EDST201 Assessment 1: Kayleigh McCabe, Nadia Tartaglia, Erica Thurgood & Rachel Munro

Scale and Measurement

Level 5/6

Overall aims of the unit

At the end of this unit students will be able/capable of:
Defining what erosion is, and the impact and effects of erosion on
the environment by different factors and changes over time with a
particular focus on the erosion that takes place in waterways.

Key Australian Science curriculum Standard

Scale and Measurement description:
Students often find it difficult to work with scales that are outside
their everyday experience - these include the huge distances in
space, the incredibly small size of atoms and the slow processes
that occur over geological time.
Level 5
Solids, liquids and gases have different observable properties and
behave in different ways (ACSSU077)
Level 6
Sudden geological changes or extreme weather conditions can
affect Earths surface (ACSSU096)
The growth and survival of living things are affected by the physical
conditions of their environment (ACSSU094)

Sessions: 3

Dates: TBA

Indigenous Knowledge approach

Rather than being seen as a science of the past, the Indigenous
Knowledge approach is based upon believing, understanding,
experiencing, being, seeing and representing the spiritual world by
looking at the content knowledge and beliefs that Indigenous
groups possess (Harrison, 2009). As a pedagogical approach,
Indigenous Knowledge can be understood as learning and teaching
through experiences and knowledge, created through interactions
with the physical, spiritual and material elements of life, to form
understandings of the world around us (Adams & Marshall, 2009).

Cross Curriculum Links

Humanities - Geography
Investigate some of the significant natural processes that operate
across Australia.
English
Understand how to move beyond making bare assertions and take
account of differing perspectives and points of view (ACELA1502).
Civics & Citizenship
Consider the experiences of diverse cultural groups, including ATSI
communities.
Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments, sharing
and evaluating information, experiences and opinions
(ACELY1709).

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EDST201 Assessment 1: Kayleigh McCabe, Nadia Tartaglia, Erica Thurgood & Rachel Munro

SESSION 1: Soil erosion experiences and Yarning circles

Learning outcomes:
During this lesson students will experience the process of erosion and
sedimentation. Students will be introduced to yarning circles as a method of
creating understanding. Using this exercise the students will reflect on their
experience and come to their own conclusions about what was happening in the
experiment. It is hoped that students will recognise and understand that soil can
be moved from one place to another by the force of wind or water.
Tuning In (15 minutes)
Students will be lead to a suitable space outside the classroom. All students and
teachers will sit in a circle. Students will be introduced to the message stick and its
purpose in Indigenous cultures. The message stick will then be passed around the
circle so that each person can introduce themselves. They may choose to give just
their name or tell the group a little about themselves. (See appendix 1 for yarning
circle instructions).
Finding out: (30 minutes)
Students will be split into 2 groups. Each group will be given a container filled with
sand and soil (see Appendix 2). One group will be given a fan and the other group
will be given a spray bottle filled with water. No further direct instruction will be
given to the groups at this point. The students will experiment using their own self
direction. The teachers will roam, listening to conversations and prompting if
needed. Photos will be taken to document the changes occurring in the tubs.
Students will have 15 mins to experiment at each station.
Bringing it together: (15 minutes)
Students will be lead back outside and resume the yarning circle. Students
thinking will be prompted by the teacher using the following questions:
What did you do? What did you see? What do you think it means? Have you seen
this happen in other situations?
The students will be given a couple of minutes of silent personal reflection in order
to ponder the questions. The message stick will be placed in the middle of the
circle. Students will be invited to come up and take the stick, return to their place
in the circle and share their thinking. When they have finished sharing the
message stick will be placed back in the middle of the circle. The teacher will invite
elaboration using prompting questions and rephrasing without making an
evaluative remark.
Extension activity:
Students will be given blank sheets of paper and pencils. They will have the
opportunity to respond to the activities they have experienced in any way they see
fit using the resources provided.
Home Activity:
Students will be asked to look out for signs of erosion at home, in the school
grounds, on their walk to school or anywhere else they may find erosion. Students
can take pictures, draw a picture, write a description or even retell their findings in
the next lesson.
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