Catalogue of digital curriculum resources

Transcription

1 Catalogue of digital curriculum resources Education Services Australia Ltd, 2011, unless otherwise indicated.

2 Contents Introduction 3 Learning objects 5 Soil series (Years P 2) 5 Water series (Years P 2) 6 Weather series (Years P 2) 7 Under the Earth series (Years P 2) 8 Water use series (Years P 2) 9 Day and night (Years P 2) 10 Land use series (Years P 2) 11 Light and shadows series (Years P 4) 12 Eclipses series (ESL) (Years 5 8) 13 Shaping the land series (Years 5 10) 14 Lunar cycles series (Years 6 9) 15 Eclipses: assessment series (Year 7) 17 Earth rotation series (Years 7 8) 18 Earth rotation: night and day (ESL) (Years 7 8) 19 Seasons: assessment series (Years 7 8) 20 Travel back in time series (Years 7 9) 21 Seasons series (Years 7 10) 22 Seasons series (ESL) (Years 7 10) 24 The colour of water series (Years 7 10) 25 Tectonics investigator series (Years 7 10) 28 Tectonics investigator series (ESL) (Years 7 10) 29 Tectonics investigator: assessment series (Years 7 10) 30 Shaping the land: assessment series (Years 8 9) 31 Tectonic boundaries series (Years 9 10) 32 Tectonic boundaries: assessment series (Years 9 10) 33 Eclipses series (Years 9 10) 34 Exploring for resources series (Years 9 10) 36 Content from other sources 39 Down to Earth series (Years 5 10) 39 Exploring Earth's structure (Years 5 9) 41 Following the Moon (Years 5 9) 41 The wonders of our universe (Years 5 9) 42 Get into geology series (Years 5 12) 43 The secret of Itsall Mine (Years 9 12) 44 Digital resources 45 Australian Children's Television Foundation 45 Australian Voices 46 australianscreen online 47 CSIRO 48 Getty Images 49 Museum Victoria 50 National Archives of Australia 51 National Film and Sound Archive 52 Picture Australia 53 Powerhouse Museum 54 Scitech 55 State Library of Queensland 56 Themes 57 Lunar cycles (Years 6 8) 57 The Earth's changing surface (Years 5 10) Education Services Australia Ltd, 2011, unless otherwise indicated. 2

3 Introduction This catalogue contains details about the Science: Earth and beyond digital curriculum resources made available by The Learning Federation (TLF) to all schools in Australia and New Zealand. The content supports and enhances students' understanding of key scientific concepts in a range of contexts for the P 12 years. The resources include: hundreds of interactive learning and assessment objects a large and diverse range of digitised items such as images, film clips, maps, songs, posters and documents, all with detailed teachers' notes. Learning and assessment objects The learning and assessment objects are based on current research findings in science education and pedagogy. The objects foster skills, such as scientific inquiry, data interpretation, analysis and synthesis, that are transferable to daily life and to offline learning opportunities. The objects promote scientific literacy and are organised around scientific concepts with real-life applications for students. They contain open-ended investigative tasks, tools, activities and processes that enable students to engage in 'real' science experiences and to construct and test their own scientific understandings. Many of the objects also provide meaningful models, simulations and demonstrations of scientific concepts and practices. These objects provide teachers and students with experiences that are not universally available because, for example, they require expensive equipment or occur over extended periods of time. Other objects are short activities that allow students to explore and practise a range of scientific concepts and skills. Learning objects are generally published in series and some are also aggregated into single, larger learning objects. Aggregated learning objects are identified with the symbol. An asterisk (*) on the series title indicates that not all the learning objects in that series have been released. The remaining learning objects will be released progressively. Some learning objects contain non-tlf content. See the acknowledgements and conditions of use in the learning objects for details. Digital resources A remarkable range of digitised items licensed from leading Australian and New Zealand cultural and scientific institutions is also available. These items include: clips from documentaries, newsreels, television programs and feature films photographs, line drawings, maps and documents audio files of interviews, broadcasts and speeches. With each item, TLF supplies an educational value statement comprising a description and contextual information that enriches the value of the asset for the teacher. This catalogue contains a representative sample of digital resources licensed from TLF's partner institutions useful for the Science: Earth and beyond strand. Themes This catalogue also includes examples of how teachers can draw on the extensive range of content to create thematic collections to challenge and engage students Education Services Australia Ltd, 2011, unless otherwise indicated. 3

4 Other catalogues You can download catalogues for each of the Science strands at: A comprehensive Index of science digital curriculum resources is also available for download. Accessing and viewing the content Government and non-government education authorities in each Australian state and territory and in New Zealand have responsibility for facilitating access to the pool of digital content. Full details about how to access the content, including the necessary technical and software requirements for viewing it, can be found at: Education Services Australia Ltd, 2011, unless otherwise indicated. 4

5 Soil s eries (Ye ars P 2) Learning objects Students explore the properties of natural soil environments and the interactions between the living and non-living components that contribute to healthy soil. the option to look up further information and answer questions. explore how soil is formed from rock particles and organic matter and how plants and animals interact with the soil identify what cultivated plants need for survival and growth explore how environmental conditions affect plant growth in gardens. Explore soil [includes spoken instructions] L2 Years P 2 Explore soil [no spoken instructions] L187 Years P 2 Students explore how soil is formed from rock particles and organic matter and how plants and animals interact with the soil. Create a soil environment [includes spoken instructions] L3 Years P 2 Create a soil environment [no spoken instructions] L188 Years P 2 Students grow flowers or vegetables in a garden bed and compare results in different environmental conditions when adding things such as water, organic matter, digging tools and earthworms. Soil types [includes spoken instructions] L4 Years P 2 Soil types [no spoken instructions] L189 Years P 2 Students examine the properties of three different soil types sand, loam and clay and explore the effects of compaction and water content on the soil Education Services Australia Ltd, 2011, unless otherwise indicated. 5

6 Water series (Ye a rs P 2) Students explore the quality of water in different aquatic habitats and learn to associate aquatic animals with their habitats according to water types. the option to look up further information and answer questions. explore and compare water properties from a range of locations in or near a river associate aquatic animals with their habitats according to water types identify origins of water samples by comparing salinity and turbidity. River journey [includes spoken instructions] L5 Years P 2 River journey [no spoken instructions] L190 Years P 2 Students move Frog down a river in a boat, stopping at four locations: a creek, a waterfall, a river mouth and a bay. Using equipment in the boat, Frog can check the water at each location for temperature, salinity, clarity and current speed. At the end of the journey, students meet four different animals and predict the habitats in which they live. Water types [includes spoken instructions] L6 Years P 2 Water types [no spoken instructions] L191 Years P 2 Students help Gecko test water samples for salinity levels and sediment content from five different aquatic habitats: a river, a sea, a mangrove estuary, a stream and a dam. Students compare the salinity and clarity of the water samples, matching them with their original habitats Education Services Australia Ltd, 2011, unless otherwise indicated. 6

7 Weather series (Years P 2) Students explore variations in weather and how the variations affect human behaviour. the option to look up further information and answer questions. explore weather conditions in a range of natural environments explore and identify clothing items that are suited to a range of weather conditions describe weather conditions and their physical effects on people. Explore the weather [includes spoken instructions] L9 Years P 2 Explore the weather [no spoken instructions] L193 Years P 2 Students help Frog explore elements related to particular types of weather. Experience the weather [includes spoken instructions] L10 Years P 2 Experience the weather [no spoken instructions] L194 Years P 2 Students explore the links between the climates of four locations: Antarctica, the Sahara desert, the New Zealand mountains and the Amazon rainforest. Using a palette of choices, students select weather conditions typical of each location. Weather wear [includes spoken instructions] L11 Years P 2 Weather wear [no spoken instructions] L195 Years P 2 Set on a sailing boat, students hear and/or read weather forecasts. They then prepare Gecko and the boat for the weather ahead. Students can also determine the weather conditions and explore the results. 'Experience the weather' and 'Weather' contain non-tlf content. See Acknowledgements in the learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 7

8 Under the Earth series (Years P 2) Students explore the structures, composition and life forms that exist in subterranean landscapes. the option to look up further information and answer questions. identify animals that live in caves identify rock formations in limestone caves explore how water shapes rocks in limestone caves explore the origins of minerals and fossils and identify industrial uses of minerals identify the main structures within a volcano explore the appearance, rock types and temperatures of volcanoes. Caving [includes spoken instructions] L12 Years P 2 Caving [no spoken instructions] L196 Years P 2 Students explore a limestone cave and identify glow worms, bats and rock features such as stalactites. They take photos then match pictures with captions. Volcanoes [includes spoken instructions] L13 Years P 2 Volcanoes [no spoken instructions] L197 Years P 2 Students look at photos of active volcanoes. They direct a robot as it is lowered inside a volcano then measure temperature changes and look at rock structures. They collect rock samples from the crater, vent, column and magma chamber and match the samples with their original locations. Mineshaft [includes spoken instructions] L14 Years P 2 Mineshaft [no spoken instructions] L198 Years P 2 Students examine the links between the resources mined or found underground, and their uses above the ground. This series contains non-tlf content. See Acknowledgements in the learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 8

9 Water use series (Years P 2) Students explore features of water in a built human environment. the option to look up further information and answer questions. identify components of an urban water supply and wastewater system compare water quality at a range of points within an urban water supply and wastewater system arrange components of urban and rural water cycles explore water quality, treatment and transport within water supply systems identify freshwater environments where native frogs live and breed explore the life cycle of frogs and toads. Where do frogs lay their eggs? [includes spoken instructions] L17 Years P 2 Where do frogs lay their eggs? [no spoken instructions] L201 Years P 2 Students examine different bodies of water, both permanent and temporary, that commonly exist in the built environment and consider their suitability as a place for a frog to lay its eggs. Students investigate the sites and record their findings in a printable 'Frog report'. Explore water pipes [includes spoken instructions] L18 Years P 2 Explore water pipes [no spoken instructions] L202 Years P 2 Students help Frog to trace a city's water supply and disposal. They collect and test water samples from six locations: a dam, a water treatment plant, a pumping station, a house, a sewerage treatment plant and a creek outfall. They then compare water clarity and purity, matching the samples with their original locations. Where does tap water come from? [includes spoken instructions] L19 Years P 2 Where does tap water come from? [no spoken instructions] L203 Years P 2 Students complete a click-and-drag jigsaw puzzle, which enables them to understand the water cycle from the perspective of a household user in the country or in a city. Explore water pipes and Water use contain non-tlf content. See Acknowledgements in the learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 9

10 Day and night (Years P 2) Students observe the changing sky as day becomes night and then night turns into day again. the option to print students' completed pictures. help Frog identify objects in the sky: the Moon, a star, a planet, the Sun, a cloud and a star group create their own sky scene using the elements supplied. Day sky, night sky [includes spoken instructions] L20 Years P 2 Day sky, night sky [no spoken instructions] L204 Years P 2 Students identify objects in the sky such as clouds, planets and stars. They look closely at movements in the sky during the day and at night 2011 Education Services Australia Ltd, 2011, unless otherwise indicated. 10

11 Land use series (Years P 2) Students explore human impact on the environment. the option to look up further information and answer questions. relate planting trees and recycling paper to environmental benefits explore the production, use and recycling of newspapers link urban development to effects on wildlife populations explore interactions between wildlife populations and national parks, creeks, wetlands, bridges, towns and farms. News story [includes spoken instructions] L15 Years P 2 News story [no spoken instructions] L199 Years P 2 Students follow the production cycle of a newspaper from a forest plantation to a paper mill, to a printing press, to a newsagent, to its readers and finally to waste paper and recycling. They discover how recycling can reduce demand on natural resources. New developments [includes spoken instructions] L16 Years P 2 New developments [no spoken instructions] L200 Years P 2 Students explore the impact of built environments such as houses, roads and shopping centres on the natural environment. They help Gecko survey populations of mammals and birds, and explore the balance between development and wildlife conservation. Simulated environments include national parks, creeks, wetlands, bridges, towns and farms Education Services Australia Ltd, 2011, unless otherwise indicated. 11

12 Light and shadows series (Years P 4) Students explore the way shadows are created and the impact that different shapes can have on their shadows. an introduction that carefully explains the reasons why and how shadows are created examine the way different shapes can generate different shadows notice that objects always casts shadows that face away from the Sun examine how the shape and position of a shadow is related to the time of day and position of the Sun. Light and shadows: casting shadows L1126 Years P 2 Students explore the shadows cast by different objects such as a bike, an umbrella and a child. They position the Sun to cast shadows at different angles and sizes. Light and shadows: matching shadows L1127 Years P 2 Students match the shadows cast by different objects such as a bike, an umbrella and a child. They complete pictures by positioning an object, a shadow or the Sun. Light and shadows L756 Years P 2 This is an aggregated learning object combining the two other learning objects. Light and shadows: assessment L9838 Years 2 4 Students complete 12 tasks about how shadows change during the day. For example, they match the shadow cast by a tree to the position of the Sun. Includes a printable report of the student's performance Education Services Australia Ltd, 2011, unless otherwise indicated. 12

13 Eclipses series (ESL) (Ye a rs 5 8) Students manipulate interactive models of the Earth and Moon in relation to the Sun. They observe how solar and lunar eclipses occur as a result of the relative positions and movements of the Earth, Moon and Sun. an interactive model of the Earth Moon Sun system to allow students to investigate phases, eclipses and related phenomena simultaneous views of the Earth and Moon from different viewpoints multiple-choice questions to test student understanding and interpretation structured feedback on student input modified language for English as a Second Language users a glossary of terms used in the activity a cloze exercise about eclipses which revises correct verb forms. model the arrangement of the Earth, Moon and Sun to explain the phases of the Moon, as viewed from the southern hemisphere relate the lunar month to the period of the Moon's revolution position the Moon in its orbit to correspond to important astronomical events model the arrangement of the Earth, Moon and Sun to explain the different types of eclipses relate the occurrence of eclipses to the phases of the Moon explain the rarity of eclipses by referring to the inclination of the Moon's orbit. Eclipses: solar eclipse [ESL] L10200 Years 5 8 Students investigate how and why solar eclipses occur when the Moon is positioned between the Sun and the Earth. They explore the connection between Moon phases and eclipses and the reasons for why solar eclipses are rare. Eclipses: lunar eclipse [ESL] L10201 Years 5 8 Students investigate how and why lunar eclipses occur when the Earth is positioned between the Sun and the Moon. They describe how this affects the appearance of the Moon from Earth. This series contains non-tlf content. See Acknowledgements in the learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 13

14 Shaping the land series (Ye a rs 5 10) Students explore the ongoing and dynamic processes (deposition, folding, faulting, erosion, intrusion) that interact to form and reshape the Earth's crust. cross-sections models of the Earth's crust and images of actual geological landforms model the geological processes that interact to form and reshape the Earth's crust understand the geological processes of deposition, folding, faulting, erosion, intrusions, and extrusions describe the geological history of model landforms by examining geological crosssections and modelling actions of forces describe the geological history of real landforms by examining photographs and modelling actions of forces on geological cross-sections. Shaping the land: geological forces L534 Years 5 10 Students explore cross-section models of the Earth's crust. They understand how landforms are shaped over time by geological forces such as deposition of sediments, folding, faulting, igneous intrusions and erosion. Shaping the land: model landforms L535 Years 5 10 Students model the geological processes that interact to form and reshape the Earth's crust. Shaping the land: real landscapes L536 Years 5 10 Students work out a sequence of geological events on model landforms to match real landscapes. Shaping the land L533 Years 5 10 Shaping the land is an aggregated learning object combining the three other learning objects in a sequence. Image reproduced courtesy of CSIRO. 'Shaping the land: real landscapes' and 'Shaping the land' contain non-tlf content. See Acknowledgements in the learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 14

15 Lunar cycles series (Years 6 9) Students explore the relationship between the Sun, Earth and the Moon, including the concepts of Moon phases, Earth glow and the 'dark' side of the Moon. an animated model of the Moon's orbit an interactive quiz to test student understanding of concepts random variation of questions to support repeated use an assessment object to test student understanding of moon phases. use an animated model of the Moon orbiting the Earth to investigate lunar cycles explore the relationship between positions of the Earth, Moon and direction of sunlight observe the changing appearance of the Moon from Earth and answer questions based on their manipulation of the model Lunar cycles: Moon phases L754 Years 6 8 Students explore how rotation is related to views of the Moon. They discover that, as the Sun shines on one side of the Moon, the other side is in darkness. Students then answer a series of questions by experimenting with the model. For example: How long does it take for the Moon to make one complete orbit around the Earth? Lunar cycles: Moon phases: assessment L7735 Years 6 8 Students are tested for their understanding of Moon phases by completing ten multiple-choice questions. As students work through the learning object, a printable report is compiled, enabling their work to be assessed. The report includes areas for teacher and student comment. Lunar cycles: moonrise L1131 Years 6 9 Students are able to relate the time the Moon rises and sets to its orbit around the Earth. The model allows the students to determine the visible shape of the Moon from its orbit position. The students then answer a series of questions by experimenting with the model. For example: What phase of the Moon is seen from Earth for the same length of time in the daytime and at night? Lunar cycles: man in the Moon L1132 Years 7 8 Students investigate the appearance of the Moon from Earth, and its appearance from the 'dark' side. They observe that only one side of the Moon can be seen from Earth and that the Moon rotates once during its orbit of Earth. Students then answer a series of questions. For example: In which positions of the 2011 Education Services Australia Ltd, 2011, unless otherwise indicated. 15

16 Moon's orbit will 'Moon base Z' be exposed to sunlight? 2011 Education Services Australia Ltd, 2011, unless otherwise indicated. 16

17 Lunar cycles: Earth glow L1133 Years 7 8 Students are able to use the model to view the Earth from the near side of the Moon. They observe that Earth reflects sunlight and appears to have phases when viewed from the Moon. Students then answer a series of questions by experimenting with the model. For example: How long would night-time last for a group of astronauts working at 'Moon base X'? Eclipses: assessment series (Ye a r 7) Students show their understanding of eclipses by manipulating interactive models. an interactive model of the Earth-Moon-Sun system simultaneous views of the Earth and Moon from different viewpoints a printable report of the student's performance that includes model answers for students to compare their free text responses against. manipulate an interactive model to investigate the relationship between phases of the moon, eclipses and related phenomena relate the occurrence of eclipses to the phases of the moon and to the plane of the orbit of the Moon model and describe the relative positions of the Earth, Moon and Sun and an observer on Earth to explain different types of eclipses explain the rarity of eclipses by referring to the tilting (inclination) of the plane of the Moon's orbit. Solar eclipse: assessment L10101 Year 7 Students demonstrate understanding of the phenomena of solar eclipses by manipulating interactive models in response to directions, answering multiple-choice questions and responding to open-ended questions. Lunar eclipse: assessment L10102 Year 7 Students are assessed on their understanding of the phenomena of lunar eclipses by manipulating interactive models in response to directions, by answering multiple-choice questions and by responding to open-ended questions Education Services Australia Ltd, 2011, unless otherwise indicated. 17

18 Earth rotation series (Years 7 8) Students explore the relationship between the Sun and the Earth and explore the concepts of night and day, sunrise and sunset and the apparent movement of stars. animated models that can be manipulated to determine how the Earth's rotation is related to the visible cycle of day and night or how the latitude of a viewer's position on Earth is related to their view of the stars interactive quizzes to test understanding of key concepts random variation of questions to support repeated use. make predictions about day, night, sunrise or sunset and the position of the Sun, Moon and stars in relation to the rotation of the Earth use a model to relate day and night or the apparent motion of the stars to the rotation of the Earth. Earth rotation: night and day L696 Years 7 8 Using an animated model of the Earth, students explore how rotation is related to night and day, and time of day. Students investigate how the Sun shines on one side of the Earth while the other side is in darkness. They are challenged to answer a series of questions by experimenting with the model. For example, when the Sun rises in New Zealand, what is the approximate time in Sydney? Earth rotation: sky watch L1128 Years 7 8 By interacting with the model, students are able to relate the changing position of the Sun, the Moon and stars in the sky to the rotation of the Earth. Students are challenged to answer a series of questions by experimenting with the model. For example, how much of the Earth is in shadow at any one moment? Earth rotation: merry-go-round L1129 Years 7 8 Students explore how the rotation of the Earth affects the objects seen in the sky. They compare views from a spinning merry-go-round and notice how objects appear to 'move' when seen from a spinning object. Earth rotation: stargazing L1130 Years 7 8 Students are able to take time-lapse photos of the night sky from different places on Earth and then observe the pattern of star movement. Students discover that in some locations stars appear to follow a straight line, while in others they appear to follow a curve or a circle Education Services Australia Ltd, 2011, unless otherwise indicated. 18

19 Earth rotation: night and day (ESL) (Years 7 8) Students explore how the rotation of the Earth relates to objects seen in the sky and the time of day. an animated model that can be manipulated to determine how the Earth's rotation is related to the visible cycle of day and night an interactive quiz to test understanding of key concepts random variation of questions to support repeated use modified language for English as a Second Language users a glossary of terms used in the activity a language extension activity in which students place six sentences about Earth rotation in the correct order. use a model to relate day and night to the rotation of the Earth use a model to observe that half of the Earth's surface is exposed to sunlight (at any given time) predict whether it will be day, night, sunrise or sunset for a particular location shown on a model of the Earth. Earth rotation: night and day [ESL] L10261 Years 7 8 Students turn an animated model of the Earth to explore how rotation is related to night and time of day. They answer a series of questions by experimenting with the model. For example, when the Sun rises in New Zealand, what is the approximate time in Sydney? 2011 Education Services Australia Ltd, 2011, unless otherwise indicated. 19

20 Seasons: assessment series (Ye a rs 7 8) Students demonstrate their understanding of the relationship between the Earth and the Sun. an interactive model of the Earth and the Sun to investigate the seasons and related phenomena a printable report showing the student's answers for each question and their achievement of the learning outcomes multiple-choice questions to assess student understanding and interpretation simultaneous views of the Earth from different viewpoints to aid student understanding relate the Earth's rotation on a tilted axis, its revolution around the Sun and the changing elevation of the Sun to the changing seasons. Seasons: Earth's orbit: assessment L8966 Years 7 8 Students create a model to show the relationship between the Earth and the Sun, and use it to explain how the Earth's orbit and the tilt of its axis determine the seasons in the different hemispheres. Seasons: Earth's orbit: assessment: teacher guide R9717 Seasons: Sun's energy: assessment L8968 Years 7 8 Students use interactive models to relate the changing angle of the Sun's energy striking Earth, and its passage through the atmosphere, to the heating effect on Earth. Seasons: Sun's energy: assessment: teacher guide R10785 Seasons: daylight hours: assessment L8967 Years 7 8 Students work out how the Earth's orbit and the tilt of its axis determine day length in three different locations: Wanganui, Beijing and Singapore. Students analyse data about day length by interpreting a table and/or a line graph. Seasons: daylight hours: assessment: teacher guide R Education Services Australia Ltd, 2011, unless otherwise indicated. 20

21 Travel back in time series (Ye a rs 7 9) Students explore the concept of geological time and develop an understanding that geologists collect evidence (for example, rocks and animal and plant fossils) that provides clues to the geological past. detailed information about climate and habitat in the Australasian region over time. appreciate the vastness of geological time relate geological objects to previous events assemble and appraise geological evidence. Travel back in time L493 Years 7 9 Travel back in time [no spoken instructions] L497 Years 7 9 Reproduced with permission of Ted Bryant, Wollongong, Australia Students act as curators in a futuristic museum and collect, categorise, label and display geological exhibits for an exhibition. They can select from four different collections to build their exhibition. In the interactive 'Time portal', students travel back in time and gather information about past climates and habitats to include in their exhibition. Students can also add extra text to an exhibit. Details about each exhibit can be printed. Travel back in time: time map L498 Years 7 9 Students see how the land masses of Australia and New Zealand have changed over the last 110 million years. They can also learn about climate changes over time in the Australasian region. This series contains non-tlf content. See Acknowledgements in the learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 21

22 Seasons series (Years 7 10) Students investigate the seasons and related phenomena by manipulating an interactive model of the Earth. Students discover how the tilt of the Earth's axis, in relation to the position of the Sun, is the main reason why most of the Earth's surface is subject to annual temperature and weather fluctuations that is, seasons. an illustration and explanation of the Earth's orbit, day and night, factors causing variation in the Sun's heating effect and the seasons an interactive model of the Earth in its orbit to allow students to investigate the seasons and related phenomena simultaneous views of the Earth from different viewpoints multiple-choice questions to test understanding of key concepts structured feedback to student input. describe the Earth's rotation on a tilted axis and its revolution around the Sun describe why the Sun's heating effect is weakest at the poles relate the Earth's orbit combined with its tilted axis to the occurrence of seasons relate latitude and season to day length relate the changing elevation of the Sun in the sky to day-length and season. Seasons: Earth and the Sun L5775 Years 7 10 Students explore how the Sun's energy reaches the earth and discover that the poles are cooler than the equator because the Sun's energy passes through more of the earth's atmosphere at the equators and is spread over a wider area at the poles. Seasons: Earth's orbit L5776 Years 7 10 Students explore how the orbit of the Earth around the sun and the tilt of the earth's axis determines that each of the earth's hemispheres (northern and southern) in turn are tilted towards the sun for part of the year (summer) and away from the sun for part of the year (winter). Seasons: the hemispheres L5777 Years 7 10 Students compare the length of days (daylight hours) in Wanganui in New Zealand (southern hemisphere) and Beijing in China (northern hemisphere). They discover that, at certain times of the year, both cities experience 12 hours of daylight, while at other times of the year, one city experiences its shortest day while the other city experiences its longest day Education Services Australia Ltd, 2011, unless otherwise indicated. 22

23 Seasons: latitude L5778 Years 7 10 Students compare the length of days (daylight hours) in four cities at different latitudes on the Earth's surface. Students interact with models of the earth to discover that the latitude of each city determines the length of day (daylight hours) for the shortest and longest days of the year for each city. Seasons L5774 Years 7 10 This is an aggregate learning object combining the other four learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 23

24 Seasons series (ESL) (Ye a rs 7 10) Students discover how the tilt of the Earth's axis, in relation to the position of the Sun, is the main reason why most of the Earth's surface is subject to annual temperature and weather fluctuations that is, seasons. simultaneous views of the Earth from different viewpoints multiple-choice questions throughout to test students' understanding structured feedback based on student input modified language for English as a Second Language users a glossary of words used in the learning object. investigate the seasons and related phenomena by manipulating an interactive model of the Earth position the Earth in its orbit to correspond to important annual astronomical events. Seasons: Earth and the Sun [ESL] L9112 Years 7 10 Students explore how the Sun's energy reaches the Earth and discover that the poles are cooler than the equator because the Sun's energy passes through more of the Earth's atmosphere at the equators and is spread over a wider area at the poles. Seasons: Earth's orbit [ESL] L9111 Years 7 10 Students explore how the orbit of the Earth around the Sun and the tilt of the Earth's axis determines that each of the Earth's hemispheres (northern and southern) in turn are tilted towards the Sun for part of the year (summer) and away from the Sun for part of the year (winter). Seasons: the hemispheres [ESL] L9110 Years 7 10 Students compare the length of days (daylight hours) in Wanganui in New Zealand (southern hemisphere) and Beijing in China (northern hemisphere). They discover that, at certain times of the year, both cities experience 12 hours of daylight. Seasons: latitude [ESL] L9109 Years 7 10 Students compare the length of days (daylight hours) in four cities at different latitudes on the Earth's surface. Students interact with models of the Earth to discover that the latitude of each city determines the length of day (daylight hours) Education Services Australia Ltd, 2011, unless otherwise indicated. 24

25 The colour of water series (Ye a rs 7 10) Students explore and experiment with the conditions found in various bodies of water to understand the impact these conditions will have on the colour of the water. reference information on local areas. use a controlled environment to explore the different factors that can affect the colour of water ask a local about environmental conditions and their effects on water life replicate environmental conditions in an 'experitank' to match the water colour with the water sample colour provided are challenged to correctly match the water conditions that occur in various bodies of water around Australia and New Zealand. The colour of water: Experitank L562 Years 7 10 The colour of water: Experitank [no spoken instructions] L563 Years 7 10 Image of red tide reproduced courtesy of Erin Watson, University of Tasmania. Image of blue and green lakes reproduced courtesy of Environment Bay of Planty. Students vary temperature, salinity or the microorganisms present, plus other variables, to discover the impact these have on water colour. The colour of water: Blue Lake L564 Years 7 10 The colour of water: Blue Lake [no spoken instructions] L565 Years 7 10 Image reproduced courtesy of Environment Bay of Plenty. Students look at a lake in New Zealand that appears blue. The colour of water: Green Lake L566 Years 7 10 The colour of water: Green Lake [no spoken instructions] L567 Years 7 10 Image reproduced courtesy of Environment Bay of Plenty. Students look at a lake in New Zealand that appears green. The colour of water: Pink Lake L568 Years 7 10 The colour of water: Pink Lake [no spoken instructions] L569 Years Education Services Australia Ltd, 2011, unless otherwise indicated. 25

26 Students look at a lake in Australia that appears pink. Image reproduced courtesy of Dr M. Dyall-Smith. The colour of water: park pond L570 Years 7 10 The colour of water: park pond [no spoken instructions] L571 Years 7 10 Students look at a pond in Australia that appears brown. The colour of water: Jervis Bay L572 Years 7 10 The colour of water: Jervis Bay [no spoken instructions] L573 Years 7 10 Students look at a bay in Australia that appears white and shiny. Image reproduced courtesy of Ford Kristo Animal Image Photography. The colour of water: Freycinet Peninsula L574 Years 7 10 The colour of water: Freycinet Peninsula [no spoken instructions] L575 Years 7 10 Students look at an ocean off Tasmania that appears red. Image reproduced courtesy of Erin Watson, University of Tasmania. The colour of water: Great Barrier Reef L576 Years 7 10 The colour of water: Great Barrier Reef [no spoken instructions] L577 Years 7 10 Students look at ocean water around the Great Barrier Reef that appears blue. Image reproduced courtesy of Great Barrier Reef Marine Park Authority Education Services Australia Ltd, 2011, unless otherwise indicated. 26

27 The colour of water L560 Years 7 10 The colour of water [no spoken instructions] L561 Years 7 10 This is an aggregated learning object combining the other learning objects. Image reproduced courtesy of Great Barrier Reef Marine Park Authority. This series contains non-tlf content. See Acknowledgements in the learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 27

28 Tectonics investigator series (Ye a rs 7 10) Students investigate some of the scientific evidence which leads to our understanding of the current model of the Earth's structure. They also look at the scientific observation of magnetic stripes at divergent plate boundaries and how this supports tectonic plate theory. animation to illustrate and explain the Earth's internal structure a jigsaw activity in which tectonic plates are fitted together over the Earth's surface a tool to allow students to control plate movement to demonstrate the formation of magnetic stripes and hot spots structured feedback to student input multiple-choice questions to test understanding and interpretation. investigate the Earth's internal structure analyse scientific data to interpret a model of the Earth's structure identify tectonic plates investigate the formation of magnetic stripes at divergent plate boundaries and interpret their role in support of tectonic plate theory observe how hot spots can create seamounts and island chains and deduce how this process supports tectonic plate theory apply tectonic plate theory to predict island formation. Tectonics investigator: Earth's structure L5827 Years 7 10 Students investigate, analyse and interpret a model of the Earth's internal structure through animations and scientific data. In a jigsaw activity, students fit the Earth's tectonic plates together and then identify characteristics of the plates. Tectonics investigator: magnetic stripes L5828 Years 7 10 Students investigate the formation of magnetic stripes at divergent plate boundaries and interpret the role of magnetic stripes in support of tectonic plate theory. Tectonics investigator: hot spots L5829 Years 7 10 Students control plate movement to model the formation of hot spots. Students observe how hot spots can create seamounts and island chains and deduce how this process supports tectonic plate theory. Tectonics investigator L5826 Years 7 10 This is an aggregated learning object combining the three other learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 28

29 Image of Newton courtesy of Photo Researchers, Inc./Photolibrary.com. This series contains non-tlf content. See Acknowledgements in each learning object. Tectonics investigator series (ESL) (Years 7 10) Students investigate some of the scientific evidence which leads to our understanding of the current model of the Earth's structure. structured feedback based on student input multiple-choice questions which test student understanding and interpretation modified language for English as a Second Language users a glossary of terms used in the activity. investigate the Earth's internal structure through animations and scientific data analyse scientific data to interpret a model of the Earth's structure identify tectonic plates. Tectonics investigator: Earth's structure [ESL] L9467 Years 7 10 Students investigate the internal structure of the Earth using earthquake measurements. They examine the Earth's outer layer and fit the Earth's tectonic plates together like a jigsaw puzzle. Tectonics investigator: magnetic stripes [ESL] L9468 Years 7 10 Students investigate the formation of magnetic stripes at divergent plate boundaries. They interpret the role of magnetic stripes in support of tectonic plate theory. Tectonics investigator: hot spots [ESL] L9469 Years 7 10 Students observe how hot spots can create seamounts and island chains, and deduce how this process supports tectonic plate theory. They apply tectonic plate theory to predict island formation. These learning objects contain non-tlf content. See Acknowledgements in the learning objects 2011 Education Services Australia Ltd, 2011, unless otherwise indicated. 29

30 Tectonics investigator: assessment series (Ye a rs 7 10) Students interpret animations and data to answer questions about the Earth's internal structure and the movement of tectonic plates. descriptions of scientific advances that challenged understandings and practices in science and everyday life targeted assessment of each student's understanding of the processes that change the Earth's surface over time at local and global levels a printable report of the student's performance an opportunity for teacher feedback. use geological evidence to interpret past events use the theory of plate tectonics to explain global patterns of geological activity interpret seismic data evaluate evidence for the existence of tectonic plates. Tectonics investigator: Earth's structure: assessment L10326 Years 7 8 Students are assessed on their understanding of the Earth's internal structure. They use animations and images to help them answer a series of questions dealing with the seismic exploration of the Earth's internal structure and the structure of tectonic plates. Tectonics investigator: plate movement: assessment L10327 Years 8 10 Assesses student understanding of tectonic plate movement. Students interpret data from magnetic surveys of divergent zones, as well as patterns derived from hotspot traces. This series contains non-tlf content. See Acknowledgements in the learning objects Education Services Australia Ltd, 2011, unless otherwise indicated. 30

31 Shaping the land: assessment series (Years 8 9) Students show their understanding of the geological processes of deposition, folding, faulting, erosion and intrusions. model answers for students to compare their free text responses against photographs of real landforms to match to animated cross-sections of the Earth a printable report of the student's performance. model geological processes that interact to form and reshape the Earth's crust describe the geological processes of deposition, folding, faulting, erosion and intrusions use the theory of plate tectonics to explain geological activity identify geological features and processes that shape landforms, including folds, faults, intrusions, erosion and deposition. Shaping the land: model landforms: assessment L9837 Years 8 9 Students examine geological forces: deposition of sediments, folding, faulting, igneous intrusions and erosion. They work out a sequence of geological events to match example landforms. Shaping the land: real landforms: assessment L9836 Years 8 9 Students demonstrate their understanding of geological events that interact to form and reshape the Earth's crust. They create the correct sequence of events to match an example cross-section of the Earth Education Services Australia Ltd, 2011, unless otherwise indicated. 31

32 Tectonic boundaries series (Years 9 10) Students use models of tectonic processes to understand geologic events on Earth. Students apply their understanding of plate tectonics to world regions and explain how major geological features were created. illustrations of the processes occurring at divergent, convergent and transform boundaries explanations of the origins of catastrophic geological events animation to show the effect of tectonic forces on plate boundaries over time structured feedback to student input multiple-choice questions to test understanding of plate movements and tectonic forces. model the effect of different tectonic forces on plate boundaries over time identify and explain the tectonic processes occurring at divergent, convergent and transform boundaries relate geological features to different tectonic boundaries predict geological processes and features at different locations on plate boundaries. Tectonic boundaries: divergent L5831 Years 9 10 Investigates the Atlantic Ocean (where the South American and African plates meet) and Iceland (where the Eurasian and North American plates meet). Geological features include volcanoes, cracks in the ground (fissure vents), a widening of the ocean floor and submerged mountain ranges. Tectonic boundaries: convergent L5832 Years 9 10 Investigates the west coast of South America (where the South American and Nazca plates meet), Northern India (where the Eurasian and Indian plates meet) and South Pacific (where the Pacific and Australian plates meet). Geological features and events include volcanoes, deep sea trenches, earthquakes, tsunamis and mountain ranges. Tectonic boundaries: transform L5833 Years 9 10 Investigates the west coast of the USA (where the North American and Pacific plates meet), the Pacific Ocean (where the Pacific and Juan de Fuca plates meet) and the South Pacific (where the Pacific and Australian plates meet). Geological events include earthquakes Education Services Australia Ltd, 2011, unless otherwise indicated. 32

33 Tectonic boundaries: challenge L5834 Years 9 10 Students test their understanding of the different boundaries in a variety of new locations. Tectonic boundaries L5830 Years 9 10 This is an aggregated learning object combining the four other learning objects. This series contains non-tlf content. See Acknowledgements in each learning object. Tectonic boundaries: assessment series (Years 9 10) Students use the theory of plate tectonics to explain global patterns of geological activity. a series of multiple-choice questions to assess student understanding animations and data sets demonstrating the movement of tectonic plates descriptions of scientific advances that challenged understandings and practices in science and everyday life a printable report of the student's performance. use geological evidence to interpret past events describe processes that change the Earth's surface over time at local and global levels identify and explain the tectonic processes and features occurring at divergent boundaries, convergent boundaries and transform boundaries. Tectonic boundaries: convergent: assessment L10329 Years 9 10 Students use animations of tectonic plate movement to answer a series of 11 questions assessing their understanding of phenomena associated with convergent plate boundaries. Tectonic boundaries: divergent: assessment L10328 Years 9 10 Students use animations of tectonic plate movement to answer a series of eight questions assessing their understanding of phenomena associated with divergent plate boundaries Education Services Australia Ltd, 2011, unless otherwise indicated. 33

34 Tectonic boundaries: transform: assessment L10330 Years 9 10 Students use animations of tectonic plate movement to answer a series of nine questions assessing their understanding of phenomena associated with transform plate boundaries. Eclipses series (Years 9 10) Students manipulate interactive models of the Earth and Moon in relation to the Sun. They observe how solar and lunar eclipses occur as a result of the relative positions and movements of the Earth, Moon and Sun. explanations of the Moon's orbit, phases of the Moon, the lunar month, and solar and lunar eclipses an interactive model of the Earth-Moon-Sun system that can be manipulated to show phases, eclipses and related phenomena simultaneous views of the Moon from different viewpoints structured feedback for students multiple-choice questions to test understanding of key concepts. model the arrangement of the Earth, Moon and Sun to explain the phases of the Moon as viewed from the southern hemisphere relate the lunar month to the period of the Moon's revolution model the arrangement of the Earth, Moon and Sun, and the position of an observer on Earth, to explain the different types of solar eclipses model the arrangement of the Earth, Moon and Sun to explain the different types of lunar eclipses relate the occurrence of eclipses to the phases of the Moon. Eclipses: solar eclipse L5780 Years 9 10 Demonstrates how and why solar eclipses occur when the Moon is positioned between the Sun and the Earth. Eclipses: lunar eclipse L5781 Years 9 10 Demonstrates how and why lunar eclipses occur when the Earth is positioned between the Sun and the Moon and describes how this affects the appearance of the Moon from Earth Education Services Australia Ltd, 2011, unless otherwise indicated. 34