FORWARD PLANNING DOCUMENT

TERM/WEEKS: Lessons 1-4

YEAR LEVEL: 9

LEARNING AREA/TOPIC: Science/Plate Tectonics

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Critical and Creative Thinking

Ethical Behaviour

Personal and Social Competence

Intercultural Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

SPECIFIC LESSON
OBJECTIVE(S)

L1

AUSTRALIAN CURRICULUM
LINKS*
SU
SHE
SIS
The theory of
Scientific
Use
plate tectonics
understanding, knowledge
explains global including
of scientific
patterns of
models and
concepts to
geological
theories, are
draw
activity and
contestable
conclusions
continental
and are
that are
movement
refined over
consistent
(ACSSU180)
time through a
with
process of
evidence
review by the
(ACSIS170)
scientific
community
(ACSHE157)

Asia and Australias engagement with Asia

ASSESSMENT
(what & how)

1. Diagram the
Earths structure:
Solid inner core
Liquid outer core
Plastic mantle rock
Solid rock crust
[ Remembering ]

Informal:
Reflective Questions
Year 8 revision
YouTube video
Lesson review
Lesson response
(Padlet)

2. Diagram how the

major and minor
tectonic plates fit
together.
[ Remembering ]

Activity progress
Tectonics
Investigator

3. Explain P- and Swaves.

[ Understanding ]

Formal:
Homework
Section 10.1 from
Student Activity book

Sustainability
TEACHING & LEARNING
EXPERIENCES
(include learner diversity)

Intro:
Reflective questions
Recall from Year 8 Earth Science
Stationary movement
Movement of Indo-Australian plate
Overview of plate tectonics - YouTube video
Follow-up comprehension questions:
When theory generally accepted
Why some plates move faster than others
Plate movement and natural disasters
Body:
Step 1: Brief lecture plate tectonics
(history, theory)
Step 2a: Scootle Plate Tectonics Investigator
Step 2b: Demonstration of P- and S-waves
(slinky)
Step 3: Review
General structure of the earth
Major and minor tectonic plates
Types of seismic waves
Conclusion:
Reflective questions - lesson assessment (Padlet)
What learned
What questions remain
Homework - 10.1 in student activity book

KEY
QUESTIONS
Intro:
When was the
concept of plate
tectonics generally
accepted?
Parts of the Earths
crust are moving
faster than others
how does this
happen?
What natural
disasters are
evidence of plate
movement?
Conclusion:
What did you learn
today?
What questions do
you have for the
next lesson?

RESOURCES

Intro & Overview:

YouTube video - Plate
Tectonics Explained:
https://www.youtube.com/w
atch?v=kwfNGatxUJI
Body:
Step 1
Cross-sectional diagrams of
the Earth
Diagrams of Pangaea and
Gondwana
Step 2a
Scootle activity - Plate
Tectonics Investigator
http://www.scootle.edu.au/e
c/viewing/L5826/index.html
Step 2b
Slinky
Step 3
Diagram of major and minor
tectonic plates
Conclusion:
Lesson assessment
http://padlet.com/bowmange
ophys/Bookmarks
Homework
Year 9 activity book or PDF
General:
*Individual computer and
Internet access for each
student.
*Year 8 textbook
*Year 9 textbook

*SU = Science Understanding; SHE = Science as a Human Endeavour; SIS = Science Inquiry Skills

WEEK/
LESSON

[ L2 ]

AUSTRALIAN CURRICULUM
LINKS
SU
The theory
of plate
tectonics
explains
global
patterns of
geological
activity
and
continental
movement
(ACSSU1
80)

SHE
Scientific
understanding,
including
models and
theories, are
contestable
and are
refined over
time through a
process of
review by the
scientific
community
(ACSHE157)

SIS
Use
knowledge
of scientific
concepts to
draw
conclusions
that are
consistent
with
evidence
(ACSIS170)

SPECIFIC
LESSON
OBJECTIVE(S)
1, Define the
Plate Boundary
types and relate
these directly to
know major and
minor plates

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Completion of
Scootle resource
questions.

Intro: Review lesson 1, what we have learnt so far. Provide

introduction to the 3 Types of plate boundary interactions,
Divergent, Convergent and Transform.

Feedbacks from
direct classroom q
questions.

Body: Class to view and perform learner.org resource Plates

and Boundaries. From the task Students will develop their
knowledge of the boundary types and the location of different
boundary types around the world.

2.Explore the
geological
activity that
results from
plate boundary
interactions

Discuss in further detail each Boundary type. Use Diagrams 1

and Diagram 2 to show the constructive nature of Divergent
boundaries and the destructive nature of Convergent
boundaries. Relate earthquake activity to transform
boundaries and discuss Island and Mountain formation, Sea
floor spread, Volcano and Earthquake activity to all boundary
type. Ask students questions,
Conclusion: Direct Class to perform the Scootle Plate
Boundary Challenge. Monitor each students performance.
Assign home work question. (Relate what we have leant
today to our Australia and our Plate the Indo- Australia plate?)

*SU = Science Understanding; SHE = Science as a Human Endeavour; SIS = Science Inquiry Skills

KEY
QUESTIONS

What did learn in

our last lesson
about Continent
Drift?
Identify some of
major plate
boundaries and
types around the
globe?
What type of
Geological activity
can we relate to
each Boundary
type?

RESOURCES

http://www.learner.org/intera
ctives/dynamicearth/plate.ht
ml
Plate Boundary Diagram 1
and Diagram 2 from
Encyclopaedia Britannica
2013.
http://www.scootle.edu.au/e
c/viewing/L5834/index.html
Classroom computers for all
Students.

WEEK/
LESSON

L3

AUSTRALIAN CURRICULUM
LINKS
SU
The theory of
plate tectonics
explains
global patterns
of geological
activity and
continental
movement
(ACSSU180)

SHE
Scientific
understanding,
including
models and
theories, are
contestable
and are
refined over
time through a
process of
review by the
scientific
community
(ACSHE157)
People can
use scientific
knowledge to
evaluate
whether they
should accept
claims,
explanations
or predictions
(ACSHE160)

SIS
Use knowledge of
scientific concepts
to draw
conclusions that
are consistent with
evidence
(ACSIS170)
Critically analyse
the validity of
information in
secondary sources
and evaluate the
approaches used
to solve problems
(ACSIS172)
Communicate
scientific ideas
and information for
a particular
purpose, including
constructing
evidence-based
arguments and
using appropriate
scientific
language,
conventions and
representations
(ACSIS174)

SPECIFIC
LESSON
OBJECTIVE(S)

ASSESSMENT
(what & how)

1. Identify the
Australian
continent,
including the
AntarcticAustralian and
Indo-Australian
plates, on maps
of Pangaea,
Gondwana and
present-day
Earth.
[ Remembering ]

Informal:
Reflective questions
Lessons 1 & 2 revision
Eromanga Sea
Changes to climate,
flora and fauna
Mountain ranges
Lesson 3 review

2. Explain how
movement of the
Australian plate
has affected
currents,
climate, flora
and fauna.
[ Evaluating ]

Activity progress
Scootle tasks
Formal:
Pairs of students are
to prepare a fiveminute presentation
on a particular place in
Australia during a
particular time period
in history,
incorporating global
positioning, climate,
flora and fauna.

3. Explain why
there are only
minor mountain
ranges on the
Australian
continent, as
compared to the
Himalayas in
India, Nepal and
Bhutan, or the
Southern Alps in
New Zealand.
[ Inquiring ]

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)
Intro:
Reflective questions
Recall from Lessons 1 & 2
Eromanga Sea
Effect of continental drift on flora and fauna
Body:
Step 1: Locating Australia on various diagrams
Antarctic-Australian and Indo-Australian plates
Pangaea, Gondwana, Present-day Earth
Step 2: Separation of Australia / NZ from Antarctica
(Scootle activity)
Step 2a: Video on the Eromanga Sea
Step 2b: Geoscience Australia Diagram
Step 3: Drifting continents and mountain ranges
(Scootle activity)
*Early Finishers / Extension Activity
Manipulating geological formations
(Scootle activity)
Conclusion:
Lesson Assessment / Homework
Introduce and explain
Provide rubric
Formulate pairs (teacher assigned)
Time for planning presentation
Lesson Review and Evaluation (Padlet)
What learned
What questions remain

KEY
QUESTIONS

Intro:
1. What are the
two main
differences
between Pwaves and Swaves?
2. What are the
differences
among
convergent,
divergent and
transform plate
boundaries?
3. When and
where did the
Eromanga Sea
exist?

Intro:
Review diagrams from
Lessons 1 & 2

Body:
1. What general
pattern(s) of
movement has
the Australian
continent taken
from Pangaea to
its current
location?
2. How has plate
movement
affected
Australias
climate, flora
and fauna
throughout its
geographical
history?
3. Why are the
mountain ranges
in Australia
relatively minor,
compared with
those in
Southeast Asia
and New
Zealand?

Step 2b
http://www.ga.gov.au/corpor
ate_data/71079/71079_a1.p
df

Conclusion:
What did you
learn today?
What questions
do you have for
the next lesson?
*SU = Science Understanding; SHE = Science as a Human Endeavour; SIS = Science Inquiry Skills

RESOURCES

Body:
Step 1
Diagrams of Pangaea,
Gondwana and present-day
Earth
Step 2
http://www.scootle.edu.au/e
c/viewing/L498/index.html
Step 2a
http://www.scootle.edu.au/e
c/viewing/S6433/episode-3geography.html

Step 3
http://www.scootle.edu.au/e
c/viewing/L1951/index.html
Early Finishers / Extension
http://www.scootle.edu.au/e
c/viewing/L535/index.html
Conclusion:
Lesson Assessment
Examples of previous
presentations
Marking Rubric
List of student pairs
Lesson Evaluation (Padlet)
http://padlet.com/L_Sundstr
om/Y9SCIPTL3
*Individual computer and
Internet access for each
student.
*All resources available
through class Weebly page.

WEEK/
LESSON

L4

AUSTRALIAN CURRICULUM
LINKS
SU
The theory of
plate tectonics
explains global
patterns of
geological
activity and
continental
movement
(ACSSU180)

SHE
The values
and needs of
contemporary
society can
influence the
focus of
scientific
research
(ACSHE228)

SIS
Evaluate
information
from
secondary
sources as
part of the
research
process
(ACSIS164

SPECIFIC
LESSON
OBJECTIVE(S)
1. To describe
the role of heat
energy and
convection
currents in the
movement of
tectonic plates

ASSESSMENT
(what & how)

Inquiry report.
Marked as per
rubric.
Completion of
linked quiz.
Mark attained
and recorded.

2. Relate the
occurrence of
earthquakes and
volcanic activity
to constructive
and destructive
plate boundaries

*SU = Science Understanding; SHE = Science as a Human Endeavour; SIS = Science Inquiry Skills

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

INTRO - Engage Today we are talking about effects of plate

movements ABOVE and BELOW. Volcanoes and
Earthquakes. This lesson will bring together concepts covered
over the last 3 lessons.
Watch as a new island is created by an underwater volcano.
BODY -Explore Investigator containing images and
questions about undersea ridges, islands, hot spots and island
formation. Explore the role of heat energy and currents in
movement of plates.
Prezi interactive (see key questions) presentation on
Earthquakes includes main points from text reading (assigned
as homework L2).
Inquiry Task choice of volcanoes or earthquakes research
and report major earth event.
Further exploration - How Mt Gallingggung Changed Global
Aviation link to how science of volcanoes influences daily life.
Includes link to cross curriculum Asia and Australias
engagement with Asia.
Extension activity early finishers or can be used as research
during exploration QR code link to BBC news page
regarding impact on world aviation of volcano eruption.
Explain How is friction between plates overcome so that
tectonic plates can move over the earth?
CONCLUSION - Evaluate Link to Assessment page quiz.
End of topic quiz covers L1-4.
Extension/early finisher activity Learn about work as a
Geologist

What causes an
earthquake?
What is the
shaking that can
be felt during an
earthquake?
Where does this
energy come
from?
How does this
relate to plate
motion? Describe
in relation to
constructive and
destructive plate
boundaries.
How are
earthquakes
measured?

RESOURCES

http://youtu.be/CsKTzBZNjt
E 1.13min
Scootle Volcano
investigator

http://prezi.com/sc12ph4kqn
ns/?utm_campaign=share&
utm_medium=cop
Extension Geologist video
from Splash TV.
QR code additional
reading.
Lesson requires computer
access for each student. All
resources are within
WebQuest.