in delivering any program and it is something which
is lacking within the current layout. With the addition of an ‘Evaluation of Teaching and Learning’ table
at the end of the program, we as teachers will be able to evaluate the all the teaching aspects of the
module and comment of their effectiveness to learning. We should be thinking of these programs as
a living document which is in a constant state of change, not one that needs to be redesigned each
year, but rather, reviewed and updated to meet the changing needs of our students and the changes
that occur through the science faculty from the year. Change is a natural part of teaching and needs
to be occur, needs to be supported be all (Herman, Clough, & Olson, 2017).

Recommendation – Providing the mechanism to review and update this living document to
ensure it is kept up to date and relevant.
Reconstructed unit
Scope and sequence
Today scientists are trying to find ways of being socially and environmentally responsibility when we
extract rocks and minerals from the ground. Almost everything in our day to day lives comes from
rocks or minerals. Our mobile phones, TVs, our cars, petrol, electricity, home all originated from rocks
and minerals. Scientists including geologists, environmental, chemists and engineers who work in
this field have many and varied job opportunities. They all began their careers as school students
who were engaged by understanding simple concepts such as the difference between a mineral and
a rock, how the three major types of rocks form and how nature gives us an example of recycling in
the processes of weathering, erosion and deposition.

Week Learning intentions

Week 1 Investigate the inner and outer structure of the Earth and how this change
over time
Week 2 Understand that the rocks of the Lithosphere change over time and are
composed of minerals
Week 3 Understand what rock tell us about out past
Week 4 Understand how rock and minerals are part of our everyday lives through the
context of the mobile phone
Week 5 How excavation of rocks and minerals works and what these can teach us
about the Earth
Week 6 How do Aboriginal and Torres Strait Islander peoples use rock in their culture.

The current scope and sequence call for a six-week module. As previously stated, the module
in its current form is good and sound in its knowledge and understanding outcomes. With a greater
focus on Working Scientifically outcomes, with an empathises on investigation and student directed
learning, the aim would be to keep the module to six week and change the process in which we learn
the unit. If the unit in its current form is shorten, there is a real possibility of not being able to cover
the learning intentions, If the unit was to be extended then this would impact the timeframe with other
modules, and the students are likely to lose interest in the topic.

Concept map

The new concept map presents the unit as being di-polar in learning, where the students begin their
learning through traditional scientific investigations to develop understanding and base knowledge
into rock and minerals, and the scientific processes on how they are formed. The original learning
sequence was very top to bottom where students learning was built upon but there was little in the
way of cross-sectional learning where students develop a deeper understanding of the learning.
This concept map is designed to develop more of the working scientifically skills required for this
unit. Once completed, we introduce the narrative of the mobile phone to the topic and all knowledge
and understanding content is referenced to the technology and development of the mobile phone
and how it would not exist today without the processes of mining. This then leads to the students
investigating the positive and negative impacts of mining on social, environmental and economical.
It also gives the topic the opportunity to develop STEM themes throughout the students learning.

Assessment task and marking criteria

The current assessment task takes the form of a simple multiply choice unit quiz (Appendix
C). In its current form, this quiz is designed to assess the knowledge outcomes of this unit and fails
to account for any of the working scientific skills for this unit. These working scientific skill are an
essential part of developing our students to becoming young scientist, and like the knowledge
outcomes, and skill which will be developed throughout their schooling. Without an efficient way of
assessing these skills, we are not effectively assessing the unit nor giving feedback to our students.
It is therefore recommended that the unit assessment be changes to an investigative project, where
students are given the opportunity to demonstrate their working scientifically skill along with their
learnt knowledge.

To complement a new assessment task, an Evidence of Learning summary (Appendix B) has

been developed to assess the learning outcomes as the unit progresses. This will assist teachers
what the students have learnt and to what depth this learning has taken place. This has been included
throughout the modified program. The Evidence of Learning Guide has been designed around the
knowledge levels of Basic  Deep  Transfer and will enable the teacher to assess the pace of the
learning and is additional time is required to build a deeper learning. (Chin, Brown, 2000).

Redesigned unit

Please note that due to formatting, the changes have been provided as a summary table.

Our Planet Earth – Rock n’ Role | Stage 4 | Science

Summary Duration
Today scientists are still trying to find out what actually goes on inside our Earth. Sample term
Mountains, earthquakes and volcanoes are all manifestations of what is happening
below the surface. Geology is a field where there are many and varied job 6 weeks
opportunities. Professional Geologists began their careers as school students who
were engaged by understanding simple concepts such as the difference between a (Max 21 lessons)
mineral and a rock, how the three major types of rocks form and how nature gives us
an example of recycling in the processes of weathering, erosion and deposition.

In the latter part of the unit students learn about other heavenly bodies orbiting the
sun and their similarities and differences to Earth. They also investigate how our
knowledge of these bodies has changed over time. The effect of the Moon on Earth is
studied and is used to explain phenomenon such as eclipses and tides.

Outcomes Assessment
overview
Science K-10

e-poster on mining
› SC4-13ES explains how advances in scientific understanding of processes that occur
of ores and
within and on the Earth, influence the choices people make about resource use and
minerals in
management
Australia
› SC4-1VA appreciates the importance of science in their lives and the role of scientific
inquiry in increasing understanding of the world around them
› SC4-9WS presents science ideas, findings and information to a given audience using
appropriate scientific language, text types and representations
Content Overview

ES1 Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur
within Earth over a variety of timescales. (ACSSU153)
ES2 Scientific knowledge changes as new evidence becomes available. Some technological developments
and scientific discoveries have significantly changed people's understanding of the solar system.
ES3 Scientific knowledge influences the choices people make in regard to the use and management of the
Earth's resources.

Summary of change to the current program

Key – Yellow – general Changes Evidence of Learning (A) – All - Grey
Green – Literacy (M) – Most - Blue
Blue – Numeracy (S) – Some - Red
Purple – Practical engagement

Content Teaching, learning and Resources

assessment
ES1 1. Investigate the inner and outer Textbook - Pearson Sci 8 p296
structure of the Earth and how
a. describe the structure http://www.scootle.edu.au/ec/pin/GIRTYK?userid=1429
this change over time
of the Earth in terms 17  only do section 1 on earth’s interior- is a bit more
 Be able to label core, mantle, crust depth than actually required
of core, mantle, crust
and lithosphere (A)
and lithosphere Use text to make up a table with a simplified description
 Explain the difference between of the features of each layer.
lithosphere and upper mantle (M)
b. relate the formation  make a model of the different layers
of a range of  Possible creative writing task on “It’s hot down
landforms to physical there”
 and chemical
weathering, erosion
and deposition
Additional content
investigate the role of
forces and energy in
 Define physical and chemical
the formation of
different types of
 Explain the breaking down of
rocks and minerals
 Link landforms to type of change
 Investigate the role of forces and
ES1 2. Understand that the rocks of the
c. outline the origins of lithosphere change over time and are
and relationships composed of minerals
between sedimentary,
igneous and
metamorphic rocks
d. identify that
sedimentary, igneous
and metamorphic
rocks contain minerals
e. classify a variety of
common rocks and
minerals into groups
according to their
observable properties
ES1 3.
f. describe the conditions
under which fossils
form.
g. outline how geological
history can be
interpreted in a
sequence of
horizontal
sedimentary layers, in
which the oldest are
at the base, and the
youngest are at the
top.
weathering, erosion and
deposition (A)
rocks in terms of physical and
chemical changes (M)
(S)
energy in the formation of
different types of rocks and
minerals (S)
 Observe and classify a variety of
common rocks and minerals (A)
 Describe the origins of igneous,
sedimentary and metamorphic
rocks (M)
 Outline the origins of and
relationships between
sedimentary, igneous and
metamorphic rocks (M)
Excavation of rocks and minerals
and what they can teach us about
the Earth.
 Define the word fossil and
describe simply how most fossils
form (A)
 Describe a variety of fossil types
such as mould, cast, imprint,
fossils in amber and petrification.
(M)
 Identify that the oldest layers of
sedimentary rocks are located
deeper than the younger layers.
(A)
 Outline how geological history
can be interpreted in a sequence
of horizontal sedimentary layers,
in which the oldest are at the
base, and the youngest are at
the top (M)
 Describe some methods used by
scientists to determine the
relative ages of rock layers. (S)
 Students to draw demonstration setup and explain
what each part represents
http://scienceline.ucsb.edu/getkey.php?key=3665 
explains difference between lithosphere and
asthenosphere
CS4 page 380
Model physical change by heating/cooling rocks
Model chemical change by dropping HCl on chunky
calcium carbonate or limestone
Model erosion with sand in tray
Prac: Investigating Weathering – resource folder
Prac: Weathering of Rocks – resource folder
Prac: Weathering and Erosion – resource folder
CS4 pages 388-390
Prac: Crystal Sizes – resource folder
Prac: Growing Aragonite – resource folder
http://australianmuseum.net.au/what-are-minerals/ 
website about minerals, could be good for independent
research.
http://www.oresomeresources.com/media/flash/interac
tives/minerals_downunder/ - interactive resource about
the formation of minerals and ores.
Sequence of activities making lolly/choc rocks:
Prac: Choc Rocks – resource folder
Prac: Edible Rocks – resource folder
What is a mineral? – resource folder
The Rock Cycle – resource folder
CS4 pages 380-387
https://www.youtube.com/watch?feature=player_embe
dded&v=H2_6cqa2cP4  AsapSCIENCE video on the
evolution of life on Earth
Making and observing fossils using plaster of paris
Look at geological histories and geological time scales
http://www.scootle.edu.au/ec/pin/TAMODB?userid=14
2917  metals and the demand for them in society
http://www.oresomeresources.com/resources_view/res
ource/video_how_was_coal_formed  How is coal
formed?
http://www.scootle.edu.au/ec/pin/KOCXBU?userid=142
917  oil extraction
This is a very useful website that helps students with
understanding energy/electricity and resources:
h. describe examples to  Define and locate each of the
http://www.childrensuniversity.manchester.ac.uk/learni
ng-activities/science/energy-and-the-
show how people use main spheres (A)
environment/introduction/
understanding and  Describe uses of a variety of
skill from across the natural and made resources
extracted from the biosphere,
disciplines of science atmosphere, lithosphere and
in occupations related hydrosphere (M)
to the exploration,  Distinguish between renewable
and non-renewable resources.
mining or processing
(A)
of minerals in
 Outline features of some non-
Australian. renewable resources, including
metal ores and fossil fuels (M)
Additional content:  Debate the economic and
Describe some methods environmental impacts of mining
and resource exploration. (S)
used by scientists to
 Identify some jobs in which
determine the relative
scientific knowledge is important
ages of rock layers. (A)
 Present information about a
ES3 variety of occupations associated
a. classify a range of the with the mining industry (M)

Earth's resources as
renewable or non-
renewable

b. outline features of
some non-renewable
resources, including
metal ores and fossil
fuels

c. describe uses of a
variety of natural and
made resources
extracted from the
biosphere,
atmosphere,
lithosphere and
hydrosphere

Additional content
Debate the economic and
environmental
impacts of mining and
resource exploration.

Conclusion
As stated in the beginning, objective of this report is to start a dialogue on the review and updating of the Year
8, Module 3 Rock n’ Role. I have presented here are evidence-based changes which seek to improve not only
the learning of our students, but our teaching and professionalism. These changes complement a sound and
professional unit which is being taught well. The engagement of students in Year 8 science is paramount to
the developing them into accomplished scientists in their senior years. With your input we can make this
review the keystone for future improvements to our teaching. Thank you and I look forward to your input.

References

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implications. Science and Children, 51(8), 10–13. doi:10.2505/4/sc14_051_08_10

Chin, C., & Brown, D. E. (2000). Learning in Science: A Comparison of Deep and Surface Approaches. Journal
of Research in Science Teaching, 37(2), 109-138.

Eick, C. (2012). Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A
Narrative Case Study of a Third-Grade Classroom. Journal of Science Teacher Education, 23(7), 789-
803. doi:10.1007/s10972-011-9236-1

Guerra, A., & Rezende, F. (2017). Sociocultural influences on science and on science identities. Cultural
Studies of Science Education, 12(2), 505-511. doi:10.1007/s11422-016-9771-3

Herman, B., Clough, M., & Olson, J. (2017). Pedagogical Reflections by Secondary Science Teachers at
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doi:10.1007/s11165-015-9494-6

Herrington, J., & Parker, J. (2013). Emerging technologies as cognitive tools for authentic learning. British
Journal of Educational Technology, 44(4), 607-615. doi:10.1111/bjet.12048

Hueppauff, S. (2016). Thinking Science: A way to change teacher practice in order to raise students' ability to
think. Teaching Science: The Journal of The Australian Science Teachers Association, 62(3), 22-28.

Jensen, J. L., Neeley, S., Hatch, J. B., & Piorczynski, T. (2017). Learning Scientific Reasoning Skills May Be Key
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Kuay-Keng, Y., Ling, L., Zuway-R, H., & Huann-shyang, L. (2016). Investigation of effective strategies for
developing creative science thinking. International Journal of Science Education, 38(13), 2133-2151.
doi:10.1080/09500693.2016.1230685

Lynch, S., Pyke, C., & Jansen, J. (2003). Deepening Understanding of Science and Mathematics Education
Reform Principles: Novice Teachers Design Web-based Units Using Project 2061's Curriculum Analysis.
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Lyons, T. (2006). The Puzzle of Falling Enrolments in Physics and Chemistry Courses: Putting Some Pieces
Together. Research in Science Education, 36(3), 285-311. doi:10.1007/s11165-005-9008-z

Mansour, N. (2013). Modelling the Sociocultural Contexts of Science Education: The Teachers' Perspective.
Research in Science Education, 43(1), 347-369. doi:10.1007/s11165-011-9269-7
Penuel, W. R., & Gallagher, L. P. (2009). Preparing Teachers to Design Instruction for Deep Understanding in
Middle School Earth Science. Journal of The Learning Sciences, 18(4), 461-508.
doi:10.1080/10508400903191904

Quinnell, R., Thompson, R., & LeBard, R. (2013). It's not maths; it's science: exploring thinking dispositions,
learning thresholds and mindfulness in science learning. International Journal of Mathematical
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9578-z
Appendix
Appendix A

The Hills Sports High School Science Faculty - Year 8 Science Program (Stage 4)
 The Hills Sports High School Science Faculty - Vear 8 Science Program (Stage 4)

Time: 6 Weeks
Unit 3 - Rocks and Minerals I
Content Students Skills - working Scientifically Teaching 1Learning sequence Indicators and assessment Resources

sustainable futures.

Literacy Focus:

• WS9d.Constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including diagrams, keys, models,

tables, drawings, images, flowcharts, spreadsheets and databases

• WS7.1c. extracting information from diagrams, flowcharts, tables, databases, other texts, multimedia resources and graphs including histograms and column,
sector and line graphs

• WS9a.Presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate

• WS9b.Using appropriate text in presentations, including a discussion, explanation, exposition, procedure and recount Y

Numeracy focus:
• Nil

Gather and record numerical data using the appropriate measuring and units in table and graphs. Manipulation of scientific data that has been sourced from primary and secondary
sources.

Technology:

• WS9a.Presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate , ;cs1s 1.:,;.
ACS!S'

• WS7.1c.extracting information from diagrams, flowcharts, tables, databases, other texts, multimedia resources and graphs including histograms and column,

sector and line graphs

Assessment:
• Topic test Replacement of student investigative study and presentation of an e-poster
 The Hills Sports High School Science Faculty -Year 8 Science Program (Stage 4)
Unit 3 - Rocks and Minerals
Content Students Skills - working Scientifically
WS9d.Constructing and using a
range of representations to
honestly, clearly and/or succinctly
present data and information
including diagrams, keys, models,
tables, drawings , images,
flowcharts , spreadsheets
and databases f!!: ll!.i'
• ES1a. Describe the WS9d.Constructing and using a
structure of the Earth in range of representations to
honestly, clearly and/or succinctly
terms of: core, mantel ,
present data and information
crust and lithosphere.
including diagrams, keys, models,
tables, drawings , images,
flowcharts , spreadsheets and
databases f!!: II.513
WS7 .1c. Extracting information
from diagrams, flowcharts ,
tables,
databases , other texts, multimedia
resources and graphs including
histograms and column,sector
and
line graphs c
WS7.2 d.Using scientific
I Time: 6 Weeks
Teaching, Learning sequence Indicators and assessment Resources
Preparing the Context What Mind-map. Pearson Sci 8 p296
do students already Know?
What is Geology?
Group Work.
Brainstorming activity . Images
of interesting rock formation/
beautiful miners/ mining .
Students to write down what
they know about how the
rock formations and rocks
were formed and rocks. Why
are they important to us?
Students to present their
concept map to the class,
and keep it for future
reference.
Students draw a diagram of the Label a diagram of the Core Science Book
structure of the earth. stmcture of the Earth so
Compare and rank the show the core, mantel, Pearson 8 p 296-7
thicknesses of the cru’st, crust and lithosphere.
mantle and core. J
Describes the properties
Students construct a table to and composition of the
describe the composition and crust, mantle and core.
basic properties of the core
(inner and outer), mantle an: Descri bes where the
ithosphere_ i_s an_d what
crust. J
its compos1t1on 1s.
:\
Students describe thethe
difference between ,
 The Hills Sports High School Science Faculty - Year 8 Science Program (Stage 4)

Unit 3 - Rocks and Minerals Time: 6 Weeks

I
Content Students Skills -working Scientifically Teaching, Learning sequence Indicators and assessment Resources

understanding to identify lithosphere and the

relationships and
draw conclusions based on
students' data or secondary
sources .ACSIS130. ACSIS1451
asthenosphere. And which of
the crust, mantle and core
make up these spheres.

• ES1c. Outline the Igneous Rocks Defines igneou s rocks.

origins of and the The first rocks to form on earth !Pearson Sci 8 p.297 -
relationships between
were igneous rocks, from Can identify samples of 301
sedimentary, igneous WS7 .2d. Using scientific
cooled magma. Later rocks l/ igneous extrusive and
and metamorphic understanding to identify
rocks. relationships and
from lava appeared . Define v intrusive igneous rock
draw conclusions based on igneous rocks as being and describe how they
students' data or secondary formed by cooled magma and were formed.
sources . r ,CSIS130 ACSIS145
Java.
WS7.1b.Using a range of
• ES1e. Classify a
variety of common representations to organise data,
Compare in a table, igneous Can explain how changing Pearson Sci 8 p306
including graphs, keys, models,
rocks and minerals into rock samples including conditions can lead to the
groups according to
diagrams , tables and spreadsheets. .j
basalt, granite, pumice, formation of different
9
their observable obsidian noting their crystal crystal sizes
properties. WS6a.collaboratively and
size and categorising them as
individually conducting a range of
extrusive and intrusive
investigation types, including
igneous rocks .
fieldwork and experiments ,ensuring
safety and ethical guidelines are
Pearson Sci 8 p 298
...
Experiments : / Pearson Sci 8 p 304
followed .ACS1S'25 ACSIS1401 @sµ

WS6b.assembling and using

appropriate equipment and
a)Compar ing Crystal s
b)Cooling and Crystal size
- simulate the formation of V I
/
.\ ' -
resources to perform the
investigation , including safety
extrusive and intrusive \.r.-.Js
igneous rocks.
equipment.
.J

•
 The Hills Sports High School Science Faculty - Year 8 Science Program (Stage 4)

Unit 3 - Rocks and Minerals Weeks

I Time: 6

Content Students Skills - working Scientifically Teaching, Learning sequence Indicators and assessment Resources

• ES1b Relate the WS6a .collaboratively and Making new Landforms Defines Weathering and mazing images of
formation of a range of individually conducting a range of Show a number amazing major agents involved in weathered
landforms to physical investigation types, including images of weathered weathering. sedimentary rock
and chemical weather, fieldwor k and experiments , ensuring sedimentary rock and see if
erosion and deposition safety and ethical guidelines are
kids can work out how they Defines Erosion, describes
followed (ACSIS12 ACSIS140) trSP were formed. major agents causing it.
WS6b.assembling and using
appropriate equipment and
resources to perform the
Defines Deposition and Pearson Sc 8 p 307-9
investigation, including safety descri bes factors that
equipment. affect it.
WS7.2d. Using scientific
understanding to identify
relationships and Experiments that simulate
draw conclusions based on Weathering -
students' data or secondary a) "Simulate Weathering" - Pearson Sci 8 p 3 I 2
sources. {ACSIS 130 ACSIS145
show how chemicals and ice
WS7.1b.constructing and using a
weather
range of representations, including
b) POE"Simulate the Pearson Sci 8 p 3 13
graphs , keys and models to
deposition of sediments" - to
represent and analyse patterns or
show how sediments settle in
relationships , including using digital
technologies as water Pearson Sci 8 p 3 13

appropriate (ACSIS12&. ACSIS 144J !Ii. c) POE"Erosion and

F Deposition": Show the
difference of fast and slow
WS4b.making predictions based on

scientific knowledge and their moving water on erosion and

own observations .ACSIS "4 deposition.

ACSIS139/

• ES1c. Outline the

understanding to identify
WS7.2d. Using scientific
C) Sedimentary Rocks Defines Sedimentary earson p 3 l 4-8
origins of and the
relationships and \
Observe sandstone and shale. J rocks.
relationships between
draw conclusions based on How are they similar? - key

-
--
 The Hills Sports High School Science Faculty - Year 8 Science Program (Stage 4)

Unit 3 - Rocks and Minerals

Time: 6 Weeks
I
Content Students Skills - working Scientifically Teaching, Learning sequence Indicators and assessment Resources

sedimentary, igneous students' data or secondary

points: the are made of
and metamorphic sources. {ACSIS130 ACSIS145' <r particles in layers.
rocks.
Describes the methods by !Pearson p3 15
Define sedimentary rocks as
which the key types of
being made of sediments or
WS7 .1b.Using a range of CD layers of rock.
sedimentary rocks:
• ES1e. Classify a representations to organise data , elastic, chemical and
variety of common Draw flow diagrams to
including graphs, keys, models, organic form.
rocks and minerals into describe how the three main
diagrams, tables and spreadsheets.
groups according to types of sedimentary rocks: .....
9 -
their observable
elastic, chemical and organic-
properties.
form.

Can identify common

Use Plaster of Paris, sand,
sedimentary rock s
gravel and soil to make
including shale,
rr Artificial rocks:, compare to
sandstone, limestone ,
original rocks.
coal and conglomerate

• ES1g. Outline how WS7.2e Proposing inferences Build a sedimentary layer Can determine the older
geological history can based on presented information and column/ sponge cake, so and younger layers of a
be interpreted in a observations . '1
4
demonstrate how layers of sediment strata .
sequence of horizontal
sediment build up so that the
sedimentary layers, in
which the oldest are at
@ lowest la ers are th,,._f)lrlest.

the base and the law of supe «.

youngest at the top.

• ES1f. Describe the WS7.1b.Using a range of G:

. Draw a flow diagram of the Descri be the process by !Pearson Sci 8 p3 18
conditions under which representations to organise data, '-f fossil formation processes . which fossil s are formed.
fossils form. including graphs, keys, models ,
diagrams , tables and spreadsheets . Make plaster cast fossils of
9 shells and leaves

WS7.2d Using scientific

 The Hills Sports High School Science Faculty -Year 8 Science Program (Stage 4)

Unit 3 - Rocks and Minerals Time: 6 Weeks

I

Content Students Skills - working Scientifically Teaching, Learning sequence Indicators and assessment Resources

• ES.AD. Describe some understanding to identify Analyse diagrams of rock Analyse diagrams ofrock !Pearson Sci 8 319
relationships and
,Jmethods used by strata and organise which is strata and organise
which draw conclusions based on
scientists to determine the oldest and which is the is the oldest and which is
students' data or secondary
the relative age of rock
v sources youngest. the youngest.
layers

• ES1c. Outline the WS7.1b.Using a range of Metamorphic Rocks Defmes Metamorphic Pearson Sci 8 p 324
origins of and the representations to organise data, Define as rock that has / rocks and describes on a
relationships between including graphs, keys, models, changed inform due to heat diagram how they are
sedimentary, igneous diagrams , tables and spreadsheets. and extreme pressure. Describe formed .
and metamorphic
the processes that form '?s-t
rocks.
WS7. 1b.constructing and using a metamorphic rock and where I
dentifies common
range of representations, including they occur. (Label a diagram) metamorphic rocks and the
graphs , keys and models to rocks that they originated
represent and analyse patterns or
Simulate the process of / from. Pearson Sci 8 p324
• ES1e. Classify a relationships , including using digital
variety of common metamorphic rock formation Clay and kiln

technologies as
rocks and minerals into "Fire a Rock"
appropriate (ACSIS129,ACSIS '44J il
groups according to ::l ie:
their obseNable
Match metamorphic rocks to Pearson Sci 8 p328
properties. WS7.2e Proposing inferences
their original rocks ina tab!,'
based on presented information and
"Metamorphic rocks"
observations . di'

ES.AD. Investigate the WS7.1c.extracting information from Analyse the rock cycle to Can describe how forces
role of forces and diagrams, flowcharts , tables, understand the cyclic nature of and energy
G) -v>
energy transformation databases, other texts, multimedia
rock formation and the types of transformati ons lead to the
in the formation of resources and graphs including forces and energy formation of new rocks in
different types of rocks histograms and column, sector and
transformati ons that occur with the rock cycle.
and minerals. line graphs EJ ,::;

• ES1e. Classify a vari,ety

of common
rocks and minerals into
W57.2d.using scientific
each change.
Given samples of unknown
rocks,classify as igneous,
" Vi :,;1-t
understanding to identify
groups according to sedimentary and metamorphic,
relationships and
-
-
 The Hills Sports High School Science Faculty - Year 8 Science Program (Stage 4)
Unit 3 - Rocks and Minerals
Content Students Skills - working Scientifically
their observable draw conclusions based on
properties. students' data or secondary
sources (ACSIS13Q ACSIS145)
• ES1d. Identify that
sedimentary , igneous WSSa.collaboratively and
and metamorphic rocks individually conducting a range of
contain minerals . investigation types, including
fieldwork and experiments, ensuring of particle that has one
safety and ethical guidelines are
followed (ACS1S'25 ACSIS140) ff
WS6b.assembling and using
appropriate equipment and
resources to perform the
investigation , including safety
equipment.
WS7.2d. Using scientific
understanding to identify
relationships and
draw conclusions based on
students' data or secondary
sources. 1ACSIS IQ ACSIS1.!5)
• ES1h. Describe WS9d .Constructing and using a
examples to show how range of representations to
people use honestly , clearly and/or succinctly
I Time: 6 Weeks
Teaching, Learning sequence Indicators and assessment Resources
give reasons for the
classification - match where
on the rock cycle they would
occur and what would change
them in to another type of rock .
Define minerals naturally Define minerals and how Pearson Sci 8 p329
occurring substances that are they are different to ore.
solid and contain no living
matter They contain one type
chemical formula. Minerals are '
found in igneous, sedimentary
and metamorphic rocks.
D
Define an ore.
Pearson Sci 8 p330
Determine important
identifying characteristics of Describe the ways the you Pearson Sci 8 p330- l ll1
t •
mineral samples including: identify minerals using
.
Hardness , colour, lustre, streak their physical properties of
and observe crystals under a Hardness, colour, lustre
stereo microscope ."Comparing and Streak.
Minerals" .J Pearson Sci 8 p336
Carry out flame tests on
different mineral s and use the Describe how a flame tents Pearson Sci 8 p33 l
collected data to identify an can help to identify the flame test
unknown mineral. mineral s equipment
.J
Create a table of method s used Descri be key technologies Pearson Sci 8 p333-4
in mineral exploration, used in the mining
describing the proces s, the industry and discuss in the
. .. "
'

The Hills Sports High School Science Faculty - Year 8 Science Program (Stage 4)

Unit 3 - Rocks and Minerals Time: 6 Weeks

I
Content Students Skills - working Scientifically Teaching, Learning sequence Indicators and assessment Resources

w·

understanding and present data and information sc ientific understanding and scientific
skills from across the including diagrams , keys, models, skills of the method and what
disciplines of science tables, drawings, images, type of mineral it detects.
in occupations related flowcharts , spreadsheets and
to the exploration , databases
List the occupations of
mining or procession of
scientists involved in mineral
minerals in Australia.
exploration.
(ACSHE224,
ACSHE227)

• PWAD. Describe the WS7.1c.extracting information from Research traditional uses of Describe 3 ways in which I
nternet
scientific principles diagrams, flowcharts , tables, rocks and minerals and Aboriginals traditionally
used in some databases , other texts, multimedia detennine the Scientific Use rocks and minerals
traditional technologies resources and graphs including
principals at the basis of each and describe the scientific
used and developed by histograms and column, sector and
technology principles being used.
.
Aboriginal and Torres line graphs 9
Strait Islander peoples.
Watch the You-tube clip on https://www.youtube
"Aboriginal Use of Rocks and .com/watch?v=gAht
Minerals Melbourne Museum". kOVBdOk
'/' I
I)List the traditional technologies
Ill/

rv · r, of Aboriginal people inAustralia '\b'ca.

discussed in the clip. -
2) Detem1ine the Scientific
-

principles at the basis of each

\ I'- technology.

ES.AD Describe ways in which WS7.1c.extracting information from Research into a the technology Accuracy of research, I
nternet/ Library
technology has increased the diagrams ,flowcharts , tables, involvedin extracting a student use than one
variety of made resources . databases ,other texts, multimedia particular mineral and source to answer the
resources and graphs including processing it to a usable question fully .Poster is
histograms and column, sector and
resource e.g. Bauxite,hematite, well presented and clear
line graphs ,e
malachite.
-?c:::6 ).
• WS9a.Presentina ideas, findinas
 The Hills Sports High School Science Faculty - Year 8 Science Program (Stage 4)
Unit 3 - Rocks and Minerals
Content Students
ES.AS. Debate the economic
and environmental impacts of
mining and resource
exploration.
._
0
1 Time: 6 Weeks
Skills -working Scientifically Teaching, Learning sequence Indicators and assessment Resources
and solutions to problems using Present your work on a poster.
scientific language and
representations using digital
technologies as
appropriate \CSIS133.ACSIS148J
WS7.1c.extracting information from Research and debate the Accumulates a large Internet/ Library
diagrams , flowcharts ,tables , economic and environmental amount of factual material - J.,'"'\
databases , other texts, multimedia impacts of mining and resource for the debate. Makes a
resources and graphs including explorat ion . clear oral presentation ,
histograms and column, sector and
supporting their side of the
line graphs
argument, rebutting where
WS9b.Using appropriate text possible.
in presentations, including a
discussion , explanation, exposition,
procedure and recount
 Appendix B – Evidence of Learning

Rocks and Minerals

EVIDENCE OF LEARNING 2018

Essential Vocabulary: core, mantle, crust, lithosphere, minerals, igneous rocks, sedimentary
rocks, metamorphic rocks, Rock Cycle, fossil, resources, fossil fuels, weathering, erosion,
deposition, geological time scale, heliocentric, geocentric, mining, mineral exploration,
environmental impact, social impact, economic impact, extraction, processing

Learning Demonstrated by
Outcomes All Most Some
Be able to label core, mantle, Explain the difference between Link types of landforms to
1. Investigate the
crust and lithosphere lithosphere and upper mantle geological changes
inner and outer
structure of the Define physical and chemical Explain the breaking down of Investigate the role of
Earth and how this weathering, erosion and rocks in terms of physical and forces and energy in the
changes over time deposition chemical changes formation of different
types of rocks and
minerals
Observe and classify a Describe the origins of igneous, Outline the origins of and
2. Understand that
variety of common rocks and sedimentary and metamorphic relationships between
the rocks of the
minerals rocks sedimentary, igneous and
Lithosphere
metamorphic rocks
change over time
and are composed
of minerals
3. Understand how Identify what metals and Able to outline the differences Investigate the origin,
rock and minerals minerals are in a mobile between mineral ores and extraction, processing of
are part of our phone metals, where in Australia they several minerals into
everyday lives can be found and the process of metals which make up
through the extracting them the mobile phone
context of the
mobile phone
4. How excavation of Define the word fossil and Describe a variety of fossil types
rocks and minerals describe simply how most such as mould, cast, imprint,
works and what fossils form fossils in amber and
these can teach us petrification.
about the Earth Identify that the oldest Outline how geological history Describe some methods
layers of sedimentary rocks can be interpreted in a used by scientists to
are located deeper than the sequence of horizontal determine the relative
younger layers. sedimentary layers, in which the ages of rock layers.
oldest are at the base, and the
youngest are at the top
 Define and locate each of
the main spheres
Distinguish between
renewable and non-
renewable resources.
Identify some jobs in which
scientific knowledge is
important
5. How do Aboriginal Identify how Aboriginal and
and Torres Strait Torres Strait Islander
Islander peoples peoples utilized rock in their
use rock in their culture
culture.
Describe uses of a variety of
natural and made resources
extracted from the biosphere,
atmosphere, lithosphere and
hydrosphere
Outline features of some non- Debate the economic and
renewable resources, including environmental impacts of
metal ores and fossil fuels mining and resource
exploration.
Present information about a
variety of occupations
associated with the mining
industry
Describe how Aboriginal and Investigate the different
Torres Strait Islander peoples levels to which rock and
used rock in their cultures and mineral are involved in
the different planets Aboriginal and Torres
Strait Islander people’s
culture.
Appendix C – Hills Sports High School – Current Unit Quiz

Students Class
Name
Teachers Mark /30
Name

Date: …..……/………/………

Hills Sports High School

Topic: MODULE 3: Rock n Role

Task: End of unit quiz

Part A: Multiple Choice Circle the answer that best fits the statement question.

EARTH SCIENCE (13 marks):

1. The Rock Cycle can explain:

a) How a sedimentary rock can become metamorphic

b) How a metamorphic rock can become sedimentary

c) How all rocks can become igneous

d) All of the above

2. A seismic survey works by:

a) Setting an explosive charge in the rocks and collecting the rocks blasted out.

b) Drilling out a core of rock and chemically testing it for mineral content.

c) Creating a shock wave in the rock and seeing how much it makes the ground shake.

d) Sending a shock wave into the Earth and watching for how it reflects off rock layers below.
3. We know about the structure of the Earth because:

a) The presence of volcanoes

b) The study of rocks

c) The study of seismic waves from Earthquakes

d) All of the above

4. Which of the following is an igneous rock?

a) Pumice

b) Diamond

c) Limestone

d) Marble

5. Which of the following is a sedimentary rock?

a) Pumice

b) Diamond

c) Limestone

d) Marble

6. Which of the following is a metamorphic rock?

a) Pumice

b) Marble

c) Limestone

d) Granite

7. Where are the oldest layers of rock usually found in a cliff made from sedimentary rock?

a) At the top

b) In the middle

c) At the bottom

d) At the top and in the middle

8. Which type of rock often contains fossils?

a) Sedimentary

b) Igneous

c) Metamorphic

d) All of them will contain fossils

9. The first type of rock to form in the Earth’s crust was most likely:

a) sedimentary.

b) metamorphic.

c) igneous.

d) clastic sedimentary.

10. Rock that forms from the cooling of magma or lava:

a) Metamorphic rock.

b) Igneous rock.

c) Sedimentary rock.

d) Volcanic rock.

11. What two factors does a metamorphic rock need to form?

a) Weathering and erosion

b) Heat and pressure

c) Cooling and solidification

d) Crystallisation and evaporation

12. Rock that forms from the cementing of deposited particles are called:

a) metamorphic rock.

b) igneous rock.

c) sedimentary rock.

d) volcanic rock.
13. The two most common processes that change a pile of sediment into a sedimentary rock are:

a) compaction and cementation.

b) weathering and erosion.

c) deposition and sedimentation.

d) cooling and crystallisation.

Appendix D – Hills Sports High School – Proposed e-Poster

Students Class
Name
Teachers Mark /20
Name

Term 2 2019

Date: …..……/………/………

Science, Stage 4

Type of assessment: Report Writing Task

Hills Sports High School Topic: MODULE 3: Rock N’ Role

Task: This task is to be completed within school hours ONLY.

Stage 4 Preliminary Science Outcomes Assessed

 WS9 Students communicate by:

a. presenting ideas, findings and solutions to problems using scientific language and
representations using digital technologies as appropriate (ACSIS133, ACSIS148)
d. Constructing and using a range of representations to honestly, clearly and/or
succinctly present data and information including diagrams, keys, models, tables, drawings,
images, flowcharts, spreadsheets and databases

 ES1 Sedimentary, igneous and metamorphic rocks contain minerals and are formed by
processes that occur within Earth over a variety of timescales. (ACSSU153)
 h. describe examples to show how people use understanding and skills from across the
disciplines of science in occupations related to the exploration, mining or processing of
minerals in Australia (ACSHE224, ACSHE227)

Task – Digital Poster on Mining in Australia

Assessment Format Details:

Complete a one (1) page digital poster about Mining in Australia. Your poster should include the
following, but is not limited to the following details -

Ore’s in Australia

Where is the Ore mine? (remember it

could be mine from several different
locations)
Aluminium –

Lead –

Iron –

Copper –

What are the ores that are mined for

the following metals? (remember it
could be mine from several different
locations)
Aluminium –

Lead –

Iron –

Copper –

How much is mine? Amount Units

Aluminium -
Lead -
Iron -
Copper -

Indicate on a map of Australia where the different types of ore are

mined.
Please note that Wikipedia can be a website to start your search but is not considered a reliable
resource for this assignment.

Task Description

You are to construct and submit an e-poster on your chosen mineral. Your report should include the
following information -

Title:

An appropriate title that outlines the mineral or ore you have chosen

Your name, class and your teachers name

Background Information:

Provide a brief description of how the ore is mined – open-cut, underground.

Include a map of the area where the mining takes place

List the ores and what metals are produced when these ores are refined.

Provide a short paragraph as an overview of the poster. Word Limit – 100 words

References:
Please include a list of references you have sourced for the completion of this assignment.
Referencing assist other is exploring your work by reading further into how you came to acquire your
knowledge and help reduce the coping of other people’s work, known as plagiarism. These
references should be sighted within the assignment where you have used them – Please use your
copy of ‘Guide to Referencing’ previously received or consult your teacher for a copy.

Basic – one or no references

Outstanding – five or more references

Setting out your References

In accordance to your reference guide, please use the Harvard Reference System to reference your
work.

Books:

Author/s, (year of publication) Title(underlined), Edition, Publishing Company, Location

Example - Berger, S., 2018. Ebola. 2018th ed., GIDEON Informatics Inc, 2018. Los Angeles, CA.

Website:

Author of site or organization (if you can find), full address of actual page, date accessed

Example – Northern Territory Government, Human T lymphotropic virus: HTLV-I,

https://www.nt.gov.au/wellbeing/health-conditions-treatments/viral/htlv Last accessed: 26 March
2018

Your report must be you own work. It should be word processed, use appropriate terminology and
be presented as an investigation report using the scaffold outlined.
 Science skill
Overall Grade/Numeric
Marks
WS9 a. presenting ideas,
findings and solutions to
problems using scientific
language and
representations using digital
technologies as appropriate
(ACSIS133, ACSIS148)
Science skill
Overall Grade/Numeric
Marks
d. Constructing and using a
range of representations to
honestly, clearly and/or
succinctly present data and
information including
diagrams, keys, models,
tables, drawings, images,
flowcharts, spreadsheets
and databases
Science skill
Overall Grade/Numeric
Marks
ES1 Sedimentary, igneous
and metamorphic rocks
contain minerals and are
formed by processes that
occur within Earth over a
variety of timescales.
(ACSSU153)
h. Describe examples to
show how people use
understanding and skills
from across the disciplines
of science in occupations
related to the exploration,
mining or processing of
minerals in Australia
(ACSHE224, ACSHE227)
Limited (Fail) Basic (Pass) Thorough
1-4 5 6
Presentation of a Recalls basic knowledge Substantial analysis of
simple electronic and understanding of the the processes of mining
poster with limited mining in Australian. ore in Australia, where it
information Limited analysis of the is mined and how much
processes of mining ore in is mine
Australia, where it is mined
and how much is mine
Limited (Fail) Basic (Pass) Thorough
1-4 5 6
Basic e-poster with Thorough e-poster with a Highly engaging and
limited design and good engaging content interactive poster draws
information the reader into the topic
of mining in Australia
Limited (Fail) Basic (Pass) Thorough
1-4 6 8
Limited/basic Recalls basic knowledge Substantial analysis of
knowledge and and understanding of the the processes of mining
understanding of mining in Australian. ore in Australia, where it
the mining in Limited analysis of the is mined and how much
Australian. Limited processes of mining ore in is mine
analysis of the Australia, where it is mined
processes of mining and how much is mine
ore in Australia,
where it is mined
and how much is
mine
Feedback

Student:…………………………………………………………….
Date:………../…………../…………….

Teacher:…………………………………………………………….
Date:………../…………../…………….