Week One: Introduction Open and listen to class “Voki” on IWB. Give students email handout from Professor Ruby Stone, outlining the tasks they will undertake throughout the unit Display images of significant Australian landmarks and discuss how students think they were formed. NSW 3 Sisters NT Uluru NT Devils Marbles – Karlwe Karlwe Vic Twelve Apostles WA Wave Rock Use IWB to video about weathering Students work in small groups of 3-4 to create a KWL chart about weathering. Students write their ideas on sticky notes and place them on class KWL board. Pre- assessment Students choose one question that they have and put it in the class ‘Questions Box’ Risk Management Plan Teacher will supervise throughout the lesson. Week Two: Exploring different types of rocks Students look at images of significant landmarks again. Discuss how they look similar/different and why. Students will do a Think, Pair, Share on the websites questions and report back to the class. The teacher will then explain that different types of rocks make up each landform. Before commencing the lesson it is important to have a safety talk with the students about using the equipment. Rock observation experiment: Identifying different types of rocks Explain that students will be identifying different types of rocks as igneous, sedimentary or metamorphic. As a class write an aim and method for the experiment. Students copy this into their science journal. IWB Voki Email from Ruby Stone Images of Landmarks Youtube video KWL Sticky Question box Images of landmarks Rocks Rock classification worksheet Magnifying glasses PowerPoint presentation ST2-8ES ST-4WS ST2-5WT ENS2.5 EN2-1A ST2-8ES ST-4WS ST2-5WT
As a write the aim and method for each experiment in individual science journals Students will record findings in their science journal (Appendix) Discuss the results of the experiment and write a conclusion for each experiment. Students choose one question that they have and put it in the class ‘Questions Box’ Risk Management Plan Bodily harm to self or others, explain to students about the risks Week Four: Jig Saw Learning- Factual text types exploring weathering Students working in their “Home Group”. These are mixed ability groups. Students will be exploring texts that describe different types of weathering caused by wind, water, freezing and coastal processes. Students will then move into their “Researcher Groups”. These are same ability groups in which students are prescribed a text appropriate to their reading level. Students work in these groups to identify important information within the text and use a graphic organizer (Appendix) to record their findings. “Badu” – Water: Working Towards “Gura” – Wind: Working At x 2 (Lower) “Danagal” – Freezing: Working At x 2 (Upper) “Gathu” – Coastal: Working Beyond Students move back to their “Home Group” and peer teach their group about what they have learned. As a group, students record information about each type of weathering in their science journal. Students choose the topic that they found most interesting in their “Researcher Groups”. Students use the tic-tac-toe board (Appendix) displayed on the IWB to choose how they want to present their understanding to the class. Students choose one question that they have and put it in the class ‘Questions Box’ Dirt Rocks Hairdryer Water bottle Paper cups Paint roller pan Water Ice cream bucket Pencils Graphic organizer Tic, tac, toe board EN2-1A ST2-8ES ST-4WS ST2-5WT EN2-1A EN2-11D EN2-9B
Graphic organizer Graphic organiser or outline has not been attempted. Graphic organiser or outline has been started and includes some topics and subtopics. Graphic organiser or outline has been completed and shows clear, logical relationships between most topics and subtopics. Graphic organiser or outline has been completed and shows clear, logical relationships between all topics and subtopics. Recordings are recorded only with peer/teacher assistance and reminders. The information is incorrect. are recorded and are somewhat accurate. Notes are recorded legibly and are accurate in its information. Also notes are somewhat organised. Notes are recorded and are accurate in its information. Also organised in an extremely neat and orderly fashion. Making a map Less than 70% of the items are labelled and located correctly. 79-70% of the items are labelled and located correctly. 80-89% of the items are labelled and located correctly. At 90% of the items are labelled and located correctly. Discussion including reflection The student did not show an adequate understanding of the topic. The student seemed to understand the main points of the and presented those with ease. The student clearly understood the topic and presented their information with ease. The student clearly understood the in-depth and presented their information forcefully and convincingly. Grammar and Spelling Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content. Writer 3-4 errors in grammar or spelling that distracts the reader from the content. Writer makes 1-2 errors in grammar or spelling that distracts the reader from the content. Writer makes no errors in grammar or spelling that distracts the reader from the content. TEACHER COMMENTS: