Escolar Documentos
Profissional Documentos
Cultura Documentos
Unit Plan
: Model of I I 5
Assessment of , for and Required
os aligned with the adjustments
n;,;,; :" | : :ri I i::;:::a: :
:; .:::: t? :;t+=. 1ttii.\ittt,' .:
nanln^,,""
Elise Connolly: S00152713
Unit Plan
to the
Stuclents will fllt out an online science learning journal over the course of the unit compiling importation related
-fhis have
topic. will include a range of information thut students are able to access over the course of the lesson. Students
pictures'
alieady used the app Seesaw and know how to upload files, images, questions, reflection and
journalas they progress through their work'
This learning.]ournal includes. Students willgetiime to make acldition to the
Feedback can also be provided through the app.
Scaffolded area
o Pictures.
o lmages.
o Glossary of terms.
o Observations.
. Ideas.
o Thoughts about science.
o Plan procedures.
o Record predictions.
o Reasons for predictions,
o Comparing ideas.
o Evidence
o Note-taking.
nal I B
Elise ConnollY: S00152713
Unit Plan
Lists.
Tables.
Concept maPS.
GrouP activities
Time: Introduction r Students work a lPad
Engage activitY Assessment for learning
16 Seesaw aPP.
Formative assessment: in grouPs of a
minut three through a Word wall.
ES . Students move to their science groups recording of information
TWLH chart
learnt and uPloaded into between the a
. Provide students with jelly ground'
online learning journal. two SrouPS' a Stop watch to
Introd r Marshmallows
uction o Tooth picks
o Split the class keep the
5 Purpose: Monitor students into two activities
minut o growing understanding of rate moving.
Students have five minutes to construct a sePa
ES structure out of the l0 marshmallows and the term and concePts groups' a Marshmallows
20 toothPicks that will survive an through students making o Provide numbers a ToothPicks
on sequcntial
earthquake. connections to concePts' a Pan
images and
r Ask students to make a prediction of what
videos to helP
a Jelly
will happening to their structure if an Content address
a White board
earthquake hits it. sequential
Science involves testing
o Students simulate earthquake' predictions b1' gathering data memorY and
and using evidence to develoP organization ol Activity one
earthquake
explanations of events and
images when
o lPad
Main lesson phenomena ( AC S tlF-09,3 )
o Seesaw aPP.
students are
Review of last lesson information (ACAR-{. 2(-|13).
r Review what was done in the previous observing o Task sheet with
Compare data rrith photograPhic exPlanation of
lesson of the TWLH chan' predictions and use as images. the task.
. Review the first column of the TWLH evidgt4g in develoPing
chart what we think we know about exp I an at i ons i.rie,S,i5i: t ) o 3setsof2
ear-thquakes.
(ACARA,20I3) Plasticine Pieces
lndigenous students o Several small
Communicate ideas,
o Hands on
o Explain that students are going to explore erplanations and Proccsses in blocks.
activities
earlhquakes over the course ofthe lesson a varietl' of waYs, including
through two different activities' rnulti-modal texts o Audio materials ActivitY two
1Ai,Sisl lili (ACARA, 2013). for students to
listen to.
r Task sheets to explore what the activity s
Compare data with lmages
described.
predictions and use as LBOTE Pictures
evidence in develoPing Studenls are Reports
I . Teacher moves through the room'
explanations {ACS IS*1: I i allowed to answer Video evidence
However allows the students to immerse (ACARA,20l3) question in their Graphs
themselves in the resources provided' native language. Tables
30 the use ol Enlarged coPY of
Duration : Continuous
minut Activity One: 20 minutes Dictaphone and Mercalli scale
es per translator are also
Enlarged coPY of
activit Tectonic Plates and how theY move? students work in
Feedback: Provided Richter scale.
groups
v
o Provide each students with maP of through the aPP Seesaw lJse ol images
written feedback on charts and visual
tectonic Plates (APPendix B)' aids to make links
students u nderstanding.
o Already prepared materials available at between the text
desk. Note: students should be and learning.
encourage towards In some cases
o Have two sets of Flatten areas. Each peer interPreters
furthered detailed
piece of plasticine to make to flat areas are also valuable
Elise ConnollY: S00152713
Unit Plan
questioning. for the students.
with rough sides and different levels to
represent a tectonic plate in order to Feedback around the
construct a realistic representation ofa student's ideas and
tectonic Plate. concepts has to maintain
that the student's ideas Autistic
Activity one and theories are valid until Spectrum Disorder
proven not to be. (ASD)
Push ing o Provide visual
schedule for the
. Students are to record a prediction into lessons events.
their science.iournals about what they r visual images to
think will happen to the plasticine. correlate with
. Students push the two pieces together. information
. Students observe what is occurring when o reinforcement
they push the two Pieces together.
of information
and rewards
o Record their observation through photos,
through certain
video and notes. activities
o Pull the two Pieces aPart.
o Record the changes. Hea ring
lmpairment (Hl)
Sliding
Visual and
. Students then move the Pieces of written
plasticine alongside each other. recording.
. Students observes what occurs when this Placement
happens. where the
. Note any dilference between the two student can
access others to
types.
ask.
Activity two
Reading skills
. Key words.
l0 . I t ighlighting.
minut
esto
. Meaning measurements subtitles.
read
r Use a highlighter.
and go . Define any words you don't understand.
throug
h Provide Questions
data. . What happened?
. When did it happen?
. Where did it happen?
. Who did it affect?
. Why did it happen?
. What
. What damage was caused?
. Was the earthquake was strong?
. How do you know the earthquake was
strong?
. What did they use to measure the strength of
the earthquake?
Extension activity
Students add questions photos and images as they progress through the
- Magnitude
- Intensity
- Tectonic plate
- Continent
- Modified Mercalli scale
- Richter scale
- Roman numerals
- Eye witness account
Time frame
Homework
r Students upload information that was completed during the lesson'
I
Elise Connolly: S00152713
Unit Plan
layer.
re p resentatio n
Introd
for students.
uction https :l/www.youtu be.com,/watch ?v=zoc hnp://earthq uake
:10 utif0cQY Provide stude nts rvith
. usgs.gov/earthq
uakes/catalogs/e
minut Phy sical models
What are we looking at today? qsTday-
es
depth.kmz.
Proved groups
with a physical
Review play dough i
What was done last lesson physical Interactive map
representation of plates and
1'oday going to look at why tectonic plates ofthe layers of evidence of
move and how they have moved in the past. the earth. earthquakes.
Students can cut
peel and http://wwr.v.pbsl
Use the online video as support material. remove layers earningmedia.or
Middl Pause the video periodically to clarif,z and as the video g/asset/ess05 int
e de flne learning. Make links to the progress. tectonici
materials explored last lesson.
Use the parts of the earth card to build Use a model to Play dough
upon the student's prior knowledge. demonstrate the models of the
Write what the students already know different ways earth.
about the topic below the cards. in which
Add more information at the video tectonic plates Large visual
progress. can move. diagrams for the
students.
Allows students
Physical models to experiment http://splash.abc.
and engage with net.au/home#!/
Proved groups with a physical play dough the materials. medtal30528l
/ physical representation ofthe layers of
the eafth.
Students can cut peel and remove layers Hearing impaired Play dough
as the video progress. o Provide a copy models of earth.
of the Appendix F.
Use a model to demonstrate the difierent transcript for Jelly base
ways in which tectonic plates can move. Marshmallow
students.
Pose question
f\?Al*:Era
Elise ConnollY: S00152713
Unit Plan
o https://www.youtube.com/watch?v:u
GcDed4xVD4
Conclusion
Extension activitY
Homework
o students upload information that was completed during the lesson.
r Students pick a location for their final assessment piece'
o Provide a reason as to why they have selected the location'
Elise Connolly: S00152713
Unit Plan
O28 lFace
Elise Connolly: S00152713
Unit Plan
Extension activity
O29 lFarlp
Elise Connolly: S00152713
Unit Plan
minut :arthquakes and their link to the manipulate the IPad icameras
.oday.
I
es I
way in which Students
I
Biological sciences they present research
10 Introductions 5 minutes . The grorth and
the booklet.
I
at2nl*r*e