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Science: A STEM approach (Year 4) 

Published by R.I.C. Publications ® 2017 

Copyright © R.I.C. Publications ® 2017 

RIC–20386 

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Curriculum, Assessment and Reporting Authority 2017. 

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an extract from the Australian Curriculum. 

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Curriculum and may include the work of other authors. 

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This material is reproduced with the permission of ACARA. 

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PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au

Foreword 

Science: A STEM approach (Foundation to Year 6) is a series of books written with the intent to support 

Australian Curriculum Science while offering a way to introduce a STEM project based on the science 

concepts taught. 

All Science Understanding and Science Inquiry Skills for each unit are included, and any connecting 

Technologies or Mathematics curriculum concepts are also incorporated. 

The STEM project allows students to apply the science knowledge and understanding, and includes 

any curriculum links to Technologies and Mathematics curriculum. 

If you would like us to feature your completed STEM projects on our website, please 

email a photograph, video or audio of the project to 

. 

If you would like to view completed STEM projects and get some inspiration, please 

go to . 

Introduction.............................................................. iv 

Unit description ...................................................iv–vi 

Biological sciences: 

The cycle of life............................................... 1–39 

Overview...........................................................2–3 

Lesson 1............................................................4–6 

Lesson 2............................................................7–9 

Lesson 3....................................................... 10–15 

Lesson 4....................................................... 16–20 

Lesson 5....................................................... 21–24 

Lesson 6....................................................... 25–27 

Assessment................................................. 28–30 

STEM project............................................... 31–39 

Chemical sciences: 

Materialistic...................................................41–76 

Overview...................................................... 42–43 

Lesson 1....................................................... 44–47 

Lesson 2....................................................... 48–52 

Lesson 3....................................................... 53–55 

Lesson 4....................................................... 56–58 

Lesson 5....................................................... 59–61 

Lesson 6....................................................... 62–65 

Assessment................................................. 66–68 

STEM project............................................... 69–76 

Contents 

Earth and space sciences: 

Surface changes..........................................77–112 

Overview...................................................... 78–79 

Lesson 1....................................................... 80–83 

Lesson 2....................................................... 84–87 

Lesson 3....................................................... 88–91 

Lesson 4....................................................... 92–96 

Lesson 5....................................................... 97–99 

Lesson 6...................................................100–101 

Assessment.............................................102–104 

STEM project...........................................105–112 



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Physical sciences: 

Forces near and far.................................. 113–151 

Overview..................................................114–115 

Lesson 1...................................................116–119 

Lesson 2...................................................120–124 

Lesson 3...................................................125–129 

Lesson 4...................................................130–132 

Lesson 5...................................................133–136 

Lesson 6...................................................137–141 

Assessment.............................................142–144 

STEM project...........................................145–151 

R.I.C. Publications® – www.ricpublications.com.au 

YEAR 

4 

Science: 

A STEM APPROACH 

iii

Introduction 

What is STEM? 

In a nutshell, STEM is the integration of science, 

technologies, engineering and mathematics 

concepts using project-based and cooperative 

learning. Educators have been integrating learning 

areas since the beginning of time, so although the 

idea behind STEM is not new, this series hopes 

to make it easier for you to execute learning 

integration in the classroom. 

The Australian Government, and governments around the world, have placed a high priority on 

STEM skills. The future workforce will require current students to be creative and critical thinkers who 

can collaborate and design solutions to problems. The skills utilised in STEM have never been more 

valued. 

STEM education aims to prepare students for the roles of the future with skills such as innovation, 

creativity, reasoning, problem-solving, and technical science skills such as questioning, observing, 

systematic experimentation, and analysis and interpretation of data. 

Format of this book 

This series focuses on delivering a comprehensive and contemporary science program, culminating in 

a STEM project which applies the scientific knowledge acquired during the science lessons. The series 

incorporates the use of online resources, digital devices and iPad® applications where appropriate, in 

order to enhance the use of technology in the classroom. 

The units 

The science units are organised by sub-strand—Biological sciences, Chemical sciences, Earth and 

space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview 

and curriculum scope and sequence are provided, as shown below. 

Each unit contains a term’s worth of work with 5–7 lessons, a summative assessment of the science 

knowledge with teacher notes, and a STEM project. 

Unit overview 

Biological sciences 

ecosystem 

mutually beneficial 

mutualism 

Daintree Rainforest 

producer 

consumer 

decomposer 

life cycle 

THE CYCLE OF LIFE 

Keywords 

cassowary 

cassowary plum 

pollination 

seed dispersal 

egg 

chick 

subadult 

adult 

seed 

seedling 

tree 

flower 

fruit 

endangered 

Unit overview 



Living things have life cycles (ACSSU072) 

Living things depend on each other and the environment to survive (ACSSU073) 

Lesson 1 

Students use their prior knowledge to explore what 

What is an ecosystem? What 

an ecosystem is through focusing on the Daintree 

is the Daintree Rainforest 

Rainforest. Students answer questions about what kinds 

ecosystem? 

of living things exist there, why they exist there and how 

they might interact with each other, using an application 

like Popplet. 

Lesson 2 

Students explore the relationships between living 

What role does the cassowary 

things, focusing on the mutual relationship between 

play in the Daintree Rainforest? 

the cassowary and plants in the Daintree Rainforest and 

What is a mutually-beneficial 

conducting research using QR codes. Students present 

relationship? 

their research using PowToon. 

Lesson 3 

Students research to find definitions for producer, 

What is a producer, consumer 

consumer and decomposer. Students practise sorting 

and decomposer and why are 

living things into these categories using a pyramid and 

they important to each other? 

an online game, and also sort living things from the 

Daintree Rainforest. 

Lesson 4 

Students act as biologists and research the life cycle of 

What is the life cycle of a 

a cassowary and one other animal from the Daintree 

cassowary? 

Rainforest. They then compare the life cycles using a 

Venn diagram. 

Lesson 5 

Students research the life cycle of a cassowary plum 

What is the life cycle of the 

using the internet. Students present their life cycle by 

cassowary plum tree? How 

either drawing it or using a digital application. Students 

does the life cycle of a fruiting 

then discuss questions about the similarities and 

tree compare to that of an 

differences between plant and animal life cycles. 

animal? 

Lesson 6 

Students conduct online research to find out how 

How does human activity 

human activity impacts the Daintree ecosystem and 

impact an ecosystem like the 

present their findings using a digital application. 

Daintree Rainforest? 

Summative assessment Students complete a written assessment covering what 

a mutually beneficial relationship is; offering examples 

of producers, consumers and decomposers; drawing 

life cycle diagrams of a cassowary and a fruiting plant; 

and describing human activities that have an impact on 

the Daintree Rainforest. 

STEM Project 

Students work in pairs to design and create a simple 

A web page for the Daintree 

web page to raise awareness about the endangered 

Daintree Rainforest ecosystem. The web page will 

include a survey to obtain information about which way 

people are willing to offer assistance to this cause. 

Pages 

4–6 

7–9 

10–15 

16–20 

21–24 

25–27 

28–30 



Curriculum scope and sequence 

SCIENCE UNDERSTANDING 

Living things have life cycles (ACSSU072) 

Living things depend on each other and the environment to 

survive (ACSSU073) 

SCIENCE AS A HUMAN ENDEAVOUR 

Science involves making predictions and describing patterns 

and relationships (ACSHE061) 

Science knowledge helps people to understand the effect of 

their actions (ACSHE062) 

SCIENCE INQUIRY SKILLS 

Questioning and predicting 

With guidance, identify questions in familiar contexts that can be 

investigated scientifically and make predictions based on prior 

knowledge (ACSIS064) 

Planning and conducting 

With guidance, plan and conduct scientific investigations to find 

answers to questions, considering the safe use of appropriate 

materials and equipment (ACSIS065) 

Consider the elements of fair tests and use formal 

measurements and digital technologies as appropriate, to make 

and record observations accurately (ACSIS066) 

Processing and analysing data and information 

Use a range of methods including tables and simple column 

graphs to represent data and to identify patterns and trends 

(ACSIS068) 

Compare results with predictions, suggesting possible reasons 

for findings (ACSIS216) 

Evaluating 

Reflect on investigations, including whether a test was fair or not 

(ACSIS069) 

Communicating 

Represent and communicate observations, ideas and findings 

using formal and informal representations (ACSIS071) 

Lesson 

Unit overview 



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31–39 

STEM 

1 2 3 4 5 6 Assessment 

project 

R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-97-1 YEAR Science: 

4 A STEM APPROACH 1 

2 Science: YEAR 

A STEM APPROACH 4 

978-1-925431-97-1 R.I.C. Publications® – www.ricpublications.com.au 



Title page Unit overview Curriculum scope and 

sequence 

iv 



YEAR 

4 

R.I.C. Publications® – www.ricpublications.com.au

Adult 

Egg 2 months 

Sub-adult 15 months 

Chick 7 months 

Fruit 

Seeds 

Flower 

Seedling 

Tree 

Unit description 

Lessons 

The lessons are based on science knowledge and skills. The lessons contain a page of teacher notes, 

outlining the inquiry questions, science strands and any links to technologies and mathematics 

concepts, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. 

Lesson 1 

Teacher notes 

Science inquiry focus: 

What is an ecosystem? What is the Daintree Rainforest 

ecosystem? 

Science Inquiry Skills: 

• Questioning and predicting QP 

• Planning and conducting PC 

• Processing and analysing data and information PA 

Science as a Human Endeavour: 

• Students make predictions about an ecosystem, what it 

consists of and the importance of each component. 

• Students identify various relationships in an ecosystem. 

Technology/Engineering/Mathematics links: 

• exploring satellite images and digital photographs of 

Earth and the Daintree ecosystem 

• recording information using an application such as 

Popplet 

• using a digital concept map creator to organise class 

questions 

• using an online dictionary 

Background information 

• A habitat is a place where a living thing lives. 

• An ecosystem may consist of many habitats, and 

includes the interaction of living things. See for more information. 

• A set of ecosystems that have similar characteristics 

can be grouped into biomes such as wetland, desert, 

tundra, grassland, forest, rainforest and marine. At this 

stage students can refer to them as ecosystems rather 

than biomes. 

• The Daintree Rainforest is located on the north-east 

coast of Australia. It is a tropical rainforest which 

has existed for over 100 million years. It is unique 

because it reaches right to the coastline of the sea. The 

ecosystem is very complex and contains many diverse 

plant species and native animals such as the cassowary, 

and many other bird species, insects and amphibians 

such as the Northern barred frog. 



Assessment 



Assessment focus: 

• Use the four posters as a diagnostic 

assessment to gauge the level 

of understanding regarding the 

four questions posed about the 

Daintree ecosystem. 

Resources 

• Google Earth 

• Online video—Ecosystem 

 

• Daintree photographs 

 

• Four pieces of poster paper 

with one question from page 

6 on each (alternatively, 

computer tablets with the 

Popplet application can be 

used) 

• Digital concept map creator 

 




Lesson plan 

Teacher notes Lesson plan Resource sheets 

A teacher page is provided outlining the assessment indicators and answers for the following 

assessment page(s). The assessment page(s) covers the science knowledge explored in the previous 

lessons. 

Assessment 

Teacher notes 



Science knowledge 

Indicators 

Living things have life cycles • Defines and identifies a mutually beneficial relationship in an 

(ACSSU072) 

ecosystem. 

Living things depend on each • Identifies examples of producers, consumers and decomposers. 

other and the environment to • Chooses an appropriate method to represent data. 

survive (ACSSU073) 

• Draws and labels the life cycle of the cassowary. 

• Draws and labels the life cycle of a fruiting plant. 

• Identifies and describes the impact of human activity on the 

Daintree Rainforest ecosystem. 

Answers 

Pages 29–30 

1. (a) A mutually-beneficial relationship (or mutualism) is one where both organisms benefit from the 

activities of the other. 

(b) Some examples include: a sea anemone and clown fish, as clown fish live in the tentacles 

of sea anemone for protection, while the clown fish eat algae and clean the anemone; the 

cassowary and the cassowary plum, where the cassowary eats the fruit whole and disperses the 

seeds through excretion; termites and flagalettes, where the flagellates help digest the wood 

that the termite eats and get fed themselves; humans and animals breathe out carbon dioxide, 

while plants absorb the carbon dioxide and produce oxygen for humans to breathe; bees 

and flowers, where the bees are attracted to the nectar of the flowers and carry the pollen to 

other flowers causing pollination; bull-horn acacia and ants, where the ants nest in the plant for 

protection, while protecting the plant from attack by other herbivores; spider crabs and algae, 

where the algae grows on the shell of the crab and this serves to camouflage the crab; the redbilled 

ox-pecker and the impala, where the ox-pecker eats the ticks on the impala’s coat which 

provides food for it, while it grooms the impala and removes harmful parasites; pistol shrimp 

and goby, where the shrimp makes a burrow for protection, while the goby acts as a lookout 

because the shrimp has poor eyesight. 

2. Students may display the 3. Cassowary life cycle: 4. Cassowary plum life cycle 

data as a table, in a pyramid 

(see pages 22 and 23 for 

drawing or another suitable 

other fruit tree life cycles): 

representation. 

Producers: plants, grass, 

fruit, trees, corn, wild ginger, 

mangrove, nuts, orange, 

flowering plant, wheat, 

cactus, grapevine 

Consumers: cassowary, 

other animals such as cows, 

humans, musky rat kangaroo, 

crocodile, butterfly, blue 

quondong, auger beetle, cat, 

duck, grasshopper, snake, 

dingo, horse, hawk, rabbit 

Decomposers: mushrooms, 

fungi, worms, slug, snail 

5. Answers include logging, tourism, mining and development. 

Lesson 1 

Introduction: 

1. Go to Google Earth and show students the Daintree Rainforest 

by typing it into the search function. Zoom into various spots of the rainforest such as the river or 

tree canopies. Revise what a habitat is by asking students to name a habitat they can see; e.g. tree, 

river. What habitats can you see? What living things call these habitats home? What lives in the river? 

What lives in the tree canopy? QP 

Note: This is to establish what the students think they know, including any misconceptions, so it is 

important to not correct them at this stage. 

Development: 

2. Zoom out of the rainforest and show its expansive coverage. Describe the rainforest as an 

ecosystem. What is an ecosystem? How is it different to a habitat? What living things would you find 

in a rainforest ecosystem like the Daintree? Why do certain plants and animals live there? QP 

3. Watch a video describing what an ecosystem is at . Write a class 

definition and display it on a word wall. Students may wish to check for a definition using an online 

dictionary. PC 

4. Display an image of the forest growth of the Daintree such as . Place 

a large piece of poster paper at four stations, each labelled with one of the questions from page 6. 

Divide the class into four groups, with one at each station. Students discuss and write one answer 

to the question in five minutes, before passing the paper to the next group in a clockwise motion. 

Students read the previous group’s answer, discuss and then write their own answer. No answers 

can be repeated. At the end of the activity there will be four answers to each question. Each group 

shares their predicted answers for each question. Alternatively, an application such as Popplet may 

be used to record answers in a concept map; just place one iPad ® at each station, with the question 

typed in for students to add their answers. QP PA 

Differentiation 

• Less capable students can draw pictures in response and contribute to the discussion. 

• More capable students can write more detailed responses, or take the role of scribe. 

Reflection: 

5. What would you like to find out about the Daintree ecosystem? Students name one thing they want 

to find out. As a class, add the questions to an online concept map such as . Type ‘Daintree Rainforest’ as the starting ‘node’, add a ‘child node’ for the first question, 

then a ‘sibling node’ for each question added. Print out the file and display on a word wall. QP 

PA 





1. (a) What is a mutually-beneficial relationship? 

(b) List 3 examples. 

Assessment 

2. Give three examples each of producers, consumers and decomposers. 

Choose how you want to display the examples. 

Lesson 1 



What do you know about the rainforest? 

What kinds of living things would 

you find in the Daintree Rainforest? 

Why do only certain living things 

exist in the Daintree Rainforest? 

How do the living things exist 

together in the Daintree Rainforest? 

What would happen to the Daintree 

Rainforest if one of the living things 

disappeared from the ecosystem? 






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Teacher notes 

Assessment page(s) 

R.I.C. Publications® – www.ricpublications.com.au 

YEAR 

4 



v

X 

Conservation Photos Other links 

DAINTREE IN DANGER 

Consequences 

read more... 

read more... 

Unit description 

STEM project 

The STEM project provides students with the opportunity to apply what they have learned in the 

previous science lessons while incorporating technologies, engineering and mathematics concepts 

where possible. The project entails group collaboration and an extended learning period of 

3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas 

and test designed solutions. Each STEM project contains an overview listing STEM concepts and 

alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project 

brief and checklist for students. Any resource sheets required are also provided, as well as a selfassessment 

sheet. 

STEM project STEM project 


THE CYCLE OF LIFE STEM project 

Science Understanding 

STEM curriculum links 

SCIENCE CURRICULUM 

• Living things have life cycles (ACSSU072) 

• Living things depend on each other and the environment to survive (ACSSU073) 

Science as a Human Endeavour 

• Science involves making predictions and describing patterns and relationships (ACSHE061) 

• Science knowledge helps people to understand the effect of their actions (ACSHE062) 

Science Inquiry Skills 

(ACSIS068) 




• With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of 

appropriate materials and equipment (ACSIS065) 


• Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends 

Communicating 

• Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071) 

TECHNOLOGIES CURRICULUM 

Design and Technologies Processes and Production Skills 

• Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical 

representation techniques (ACTDEP015) 

• Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care 

for the environment (ACTDEP017) 

• Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018) 

Digital Technologies Knowledge and Understanding 

• Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different 

types of data (ACTDIK007) 

• Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008) 

Digital Technologies Processes and Production Skills 

• Collect, access and present different types of data using simple software to create information and solve problems 

(ACTDIP009) 

• Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input 

(ACTDIP011) 

• Explain how student solutions and existing information systems meet common personal, school or community needs 

(ACTDIP012) 

• Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social 

protocols (ACTDIP013) 

Statistics and Probability 

MATHEMATICS CURRICULUM 

• Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095) 

Science: YEAR 

4 

32 A STEM APPROACH 

STEM project overview 


A web page for the Daintree 

Students create a web page to help raise awareness about the endangered Daintree Rainforest 

ecosystem. 

Concepts overview: 

Science 

• Apply knowledge of the relationships that exist between living things that interact in the Daintree 

Rainforest environment. 

• Apply knowledge of life cycles of plants and animals from the Daintree Rainforest. 

• Conduct an investigation of environmental awareness campaigns and why the Daintree needs to 

be saved. 

• Communicate findings in the form of a web page. 

• Understand the impacts people may have on an ecosystem and how science helps explain this. 

Technology/Engineering 

• Produce drawings to show features of a web page design. 

• Evaluate design ideas, based on criteria. 

• Sequence steps to produce a web page. 

• Use a digital photography device to upload images to a computer. 

• Recognise that text and images are forms of data when stored using a digital system. 

• Collect information from online sources, and present and organise information in a web page. 

• Explore and incorporate common navigation elements on a web page. 

• Use a web page and online survey to collect data to help meet a community need. 

• Manage a project to publish a web page safely with appropriate privacy settings. 

Mathematics 

• Use survey questions to collect data about the level of awareness of the Daintree Rainforest. 

Alternative project ideas: 

• Students grow a tomato plant over the course of a term and track its development using a 

camera or video recording, in order to compile a documentary. The documentary can then be 

shared by emailing to friends and family. 

• Students make a stop-motion video based on When the forest meets the sea by Jeannie Baker, to 

raise awareness of the human impact on the ecosystem of the Daintree Rainforest. An example 

can be seen at . Students share the link to their video or upload it 

to a class blog or website. 

• Students explore the activity at Scootle Education , which allows 

them to design an enclosure for an injured cassowary. Students then apply their knowledge of 

the cassowary’s life cycle and mutually-beneficial relationships with plants, to construct a 3D 

model of a sanctuary for injured or sick cassowaries. 




STEM project overview and 




Investigate 

Revise the life cycles of the living 

things in the Daintree Rainforest 

and the relationships they have 

with each other. 

Make sure you understand which 

living things are in danger in the 

Daintree Rainforest and why. 

Explore how web pages are 

structured and what makes them 

good, bad or interesting. 

Explore how to use the web page 

creator at . 

Design, plan and manage 

Plan what kind of images or 

photographs you want to use on 

your web page. 

Think of a catchy title or headline. 

Write a plan for the information 

you will include, being sure to 

include the keywords producer, 

consumer, decomposer, mutuallybeneficial, 

ecosystem and life 

cycle. 

Design your web page including 

placement of the title, text, images 

and survey. Make sure the page is 

easy to navigate. 

Project steps 


Create 

Enter the login details your 

teacher has provided, at . 

Upload any photographs you may 

want to include on your web page 

to the computer, or search and 

save images from the internet. 

Enter the title, text and images 

into weebly. 

Place a survey on the page using 

the ‘Survey’ icon under ‘More’ in 

the left-hand panel. 

Check and make changes 

Does the text have any errors? Are 

the images eye-catching? 

Did you include the required 

keywords? 

Did you include a survey? 

Communicate 

Publish your web page and 

present it to the class, or send 

the URL link to family and friends 

to view and take part in the 

survey (remember to include any 

password required). 

Compile and interpret the 

data collected from the survey 

questions and include it in your 

presentation to the class. 




Teacher notes 

STEM project: 

Create a web page to help raise awareness about the endangered Daintree Rainforest 

ecosystem. 

Estimated duration: 3-4 weeks 

Notes: Prior to commencing it is advised to send 

a note to parents such as the one provided on 

page 38, requesting permission for their child to 

create a website, if permission has not yet been 

given as part of a whole school policy already. 

If some parents do not allow permission then 

students can simply create a design and layout 

of a web page using paper and markers. 

Teachers will also need to set up a teacher 

website account at and add a class and student names. 

Students can then be provided with individual 

login details to enter into in order to create their web page. 

Be sure to set the class settings to private. 

1. Introduce the project 

• Display page 34 and read through the 

problem, ensuring students understand 

what the challenge is. 

• Display a website that is about saving the 

Daintree Rainforest, such as , in order to illustrate what 

current web pages have done to help raise 

awareness. 

2. Investigate 

• Students research and explore existing web 

pages to decide what features they like, 

using the links on page 36. 

• Students should also revisit their previous 

science work to ensure they understand 

what life cycles are affected in the Daintree 

and how, as well as how the relationships 

between the living things are affected. 

• Students should also spend some time 

familiarising themselves with weebly and 

the components of a web page, by logging 

in and exploring. 

Teacher notes 


3. Design, plan and manage 

• Students plan and search for impactful 

images/photographs to use on their web 

page. 

• Students write a catchy title for the web 

page and plan the content for the text, 

including the keywords. Students also write 

three appropriate survey questions to find 

out how people are willing to help save the 

Daintree. Students should be able to come 

up with questions such as ‘Would you be 

willing to take part in a tree planting day?’, 

‘Would you be willing to donate money?’, 

‘Would you be willing to hold a fundraiser 

activity?’, ‘Would you be willing to sponsor 

a cassowary?’. 

• Using an A3 piece of paper students plan 

the layout of their web page, placing the 

location of the headline, text, images and 

survey. 

4. Create 

• Students create their web page based on 

their design. Explain that the web page is 

set to private, and discuss the meaning of 

and the reasons for this. 

• Students will need to upload images and 

enter text and survey questions. Note: The 

answers to the survey questions will be sent 

to the email address linked to the account. 

5. Evaluate and refine 

• Students check that their web page does 

not contain any errors, and that it contains 

sufficient text including the keywords, as 

well as appropriate images to make it eyecatching. 

6. Communicate 

• Students publish their website and share 

the URL with friends and family, along 

with any passwords required to access the 

private web page. 



Internet research 

Look at these web pages and list what was good, bad and interesting about 

them. 

Web page Plus Minus Interesting 

https://tinyurl.com/ 

y7sh2tws 


y85xhzs3 


y8xxdz26 




Project brief 

A WEB PAGE FOR THE DAINTREE 

The problem 

In the 1970s developers wanted to tear down the Daintree Rainforest. 

Protestors joined together and stopped them, but the threat from all kinds of 

human activity still remains. This has a devastating effect on the animals and 

plants that depend on each other to survive in the Daintree. 

How can you help raise awareness to protect this important ecosystem? 

The task 

You need to design and create a simple web page to explain which living 

things exist in the Daintree, how they are in danger and why they need 

protection. 

Things to consider 

• You must work in pairs. 

• The web page must have a catchy title 

www.thekidzsite.com 

and be easy to navigate. 

NEWS 

• The web page must have an engaging 

description of the living things that are 

in danger and how their life cycles and 

relationships are affected by human 

activity. 

• You must include the keywords 

producer, consumer, decomposer, 

mutually-beneficial, ecosystem and life 

cycle in your text. 

• The web page must contain at least one image or photograph. 

• You will need to include a survey on your page to collect data about how 

people would be willing to help protect the Daintree. 

• You will need to write three survey questions. 

Dear 






Project brief 




Parent letter 

During this term the class has been learning about the life cycle of the 

cassowary and plants in the Daintree Rainforest. We have also been learning 

about the relationships that exist in ecosystems and how living things depend 

on each other for survival. 

As part of this, the students are going to raise awareness of the endangered 

Daintree Rainforest ecosystem, and the plants and animals within that 

ecosystem that are threatened due to human activity. 

The students have been assigned a project to create a simple web page 

containing information about this issue, which you will receive a link to once 

complete. 

For your child to be able to create a web page, I require your permission. The 

page will be secure and set to private, for which a password will be required. 

No images of the students will be used and the students will be monitored at 

all times. The web page is created under a teacher educational account, which 

can only be accessed by the assigned students. See for more information. 

Please sign and return this form by . 

Regards 

Student name: 

Self-assessment 

STEM project: A web page for the Daintree 

1. Colour a face to rate how you worked in your team. 

I contributed equally to the group. 

I listened carefully to other group 

member’s ideas and encouraged 

others to share ideas. 

I spoke respectfully to other group 

members. 

I, give permission for 

Signed Date 

Date: 

to create a secure web page. 






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I was on task the whole time. 

I am happy with the outcome of the 

project. 

2. If you had to do the project over again, what would you change? 

3. List one difficulty you faced while working in your group. 

4. List one compromise that the group made, to achieve a better result. 

5. What grade do you think you deserve, and why? 


yafk9dft 

Science: YEAR 

4 

38 A STEM APPROACH 









Project steps 

Resource sheets 

Self-assessment and 

Group assessment rubric 

vi 



YEAR 

4 


Earth and space 

sciences 

glacier 

erosion 

SURFACE CHANGES 

Keywords 

sand 

silt 

landforms 



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extreme weather 

weathering 

chemical weathering 

physical weathering 

freeze-thaw process 

biological weathering 

clay 

soil 

rocks 

fossils 

geology 

deforestation 

construction 

mining 

agricultural practices 

R.I.C. Publications® – www.ricpublications.com.au YEAR Science: 

4 A STEM APPROACH 77

Unit overview 

Earth and space sciences 


Earth’s surface changes over time as a result of natural processes and human activity 

(ACSSU075) 

Lesson 1 

How does a geologist 

use rocks and fossils 

to understand how 

the Earth’s surface has 

changed over time? 

Lesson 2 

What is in soil? Is soil 

the same everywhere? 

Lesson 3 

What is weathering? 

How does weathering 

make soil? 

Lesson 4 

What is erosion? 

How is it different to 

weathering? 

Lesson 5 

How does extreme 

weather change Earth’s 

coastlines? How can 

storm erosion be 

slowed down? 

Lesson 6 

How does human 

activity contribute 

to erosion? How can 

humans help reduce 

erosion? 

Summative assessment 


Form the landforms 

Students explore what a geologist is and how they examine 

rocks to understand what changes Earth’s surface has gone 

through. Students conduct their own dig in the school yard, and 

photograph and examine rocks, in an attempt to classify them. 

Students explore what soil is made up of and the three types— 

sand, silt and clay. Students investigate actual soil samples to 

record information about colour, texture, grain size and ability to 

absorb water, as well as conduct an experiment to separate soil 

into its components. 

Students conduct online research to determine what weathering 

is and represent the information in a graphic organiser of their 

choice. Students then demonstrate the weathering process of 

freeze-thaw by creating a rock from modelling clay, filling the 

inside with water, freezing and photographing the results. 

Students look at examples of landforms and predict how these 

were formed. Students then conduct online research by watching 

a video that explains the difference between weathering and 

erosion. Students then demonstrate erosion by wind, water and 

ice (glaciers) and compare their demonstrations to videos online. 

Students explore the effects of extreme weather, such as 

floods and storms, on coastlines or areas surrounding natural 

waterways. Students conduct an experiment to test the effects of 

erosion when only sand is present, when there are plants in the 

sand, and one other variable of their choice that is added to the 

sand. Students recreate storm waves and film the results, in order 

to offer the best solution to protect the coastline from erosion. 

Students use internet research to understand how humans 

contribute to erosion through deforestation, mining, construction 

and agricultural practices. After watching a video of school 

students investigating a local area subject to erosion, students 

explore their own local area and create a short documentary 

about the way humans have contributed to erosion and how they 

may be able to help. 



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Students answer questions relating to what rocks and fossils can 

reveal about Earth’s past, the components of soil and how sand 

is created, what weathering and erosion are, and the effects of 

extreme weather and humans on erosion. 

Students use their knowledge of how landforms are created and 

change over time, to demonstrate the process using gelatin/ 

sand landforms and warm water. A video is then created by 

adding sound effects, music and a voice over, as well a table of 

measurements taken of the various landforms. 

Pages 

80–83 

84–87 

88–91 

92–96 

97–99 

100–101 

102–104 

105–112 

78 Science: 


YEAR 

4 




Unit overview 

Curriculum scope and sequence 

SCIENCE UNDERSTANDING 

Earth’s surface changes over time as a result of natural processes 

and human activity (ACSSU075) 

SCIENCE AS A HUMAN ENDEAVOUR 

Science involves making predictions and describing patterns 

and relationships (ACSHE061) 

Science knowledge helps people to understand the effect of 

their actions (ACSHE062) 

SCIENCE INQUIRY SKILLS 

Questioning and predicting 

With guidance, identify questions in familiar contexts that can be 

investigated scientifically and make predictions based on prior 

knowledge (ACSIS064) 


With guidance, plan and conduct scientific investigations to find 

answers to questions, considering the safe use of appropriate 

materials and equipment (ACSIS065) 

Consider the elements of fair tests and use formal 

measurements and digital technologies as appropriate, to make 

and record observations accurately (ACSIS066) 


Use a range of methods including tables and simple column 

graphs to represent data and to identify patterns and trends 

(ACSIS068) 

Compare results with predictions, suggesting possible reasons 

for findings (ACSIS216) 

Evaluating 

Reflect on investigations, including whether a test was fair or not 

(ACSIS069) 

Communicating 

Represent and communicate observations, ideas and findings 

using formal and informal representations (ACSIS071) 

Lesson 

1 2 3 4 5 6 Assessment STEM project 



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Lesson 1 



Teacher notes 


How does a geologist use rocks and fossils to understand how 

Earth’s surface has changed over time? 





• Evaluating E 

• Communicating C 


• Students make predictions about what rocks are and what 

they can tell us. 

• Students describe how geologists gather evidence and use 

this information to explain changes to Earth’s surface. 


• observing online research to find out what a rock is and 

what its markings might indicate 

• using an iPad ® to take digital photographs 

• scanning a QR code or typing a URL into a web browser to 

link to a website 

• drawing locations using a grid map 


• Geologists examine the structure of our planet and the 

components of the earth, including rocks, soil and fossils. 

• Rocks make up Earth’s crust. Over time, particles of 

minerals are compressed together. The crust contains 

many layers of rock, with numerous shapes, colours, 

sizes and textures. There are three groups of rock, based 

on how they are formed—sedimentary, igneous and 

metamorphic. This is covered in more detail in the Year 8 

Science curriculum. 

• Fossils are the remains of an organism preserved in 

rock. A collection of fossils can be viewed at . 


• Observe student comments 

in Step 6 and note any 

misconceptions about how rocks 

are used to indicate what Earth’s 

surface looked like millions of 

years ago. 

• Use page 83 as a formative 

assessment of ability to conduct 

an investigation and record 

results. 

Resources 

• Image of a geologist 

 

• Online video—Secrets of 

the Earth are hidden in 

rock 

• What is a rock? website 

 

• Digital copy of page 82 

• Images of rocks from 

different landforms 

 

• A selection of items to 

represent geologist tools 

including a soft paintbrush, 

magnifying glass, a 

notebook, ziplock bags, 

garden trowels, forks or 

spoons 

• Copies of page 83 



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YEAR 

4 




Lesson 1 

Lesson plan 

Introduction: 

1. Display either the image at or a similar image of a geologist. In 

pairs, students discuss questions including: What do you think geology is? What does a geologist 

do? What is a rock? How can rocks be used to show the changes in Earth’s surface? QP 

Development: 

2. Watch the short video Secrets of the Earth are hidden in rock at to 

introduce geology. 

3. Students are again presented with the question. What is a geologist? Use their suggestions to write 

a class definition. Read through an explanation of rocks at and 

write a class definition. C 

4. Display the images on page 82 on the whiteboard. In pairs, students discuss and predict how 

geologists use rocks and fossils to see changes in Earth’s surface. What comes next in image A? Are 

the bottom layers older or younger rock? What are the animals bones you can see preserved in the 

rock in image B? (Fossils). Look at the bottom layer in image C. What fossils can you see? What was 

on Earth millions of years ago by looking at the bottom layer? How else do the layers of rock look 

different? Show students images of the appearance of rock layers from different landforms such as 

ocean, lake, desert, river at . Note: Click on each image to enlarge it. 

QP PC 

5. In pairs, students collect a selection of tools from the classroom that can do a similar job to a 

geologist’s tools. This could include a soft paintbrush, magnifying glass, a notebook, ziplock bags, 

garden trowels, forks, spoons and so on. Students head outside to collect a sample of rocks. 

Alternatively, you may provide a tray of sand and hide a selection of rocks, shells and mineral 

stones. Students take a photograph of the rocks and use page 83 to record their observations. 

They then compare their investigation to the rocks shown on the website from Step 4. Students also 

indicate on a map where the items were found. If using a tray instead, students record where the 

item was found in the sand tray. Ensure students complete Question 1 on page 83 before starting 

their investigation. QP PC PA C 


• Less capable students can work together in a small group with an adult helper to guide their 

investigation. 

• More capable students can conduct further research into rock classification and what kinds of 

rocks exist. (This topic is explored in depth in the Year 8 Science curriculum). 

Reflection: 



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6. Students share any observations about the rocks they found and what clues they offer about what 

Earth used to be like. What can a rock tell you about Earth? Did you find the kinds of rocks you 

predicted you would find? What did the rocks you found tell you? What would you change about the 

investigation? What might you find if you dug deeper? PA E C 



Lesson 1 



A 

C 

Layers of Earth 

B 



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YEAR 

4 




Lesson 1 

Rock dig 

1. What kind of rocks or fossils do you expect to find? 

2. Draw a map of the area and place a cross where you dug up your rocks. 

3. Take a digital photograph and write what you observe about each rock. 



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4. Compare your rocks to those from different landform areas by 

scanning the QR code or visiting . 

Are your rocks similar? 



Lesson 2 



Teacher notes 


What is in soil? Is soil the same everywhere? 





• Evaluating 

E 

• Communicating 


C 

• Students make predictions about what soil is and how it is 

made and describe different soil types. 

• Students understand how scientists can help people by 

identifying soil types and composition. 


• observing a digital map of Australia showing soil type data 

• creating a digital concept map using an iPad ® application 

such as Popplet 

• researching information on the internet 

• interpreting a pie chart of soil composition 

• translating layers of soil into fractions 


• Soil can be classified into one of three types: clay, silt or 

sand. It also contains organic matter (humus), water and 

air. Different amounts of these components results in 

different soil types and characteristics. 

• Information about soil can be found at . 

• An average sample of soil is about 45% minerals, 25% 

water, 25% air and 5% organic matter. 


• Use the data collected from 

page 86 as a formative 

assessment of students’ 

understanding that soil is made 

up of different components that 

can be observed. 

Resources 

• Soil map at 

(alternatively, use the soil 

image at ) 

• Soil composition pie chart 

at 

• Four soil stations labelled: 

white sand, black potting 

soil, compost and clay soil. 

Ensure there is a variety of 

soils, not just four similar 

soils. Supply some water, 

droppers and plastic cups 

as well, for students to test 

water absorption 

• Video about the three soil 

types 

• Soil sample collection: 

shovel, large glass jar or 

plastic bottle, water, funnel 

• Copies of pages 86–87 



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YEAR 

4 




Lesson 2 

Lesson plan 

Introduction: 

1. Go to the map of Australia from the Australian Soil Resource Information System at . Click on ‘Layers’ on the right-hand side panel to add National soil grids and then 

click on the map to activate the layer. Display to the class. Zoom in on your local area or state. Ask 

students what they are looking at. Why are there different colours all over the land? What might it 

mean? What is this a map of? QP 

Development: 

2. Reveal to students that this is a soil map. What is in soil? Is soil the same all over Australia? Why 

would there be different soils? Students use a digital application such as Popplet to create a 

concept map of ideas about what they think soil is and its components. Students share one idea 

from their concept map. QP PA 

3. Display the pie chart at which shows the components of soil— 

minerals (sand, silt and clay), organic matter, air and water. Students compare their ideas of what is 

in soil to the information in the pie chart. PC PA 

4. Display a selection of different soil types at stations around the classroom. In pairs, students 

observe using a magnifying glass and record information about each soil type using page 86. 

Students look at characteristics such as size, texture, colour and absorption. Limit students to five 

minutes at each station. What does the soil feel like? What is different about each type of soil? 

PC PA 

5. Watch a video about the three soil types at to see if students 

recognise any similar characteristics to the soils they observed during Step 4. 

6. Students act as soil scientists by collecting a soil sample from the schoolyard and analysing it to 

see if they can identify whether it is made up of sand, silt or clay. Instruct students to dig a narrow 

but relatively deep hole and place the sample into a jar or plastic bottle (use a funnel if necessary). 

Alternatively, lengths of PVC pipe can be placed in the soil and removed to collect soil samples. 

Students add water to the soil sample in the bottle, shake it and then leave it to settle, observing 

the changes regulary. This may take a couple of hours, so you may wish to conduct the rest of the 

lesson in the afternoon or even the next day. Students should be able to see layers form, with larger 

particles at the bottom and finer particles at the top. Results can be recorded using page 87. Can 

you tell if your soil sample has more sand, silt or clay? PC PA 

7. Students work out a rough fraction for each of the different layers of soil (if any), and add it to their 

diagram on page 87. PA 


• Less capable students can pair up and work with the teacher to conduct the soil sample 

collection and analysis. 

• More capable students can obtain another sample from a different location to analyse, or obtain 

a sample from deeper below the surface. Students may also wish to collect samples from home 

and use them for comparison. 

Reflection: 



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8. As a class, discuss the resulting layer formations and any differences between groups/pairs or any 

problems encountered with the soil collection. If you dug deeper, would the soil be different? What 

would you change about the investigation? Did everyone collect a soil sample from the same place? 

Why did the layers form? E C 

9. Refer back to the map from Step 1, showing different soils around Australia. How does knowing 

what type of soil is on the land help farmers? QP 



Lesson 2 



Soil recording sheet 

Soil station name 

Colour 

Size of grains or 

particles 

Texture 

(Does it feel rough 

or slippery?) 

Moisture 

(Does it absorb 

water? Add some 

drops to test. ) 



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YEAR 

4 




Lesson 2 

Soil sample layers 

1. What do you think you will find in the soil sample from your schoolyard? 

2. Draw and label 

what your bottle/jar 

looks like. 



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3. Label the fraction 

of the whole that 

each layer makes up. 



Lesson 3 



Teacher notes 


What is weathering? How does weathering make soil? 







C 

• Students make predictions about how soil is created 

and what breaks down rocks on Earth’s surface. 

• Students describe the relationship between weathering 

and the changing surface of Earth. 


• The rock soil comes from is often referred to as parent 

rock. Parent rock is the main factor in determining 

the texture of soil, whether it is acidic or basic and 

whether it is rich in nutrients. Climate is another 

important factor. 

• Natural processes can take more than 500 years to 

break down two centimetres of topsoil. 

• Weathering is the breaking down of rocks and soil on 

Earth’s surface. There are three forms of weathering— 

physical, chemical and biological. See pages 6, 7 and 

8 of the BBC Bitesize website at . 

• Physical weathering occurs when the temperature of 

the rocks constantly changes, such as a freeze-thaw 

process, or by repeated exposure to sun, wind or rain 

which has an exfoliation effect on the rock. 

• Chemical weathering is caused by rainwater which 

becomes slightly acidic as it dissolves the carbon 

dioxide in the air as it falls. 

• Physical weathering is caused by living organisms 

such as the roots from a tree cracking the surface, an 

animal that burrows into a rock, or algae that attaches 

itself to a rock and produces a chemical that wears 

away the surface. 

Technology/Engineering/Mathematics 

links: 

• researching a definition online 

• scanning a QR code or typing a URL 

into a web broswer that links to a 

website to research information 

• using a digital application like 

Popplet or Book Creator to create 

a graphic organiser and sort 

information 

• taking digital photographs and 

printing them or using them in a 

digital application for comparison 


• Use page 90 or the digital option 

as a formative assessment of the 

student’s ability to collect, represent 

and analyse information. 

Resources 

• Images of red sand beach 

 

and black sand beach 

• Mortar and pestle, rock salt for 

demonstration 

• Geological society website 

for definition of weathering 

 

• BBC Bitesize website at 



Lesson 3 

Lesson plan 

Introduction: 

1. Show a selection of images of different-coloured sandy beaches to engage students; red sand 

beach , black sand beach . How 

were these beaches made? What do you notice about the nearby rocks? Do you think the beaches 

always looked like this? In pairs, students discuss possible answers. QP 

Development: 

2. Pass a mortar and pestle, with rock salt in it, around the classroom for students to have a go at 

breaking down the rock salt. Discuss questions including: What do you think will happen to this 

rock salt if you grind it with the pestle? What will it look like? How might this be similar to how rocks 

become sand or soil? What acts as the 'pestle' in nature? QP 

3. Introduce the term weathering. Students research a definition online or go to , and write an agreed definition to place on a word wall. PC 

4. In pairs, students conduct their own research to explore how rocks undergo weathering by reading 

pages 6, 7 and 8 on the BBC Bitesize website at . Note: A QR code 

link to this website is provided on page 90 for students to scan as well as the URL. Students then 

create a graphic organiser or concept map using page 90, drawing their own graphic organiser, or 

using a digital application like Popplet or Book Creator. PC PA C 


• Less capable students can draw pictures to explain the weathering process, or retell it orally 

using the audio recording function on an application such as Book Creator. 

• More capable students can research other websites, such as to 

compare information on weathering, and add any more information. 

5. Students recreate the physical weathering process, freeze-thaw, to demonstrate how it works. 

Students use modelling clay to form a rock and then create a well in the middle which is filled 

with water. Seal the hole with clay and place in the freezer overnight. In the morning, students 

photograph the ‘rock’ which should have cracked to allow for the expanded frozen ice. Students 

should predict how the rock will look by drawing a diagram, and then compare the predicted 

diagram to the photograph taken after being in the freezer overnight. They may use page 91 to 

draw/paste their images, or use a digital application like Popplet or Seesaw instead. PC PA 

Reflection: 



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6. Watch the video How mountains turn to dust at , which summarises 

the process of weathering rock and how it changes Earth’s surface. Did you know that it took so 

many years to break down rock? What do you think this means for the future? What will Earth look 

like? What do you think is the most powerful weathering tool? C QP 



Lesson 3 



Weathering concept map 

Scan the QR code or go to . 

Read through pages 6, 7 and 8. 

Physical Chemical 

WEATHERING 

Biological 



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YEAR 

4 




Lesson 3 

Freeze-thaw weathering 

Prediction of how ‘rock’ will look after freezing 

Actual photograph of ‘rock’ after freezing 



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Lesson 4 



Teacher notes 


What is erosion? How is it different to weathering? 





• Evaluating 

E 



C 

• Students describe how scientists have gathered evidence 

of the changes to Earth’s surface caused by erosion. 


• observing 3D maps and digital photographs using Google 

Earth 

• scanning a QR code or typing a URL into a web browser to 

link to a video 

• taking digital photographs using an iPad ® or camera 

• using a digital application like YAKiT or Chatterbox to 

record a response 

• creating angles of slopes with sand and understanding the 

difference between a slight sand dune slope and a steep 

mountain slope 


• Weathering is the breaking down of rocks and soil on 

Earth’s surface. There are three forms of weathering— 

physical, chemical and biological. 

• Erosion is the taking away of the broken-down rocks and 

sand. Wind, water and glaciers are the carriers of the 

particles. Gravity is also involved in the process. 

• Weathering and erosion work together to shape 

landforms and alter their appearance over time. 

• Watch these videos for further information: and . 


• Use pages 94 and 96 as a 

formative assessment of 

students’ understanding of the 

difference between weathering 

and erosion, and their ability to 

compare results. 

Resources 

• Google Earth 

• Online video—Weathering, 

erosion and deposition 

 

• Copies of pages 94–96 

• Materials for experiments: 

large trays, white sand, 

rocks, black soil, water, 

paper cups, large ice 

blocks prepared ahead of 

time using small takeaway 

containers 

• Water erosion experiment 

video linked to QR code on 

page 96 

• Wind erosion experiment 


page 96 (watch from 

2:00 – 3:35 only) 

• Glacier demonstration 


page 96 

• Interactive game—Shape 

it up at 



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YEAR 

4 




Lesson 4 

Lesson plan 

Introduction: 

1. Review weathering from the previous lesson, including what weathering is and the different types. 

What are some examples? C 

2. What are some common landforms? Use Google Earth to zoom 

in on landforms such as the Grand Canyon in Nevada, Santa Elena Canyon and Rio Grande River 

on the border of Mexico and USA, and Uluru in the Northern Territory. Click on any photographs of 

the landforms to get another perspective. Students use a think-pair-share to answer the following 

questions: Do you think these landforms are the result of weathering? What else could it be? Have 

you heard of erosion? What do you think it might mean? QP 

Development: 

3. Individually or in pairs, students use an iPad ® to scan the QR code on page 94 and watch a video 

about weathering and erosion. Students then answer the questions on page 94. This may also be 

done as a whole class activity. PC C 

4. In small groups, students conduct three experiments to demonstrate erosion by wind, water and 

ice, using page 95. Each group collects the materials they will need to conduct each experiment 

and follows the procedure. Ensure groups take photographs before and after each experiment and 

discuss the questions listed for each experiment. Students record their group’s response using an 

application like YAKiT or Chatterbox. Note: The ‘glacier’ will need to be prepared the night before 

by freezing water in a small takeaway container. PC PA C 


• Less capable students can work together in a group, with teacher assistance. 

• More capable students can change some variables and conduct additional tests, such as altering 

the amount of water flow in the water erosion experiment, or adding rocks to the sand in the 

glacier erosion experiment. 

5. Individually, students watch a video of each type of erosion by typing the URL into a web browser 

or scanning the QR codes on page 96. Students compare their results to the information in the 

videos, writing about any differences or similarities. Alternatively, they may wish to draw a Venn 

diagram to represent the differences and similarities. PC PA E C 

Reflection: 

6. Individual students write on a mini whiteboard the difference between weathering and erosion. 

C 

7. As a class, play a few rounds of the interactive game ‘Shape it up’ at , 

to solidify the concepts of erosion and weathering and how they create landforms over long 

periods of time. C 



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Lesson 4 

Weathering and erosion 



Watch a video about weathering and erosion by scanning 

the QR code, or go to . 

Answer the following questions, based on the information in the video. 

1. What are two examples of weathering? 

2. (a) Define erosion. 

(b) How is it different to weathering? 

3. List four forms of erosion. 



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4. Describe how you think the Santa Elena Canyon was formed by weathering 

and erosion. 



YEAR 

4 




Lesson 4 

Materials: 

• large plastic 

container 

• white sand 

• various rocks 

Materials: 


container 

• black soil 

• water 

• cup with hole cut 

in the bottom 

Materials: 


container 

• large ice block 

• moist white 

sand (reuse the 

sand from the 

wind erosion 

experiment and 

just add a little 

water to make it 

moist) 

Wind, water and ice erosion experiments 

Wind erosion experiment 

Procedure: 

1. Set up a container with dry white 

sand on one side, slightly 

angled like a sand dune. 

2. Add some different-sized rocks. 

3. Take a photograph of the scene, 

showing ‘before’. 

4. Blow with a straw to recreate wind. 

5. Take another photograph showing ‘after’ and describe the 

results using an audio recorder. 

How does the sand move? Do the rocks move? 

Water erosion experiment 

Procedure: 

1. Set up a container with black soil. 

Create a slope on one half of the 

tray and add different landforms; 

e.g. mountains, islands, cliffs. 

2. Take a photgraph of the scene, 


3. Trickle water down from the 

highest peak using a cup with 

a small hole in the bottom. 

4. Take another photograph showing ‘after’ 

and describe the results using an audio recorder. 

How does the soil move? What does the water look like at the end? 

Glacier erosion experiment 



Display Copy 

Procedure: 

1. Set up a container with white sand, 

on an angle like a mountain. 

2. Take a photograph of the scene, 


3. Place the ice block on top and 

let it move down the slope. 

You can encourage it down the 

slope to begin with and then allow 

it to melt and move naturally. 

4. Take another photograph showing ‘after’ 

and describe the results using an audio recorder. 

How does the sand move? What happens when the ice melts? 



Lesson 4 



Wind, water and ice erosion experiments 

Wind erosion experiment 

Go to or scan the QR code to watch 

a video about wind erosion. Start the video at 2:00 and stop at 3:35. 

Compare the results to yours and describe the similarities and 

differences below. 

Water erosion experiment 


a video about water erosion. 



Glacier erosion experiment 



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a video about glacier erosion. 





YEAR 

4 




Lesson 5 

Teacher notes 


How does extreme weather change Earth’s coastlines? How can 

storm erosion be slowed down? 







• Students make predictions and observations about the best 

way to decrease the impact of erosion on the coastline. 


• researching and discussing an online video 

• using a digital video recorder to document and play back 

results 

• creating an investigation plan using a digital application 

such as Book Creator 


• Extreme weather is weather that is different from the usual 

pattern. This includes floods, storms, drought, a heat wave 

or a cold snap. These all have an impact on the Australian 

landscape. 

• Floods occur when there has been heavy rainfall, often 

associated with cyclones and storms, which overflows on 

normally dry land. The water can overflow from rivers, lakes, 

creeks and other natural waterways. 

• Erosion is the taking away of the broken-down rocks and 

sand. In the instance of the 2016 storms across the eastern 

coast of Australia, the king tide caused the waves and ocean 

water to be even more intense so the erosion was more 

severe. Major changes to the appearance of the coastline 

occurred. 


• As a formative assessment 

use the experiment plan to 

check students’ understanding 

of how to plan, conduct and 

record results. 

• Observe the responses during 

the reflection to ascertain 

whether students understand 

how extreme weather such 

as a storm can change Earth’s 

surface by eroding the 

coastline, and what can be 

done to reduce the impact. 

Resources 

• Images of flooding in 

Australia at 

• Online video—Storm 

erosion at 

• Sand, water, large plastic 

containers, plastic 

paddle, folding hand fan, 

seedlings/small plants, 

gravel, rocks, sticks, shells, 

grass or other materials 

• Copies of page 99 

(optional) 

• iPad ® with video recorder 

and an application such as 

Book Creator 



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Lesson 5 



Lesson plan 

Introduction: 

1. Click on several images showing flooding in Australia at and 

discuss as a class. What kind of erosion is happening in these pictures? What do you notice about 

the colour of the water? Why is it that colour? What other extreme weather might cause erosion 

through water? QP 

Development: 

2. As a class, watch the video Storm erosion at , about the effects of the 

2016 storm on Australia’s eastern coastline. In small groups, students discuss how wind and water 

erosion worked to destroy the coastline, and then report an explanation back to the class. PC C 

3. Students conduct an experiment based on the work the children were doing in the video, by 

comparing the effects of erosion using three variables: Variable 1 is sand only; Variable 2 is sand 

with plants; and Variable 3 is white sand and something of the students’ own choosing that they 

think may act as a preventative to erosion. It could include options such as shells, gravel, grass, 

wood posts and so on. See page 99 for experiment details. PC C 

4. Students write their experiment plan including a hypothesis, variables, procedure and results. 

While conducting the experiments, students film the effects of the ‘storm’ on the three types of 

‘coastline’. They can then review the footage and write their final conclusion. PC PA C 


• Less capable students can use page 99 to plan their investigation and record results. 

• More capable students can create their own experiment plan as long as it includes a hypothesis, 

materials, method, results and conclusion. 

• All students may prefer to write a digital version of the investigation instead, using an 

application such as Book Creator. 

Reflection: 

5. Groups share their final conclusion about the best recommended practice to protect coastlines 

from storm erosion. Is it what you predicted? Students may also compare different options tested 

for Variable 3 and review the footage of the results to determine the overall best option. PA C 



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Erosion experiment plan 

Hypothesis: 

Coastlines can be best protected from storm erosion by ... 

Materials: 

Variable 1: 


• sand 


container 

• water 

• plastic paddle 

• folding hand fan 

Materials: 

Variable 2: 

sand with plants 

Materials: 

Variable 3: 

Procedure: 

1. Place sand in container on one side to recreate a beach coastline. 

Place sand with plants in Variable 2, and sand with one other material in 

Variable 3. 

2. Use the paddle to create waves and water erosion. At the same time use 

the hand fan to create wind erosion. This represents a storm. 

3. Film what happens in each scenario. 

Results: 

Variable 1: 


Results: 

Variable 2: sand with 

plants 

Results: 

Variable 3: 

Lesson 5 



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Conclusion: 

Coastlines can be best protected from storm erosion by ... 



Lesson 6 



Teacher notes 


How does human activity contribute to erosion? How can 

humans help reduce erosion? 







• Students investigate how science helps people understand 

the impact of human activity on erosion. 

Technology/Engineering/Mathematics link: 

• using a digital application like Popplet to organise 

information 

• conducting internet research and representing information 

and images in a PowerPoint ® or Keynote ® presentation slide. 

• creating a short documentary using a digital application such 

as iMovie ® and sharing it via email or uploading to a website 


• Research has shown that humans make a significant 

contribution to erosion, and may be as much as 15 times 

more powerful than the impact of natural erosion. 

• Humans mostly increase erosion because of agriculture 

and poor farming practices which strip the soil quicker 

than Mother Nature can create new soil. Other factors are 

deforestation, mining and development or construction. 

These all mean that sand and rocks are manually removed 

from Earth’s surface. 

• Humans also have the power to help reduce the impact 

of their erosion of Earth’s surface. This can be done by 

revegetating areas so that plant roots can act as a barrier to 

erosion. 


• Use the slide show in Step 3 

or the documentary to assess 

students’ understanding of 

the ways humans contribute 

to erosion as well as ways they 

can assist to reduce the impact 

of erosion. 

Resources 

• iPad ® with digital 

applications like Popplet, 

iMovie ® , PowerPoint ® or 

Keynote ® 

• Website about the ways 

humans contribute to 

erosion 

• Online video—Hillside 

erosion: how to stop it 

at 

• Access to a school website 

or email to upload the 

documentary to 



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Lesson 6 

Lesson plan 

Introduction: 

1. As a class, recall what erosion is (the taking away/movement of broken-down sand and rock by 

wind, water and glaciers). How might humans be another force of erosion? In pairs, students 

brainstorm examples of human activities they think may contribute to erosion, and compile words 

and pictures using a digital application such as Popplet. QP 

Development: 

2. Students investigate the ways that humans contribute to erosion by conducting internet research. 

Students can begin their search at . PC 

3. In pairs, students create a digital presentation or slide show using an application such as 

PowerPoint ® or Keynote ® . Students should include a title/introduction page, a definition of 

erosion, a photograph demonstrating four types of human erosion as mentioned in the website 

(deforestation, mining, development and construction, and agriculture), and a sentence explaining 

how humans move or take away the sand and broken-down rocks in each photograph. PA C 


• Less capable students can use one website and write keywords and less complicated sentences 

instead. 

• More capable students can conduct further research and use another website to gain more indepth 

information. 

4. As a class, view and discuss the video Hillside erosion: how to stop it at , which shows how a Natural Resources Management board in Willunga Hills, 

South Australia is helping reduce the impact of erosion caused by poor farming practices, by 

encouraging farmers to look after their land and revegetate areas near creeks. How did humans 

cause erosion in Willunga Hills? How are they trying to help stop erosion? PC 

5. In small groups, students locate and document a local example of how humans have caused 

erosion but also how humans can help reduce erosion. Students create a short documentary similar 

to the Hillside erosion video, incorporating a question-and-answer format. An application such as 

iMovie ® can be used. QP PA PC C 

Reflection: 

6. Students play their short documentary to the class, upload it to a school website or email it to 

classmates or family. As a class, discuss the different examples shown. Write a list of the different 

areas and the ways that humans have impacted each, and how people can help prevent future 

erosion. C 



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Assessment 



Teacher notes 


Earth’s surface changes over 

time as a result of natural 

processes and human 

activity (ACSSU075) 

Indicators 

• Identifies that rocks and 

fossils show evidence of 

past landforms on Earth’s 

surface. 

• Identifies soil 

composition and that 

soil types vary across 

Australia. 

• Identifies that rocks break 

down over long periods 

of time to create mineral 

particles that make up 

soil. 

• Describes examples of 

physical, chemical and 

biological weathering. 

• Understands the 

difference between 

weathering and erosion. 

• Describes erosion due to 

wind, water and glaciers. 

• Describes how extreme 

weather can contribute to 

erosion of the coastline. 

• Identifies and describes 

how humans contribute 

to soil erosion and how 

they can also help slow 

down the erosion process 

by re-vegetating. 

Answers 

Pages 103 and 104 

1. Teacher check. Possible answers include: the marking on a rock 

could indicate that water used to run over it like in a river, or a 

fossil of a fish may indicate that the land was once ocean. 

2. (b) 

3. False 

4. (c) 

5. Physical: changing temperature of rocks which cause cracks; 

wind, rain and waves act as an exfoliant over time, as the wind 

blows sand particles and the rain and waves run over the surface 

of rock and wear it away over time; freeze-thaw process where 

cracks in rocks fill with water and freeze overnight which expands 

the crack and breaks the rock 

Chemical: rainwater which absorbs carbon dioxide in the air 

making it slightly acidic on rock, or actual acid rain that is formed 

when fossil fuels are burned and carbon dioxide and sulphur 

dioxide are released in the air and absorbed by rain on the way 

down 

Biological: any animals and plants that wear away rock such as a 

rabbit that burrows in a crack, a plant root growing in a crack, or 

humans repeatedly walking over a rock surface 

6. Weathering is the breaking down of rocks and erosion is the 

taking away of the broken-down particles by wind, water or 

glaciers. 

7. Teacher check drawings. 

Wind: winds blow and carry loose sand and soil away, which is 

how sand dunes are formed 

Water: rivers, oceans, streams and other natural waterways flow 

and take soil and broken down rocks with them 

Glaciers: ice moves down a mountain side and gathers soil and 

small rocks underneath it as it moves down. The glacier melts 

along the way as well, forming a flow of water which also collects 

soil and rocks off the mountain and deposits them at the bottom. 

8. Storms cause heavy rain and strong winds which lead to waves 

crashing into the coastline and carrying away more sand. Other 

examples of extreme weather students may provide include 

floods, droughts, heatwaves or cold snaps. 

9. Humans contribute to erosion of the soil through agricultural 

practices, deforestation, construction/demolition and mining. 

10. Humans can help stop erosion by ensuring plants and trees are 

planted in the soil so the roots act as an anchor, holding the soil 

together and making it less likely to be carried away. 



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Assessment 

1. Give one example of a clue that rocks or fossils provide about how Earth has 

changed. 

2. What is soil made up of? Circle the correct answer. 

(a) rocks and dirt 

(b) minerals like sand, silt or clay, water, air and organic matter 

(c) dead insects and trees 

3. Soil is the same everywhere in Australia. True False 

4. Only one of the following statements is true. Circle the true statement. 

(a) Rocks break down into liquid. 

(b) Soil is only made from rock. 

(c) It takes hundreds, thousands and sometimes millions of years for rock 

to weather and break down into soil particles. 

5. Fill in the table to show examples of the different types of weathering. 

Physical Chemical Biological 



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Assessment 




6. What is the difference between weathering and erosion? 

7. Describe or draw the three ways that erosion can happen. 

wind 

water 

glaciers 

8. Describe an example of how extreme weather, like a storm, can cause 

erosion. 



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9. Describe one way that humans contribute to erosion. 

10. Name one way that humans can help stop erosion from occurring. 



YEAR 

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Form the landforms 

STEM project overview 

Students create a landform scene and film a video showing how the landforms weather away and 

erode with water. 

Concepts overview: 

Science 

• Plan and conduct a demonstration of weathering and erosion on landforms. 

• Observe and record changes in the height and shape of the landforms. 

• Represent and communicate scientific information in the form of a video. 

Technology/Engineering 

• Plan a scene including different types of landforms. 

• Create molds or select appropriate mold shapes, and create landforms using a gelatine/sand 

mixture. 

• Use a video recording device or application to film how water weathers and erodes landforms. 

• Add music, sound effects and a table of data to a video using iMovie ® or a similar application. 

• Evaluate and revise the landform scene and video. 

Mathematics 

• Measure the height and width of landforms before and after ‘weathering’ and ‘erosion’, and 

record information in a table using a computer. 

Alternative project ideas: 



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• Create a short movie from the point of view of a rock. How does it start its life? What journey does 

it go on? How does it change? Students may do this as a claymation video or a stop-motion video 

using real rocks and sand. 

• View a story about the Philippines floods at . Students then design 

a way to help minimise the effects of flooding on the landscape and design a kind of barrier or 

protector. 

• Students act as reporters and interview a famous geologist, also played by a student. They need 

to write questions and answers about what the geologist has discovered about the changes to 

Earth’s surface and how they collect their evidence. 






Science Understanding 


SCIENCE CURRICULUM 

• Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) 

Science as a Human Endeavour 

• Science involves making predictions and describing patterns and relationships (ACSHE061) 

Science Inquiry Skills 


• With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of 

appropriate materials and equipment (ACSIS065) 

• Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and 

record observations accurately (ACSIS066) 


• Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends 

(ACSIS068) 

Communicating 

• Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071) 

TECHNOLOGIES CURRICULUM 

Design and Technologies Processes and Production Skills 

• Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical 

representation techniques (ACTDEP015) 

• Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed 

solutions (ACTDEP016) 

• Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care 

for the environment (ACTDEP017) 

• Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018) 

Digital Technologies Knowledge and Understanding 

• Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different 

types of data (ACTDIK007) 

Digital Technologies Processes and Production Skills 

• Collect, access and present different types of data using simple software to create information and solve problems 

(ACTDIP009) 



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• Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social 

protocols (ACTDIP013) 

Measurement and Geometry 

MATHEMATICS CURRICULUM 

• Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084) 



YEAR 

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STEM project: 

Teacher notes 

Students create a landform scene and film a video showing how the landforms weather away and 


Estimated duration: 3–4 weeks 

1. Introduce the project 

• Play the video at to engage students and imagine 

they are junior geologists. 

• Display page 108 and read through, 

clarifying anything that students don’t 

understand. 

2. Investigate 

• Students revise what weathering and 

erosion are and how they work to change 

landforms. 

• Students view a video at or scan the QR code on 

page 109, showing erosion in action in a 

time-lapse video. This will give them the 

idea of how their gelatine/sand molds will 

look when warm water is poured on them to 

dissolve away and ‘weather’ and ‘erode’. 

• Allow students time to explore iMovie ® 

or another video recorder, to familiarise 

themselves with how it works and to 

understand how to add voice overs, sound 

effects, music or insert a file like a data table. 

3. Design, plan and manage 

• Students draw a plan of their scene and 

the four landforms they will include. They 5. Evaluate and refine 

should also consider what molds or shapes 

they will need to create their landforms. 

• Students plan out what they will say during 

their video to describe the effects of 

weathering and erosion. 

• Students consider and write a list of what 

materials they will use to create their scene. 

Ensure students use an appropriate tray or 

clear container that can hold the water that 

is poured onto the gelatine/sand landforms. 

4. Create 

• Ensure students have access to required 

materials. These could include a large 

plastic container or large aluminium tray, 

gelatine, sand or soil, bowls, a whisk, 

measuring cups, various molds or differentshaped 

containers or materials to make 

molds with, and access to warm water. 

• Once students create their molds or select 

the molds they want to use to represent 

their four landforms, students create 

the gelatine/sand mixture, pour it into 

the molds and leave in the fridge to set 

overnight. 

• Once set, students flip the molds and create 

their landscape scene, adding any other 

features to their landscape such as trees. 

• Ensure students measure their various 

landforms and compile the data in a table 

using Excel ® , PowerPoint ® or a similar 

computer program. 

• Students pour warm water over their 

landforms, to act as rain, and film what 

happens. They may want to create a pouring 

instrument such as a polystyrene cup with 

several holes in the bottom to act as rain. 



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• Students may wish to change their 

landforms or add more features to their 

scene before pouring the water. 

• Students may also find that the pouring may 

not work well so can amend how they pour 

the warm water and re-shoot the video. 

6. Communicate 

• Once students have created their final 

video, they add their voice over explaining 

how weathering and erosion change 

landforms over time. They also add sound 

effects or music, and insert the table of 

measurements once they have remeasured 

the ‘weathered’ and ‘eroded’ landforms. 






The problem 

Project brief 

FORM THE LANDFORMS 

You are a junior geologist who needs to create a video for schoolchildren that 

demonstrates how erosion and weathering changes and shapes landforms and 

rocks. 

The task 

Create a scene with landforms made from 

sand and gelatin, and film what happens 

to the landforms and landscape as water 

weathers away at it and erodes the sand. 

Things to consider 

• You must work in groups of 2–3 students. 

• You must include at least four landforms in your scene. 

• The landforms must be made from a gelatine/sand mixture, using the recipe 

provided. You can choose or create your own molds depending on the 

shape or landform you are trying to achieve. You can add other features like 

trees or plants made from other materials. 

• You need to film a video and add a voice over explaining what happens 

when water weathers and erodes rock. The keywords erosion, weathering 

and landforms must be used. 

• Add music or sound effects to your video. 

• You will need to measure the height and width of your landforms before and 

after weathering and erosion and record the information in a table using a 

computer. You will then add the 

table to your video and explain 

what the data represents. 

• The video should 

be 3–4 minutes long. 



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YEAR 

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Investigate 

Revise weathering and erosion 

and the difference between them. 

Watch a video 

which shows them in 

action by scanning this 

QR code or typing 

into 

a web browser. 

Revise how different landforms are 

formed over time, and the kind of 

shapes you will need to recreate. 

Explore iMovie ® or a similar 

application, and look at sound 

effect features and how to add 

voice overs. 

Design, plan and manage 

Draw a plan of how your scene will 

look and the four landforms you 

will include. 

Write a plan for the information 

you will include in your voice 

over for the video, being sure to 

include the keywords erosion, 

weathering and landforms. 

Write a list of materials and 

equipment you will need and 

gather them together. 

Create 

Make the gelatine/soil mixture, 

following the recipe. 

Make or find the molds you want 

to use. 

Project steps 

Pour the gelatine/soil mixture into 

the molds and leave in the fridge 

to set. 

Create your scene, by placing your 

landforms and other features into 

a large tray or container that has 

sides on it. 

Measure the height and width 

of each landform and record the 

information in a table. 

Pour warm water on your 

landforms, as if it were raining, 

and film the video showing what 

happens. 

Evaluate and refine 

Do your landforms look like the 

right shape and size? 

Do you need to add anything else 

to make the scene look better? 

Did the water weather/erode the 

landforms enough or do you need 

to use warmer water or a different 

tray? 



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Communicate 

Add your voice over to the video, 

explaining how you demonstrated 

weathering and erosion, and add 

sound effects or music. 

Remeasure the height and width 

of each landform and add a 

digital version of the table of 

measurements, from before and 

after, to the end of your video. 

Explain what the results represent. 






Materials: 

• 2 cups of warm water 

1 

• 3 cup room 

temperature water 

Gelatine recipe 

• 1 tablespoon of 

gelatine powder 

• Bowls 

Method: 

1. Sprinkle the powdered gelatine evenly 

over 1 3 cup of cold water in a small bowl. 

Allow to sit for 5-10 minutes. 

2. Add the gelatine paste to a bowl with 

2 cups of warm water, and whisk to 

dissolve. Hint: If it doesn’t dissolve 

properly, microwave it a little to heat it. 

3. Place sand or rocks in your molds. If 

using sand, fill about 3 4 of the mold; if 

using rocks, fill to the top. 

4. Slowly, pour the gelatine mixture into 

each mold until they are completely 

filled. Gently stir the sand mix, but not 

the rock mix. 

5. Pour as many as needed. You may need 

to make more gelatine mixture if you 

have large molds. 

6. Place in the refrigerator to set 

overnight. 

7. To remove the gelatine/sand landforms 

from the mold, run a butter knife 

around the edges to loosen them and 

flip the bowls in the correct place in 

your scene as designed. 

• Sand/soil 

• Molds 

• Whisk 



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Self-assessment 

Student name: 

Date: 

STEM project: Form the landforms 

1. Colour a face to rate how you worked in your team. 

I contributed equally to the group. 

I listened carefully to other group 

member’s ideas and encouraged 

others to share ideas. 

I spoke respectfully to other group 

members. 

I was on task the whole time. 

I am happy with the outcome of the 

project. 

2. If you had to do the project over again, what would you change? 

3. List one difficulty you faced while working in your group. 



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4. List one compromise that the group made, to achieve a better result. 

5. What grade do you think you deserve, and why? 




Group assessment rubric 

CRITERIA 

Group members: 

Project task: 

Create a landform scene and film a video showing how the landforms weather away and 



Applies knowledge of the effects of erosion and weathering on rocks and soil to shape 

Earth’s surface and landforms. 

Science skills 

Plans and conducts the demonstration of the effect of weathering and erosion on various 

landforms on Earth. 

Uses formal measurement to record data about the height/width/length of landform 

models. 

Represents recorded data in an appropriate table, using a computer. 

Communicates science knowledge successfully via a video with voice overs. 

Technology/Engineering skills 

Plans and designs an appropriate scene with landforms. 

Follows instructions to make a gelatine/sand mixture. 

Creates or selects appropriate molds to represent landforms, using appropriate materials. 

Evaluates and revises the landforms/scene, and the recreation of weathering and erosion. 

Successfully uses digital technology to create a video including voice over, sound effects/ 

music and a table of measurement data. 

Mathematics skills 

Accurately measures various landforms, before and after ‘weathering’ and ‘erosion’, and 

records data in a table. 

Group skills 

Each group member contributed equally to the project and had a clear role. 

Each group member collaborated and worked well together to solve problems. 

Each group member communicated positively and listened to others. 

1 = Below expectations 

2 = Meeting expectations 

3 = Above expectations 



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YEAR 

4

20386_Science_with_STEM_Year_4_Earth_and_Space_Sciences_Surface_changes

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