Year 5
Inquire
Wear on Earth

Lesson 6 • Erosion caused by water

Students explore how water erosion can change the landscape, transporting sediment from one place to another.

Wear on Earth

View Sequence overview

Students will:

  • construct and observe water erosion using models of different landscapes.
  • consider the importance and dangers of erosion and floods.

 

Students will represent their understanding as they:

  • draw annotated diagrams of model landscapes, showing changes caused by water erosion.
  • contribute to discussions to identify limitations of modelling and the positive and negative effects of water erosion and flooding.

Lesson

Re-orient

Revise what students have learned about erosion so far, with a focus on wind erosion as explored last lesson.

Estimated time
5 minutes
Lesson type
Class

Water erosion

Revise the ways that water can contribute to weathering, including facilitating the movement of rock down a river, or in freeze-thaw weathering.

Noting the difference between weathering and erosion—as students have already discussed over the course of the sequence—pose the question: How does water cause erosion?

Estimated time
5 minutes
Lesson type
Class

Building landscapes

This step provides three different models for simulating soil erosion on different landscapes (also outlined on the Modelling water erosion Resource sheet). You might test all models across the classroom, select and test one model that is most appropriate for your location and students' experiences, or modify the models to suit your context more closely.

Students should work in collaborative teams to build one of the landscapes, test how water moves through it, and observe any erosion that occurs.

Provide students with a variety of materials that they may use to build their landscapes within a defined container in order to hold the water. An aluminium or plastic tray is ideal. The other materials you provide for students to use can be varied, but should include soil and/or sand so that students see how it specifically moves through the landscape. See the List of materials above for suggested materials.

You might model this process of building a landscape as a class beforehand, discussing the materials that can be used to mimic the features of that landscape. For example you might use rocks or plaster to build elevated embankments, twigs/sticks and string to mimic trees and tree roots, pop-sticks to build fences or barriers, or uprooted weeds as grasses/plants.

Optional: Allow teams time to search for and look at images of examples of their chosen landscape so their models are more accurate.

Modelling water erosion caused by rainfall on a sloping landscape

Students build a sloping landscape in an aluminium or plastic tray, then pour water over the landscape.

  1. Build a sloping/hillside landscape in the aluminium or plastic tray.
    • Build an elevated section at one end of the tray, making sure that the ‘land’ at the other end is lower.
    • Cover the landscape in things you might find on a hillside. Leave parts of the soil exposed.
  2. Cut a small notch at the end of the tray where the land is lower.
  3. Draw an annotated diagram of the landscape in your science journal.
  4. Prop up the end of the tray opposite the notch to ensure the water flows downwards.
  5. Hold the bucket/tub under the notch to catch overflow of water and sand.
  6. Using the bottle, pour the water on a specific area of the landscape, at a consistent rate. Alternatively, use a spray bottle or cup with holes in the bottom to simulate rainfall.
  7. Observe how the water flowing interacts with features of the landscape.
  8. On the annotated diagram mark the areas where water was poured.
  9. On the annotated diagram draw how the water has affected the landscape, using a different coloured pen.

Optional: Students could collect numerical data by adding coloured aquarium stones to the sloping landscape, then counting the number of stones that end up at the base of the tray after the water has been poured on it. This data could be graphed. This could be built on in the following lesson, if students test erosion control strategies, by calculating the difference between the number of stones that end up at the base of the tray when there are no erosion control strategies in place compared to when there are.

 

Modelling water erosion caused by waves

  1. Build a beach landscape in an aluminium or plastic tray.
    • Cover the whole tray with sand to simulate a beach.
    • One section of the ‘land’ should be very low, to simulate the seabed where the water will sit. One section should be higher to simulate the beach, and one section should be higher again to simulate sand dunes.
    • Include other natural features you might find at a beach.
  2. Fill the shallow side of the tray with water, making sure you leave some flat area exposed to represent the shoreline.
  3. Draw an annotated diagram of the landscape in your science journal.
  4. Use a wide piece of hard plastic to push large amounts of water towards the ‘shore’, simulating waves.
  5. Observe how the waves interact with features of the landscape, particularly the sand dunes.
  6. On the annotated diagram draw how the water has affected the landscape, using a different coloured pen.

 

Modelling water erosion of riverbanks caused by heavy rainfall

  1. Build a river landscape in an aluminium or plastic tray.
    • Each side of the landscape should be elevated (but not necessarily completely flat) with a gully/channel running through it.
    • Include bends in your ‘river’ and other features you might see in the landscape.
  2. Pour a small amount of water into the river, as would appear in nature.
  3. Draw an annotated diagram of the landscape in your science journal.
  4. Use a large water bottle or bucket to pour a large amount of water into one end of the ‘river’ all at once.
  5. Observe how the sudden increase in water level interacts with features of the landscape, particularly the riverbanks and any bends in the river.
  6. On the annotated diagram draw how the water has affected the landscape, using a different coloured pen.
Estimated time
Variable
Lesson type
Collaborative team
Science content

Water erosion

How does the water cause erosion?

Water’s sculpting force

In this integrate step, guide students to link their experiences in the investigation to the processes of erosion caused by water in real-life.

Through questioning and discussion, students should come to a consensus that:

  • water moving over and through the landscapes transports soil from one place and deposits it in another.
  • whilst it is an important natural process, sudden increases in water volume can impact environments negatively.
  • these impacts can affect humans, animals and plants.

Invite teams to share their observations, encouraging the use of the terms ‘transportation’ and ‘deposition’.

Discuss the people and animals that will be most affected by erosion in the scenario/s students modelled, and how they would be affected.

Optional: Further consolidate understanding of how water erosion causes changes to the landscape and can re-shape rivers by viewing River Erosion: The Wrath of Nature Unveiled (3:09).

In their science journal, and in reference to their observations of their model, students write a response to answer the question How does water cause erosion?

 

Reflect on the lesson

You might:

  • add new words and images to the word wall or glossary.
  • add to the W and H sections of the TWLH chart.
  • create a table to compare the positive and negative effects of water erosion.
  • discuss how students were thinking and working like scientists during the lesson. Focus on the use of modelling to represent changes that occur over long time scales and/or in large environments.
Estimated time
20 minutes
Lesson type
Class and individual
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Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Year 5
Inquire
Wear on Earth

Lesson 5 • Erosion caused by wind

Students explore how wind transports sediment from one place to another.

Wear on Earth

View Sequence overview

Students will:

  • model and observe wind erosion on exposed soil.
  • consider how different wind speeds impact erosion.
  • identify how soil particles move as a result of wind.

 

Students will represent their understanding as they:

  • draw annotated diagrams showing the movement of soil at different wind speeds.
  • explain how they think dust storms occur.

Lesson

Re-orient

Revise what students have learned about weathering and erosion. Focus on any discussions students may offer about sediment being moved from one place to another (transportation) by glaciers, water, wind and gravity.

Estimated time
5 minutes
Lesson type
Class

How does wind move soil?

Revise the difference between weathering and erosion.

Optional: Show the video What’s the difference between weathering and erosion (1:26) to view examples in situ and prompt discussion.

Pose the question: How easily does wind move soil?

Estimated time
10 minutes
Lesson type
Class

Modelling wind erosion

Students simulate the effects of wind on exposed soil using a model.

Before the investigation

Discuss what students know about wind and its different ‘strengths’ or speeds.

Discuss what students know about soil and its composition. Examine each of the components of the ‘soil’ sample that teams will be testing and discuss what it might represent in a sample of real soil. 
Note: Students should have learned about soils, rocks and minerals in Year 3. This may have included learning about the features of soil, different soil types—sand, silt and clay— and their components.

 

Undertaking the investigation

Explain/model the investigation—teams will pour their ‘soil’ onto a plate or other flat surface, piling up the soil at one side of the surface, and blow on it with three different ‘strengths’ to represent how bare soil might move in a light wind, a medium wind, and a strong wind.

Discuss how they could make the test fair by, for example, ensuring that the same person simulates the wind each time, and bringing the soil back into a pile before the next test.

As a class design a table that students can use to record their observations.

One example could be:

Describe and draw the soil particles in your sample. 
Are they big, small, heavy, light?		Observe and describe, using words and drawing, how the soil moves in a light wind. 
Which particles moved? 
How far did they travel? 
How spread out were they?		Observe and describe, using words and drawing, how the soil moves in a medium wind. 
Which particles moved? 
How far did they travel? 
How spread out were they?		Observe and describe, using words and drawing, how the soil moves in a strong wind. 
Which particles moved? 
How far did they travel? 
How spread out were they?


 


 


 


 


 


 
 
 

Allow teams time to carry out their investigation and record their observations using the table.

Optional: Teams take photos and videos during their investigation.

Estimated time
15 minutes
Lesson type
Collaborative team and class
Science content

Wind erosion

How does the wind cause erosion?

Science content

Wind

What is wind and how is its strength measured?

Science content

Features and properties of soils

What is in soil?

How did the wind move the soil?

In this Integrate step, guide students to link their experiences in the investigation to the processes of erosion caused by wind in real-life. 
Through questioning and discussion, students should come to a consensus that:

  • wind can cause particles of soil to be transported across the landscape.
  • stronger winds can transport particles further.
  • the size of the particles also affects how far and high they are transported.
  • the particles themselves can be broken down in the process.

Students share their observations from the investigation. They consider similarities and differences between groups and why these may have occurred. They also consider the fairness and accuracy of the investigation and how this could be improved.

Introduce and discuss the terms ‘transportation’, the movement of weathered material away from its source location, and ‘deposition’, the laying down of this material in a new location.

Introduce the terms ‘surface creep’, ‘saltation’, and ‘suspension’ as different ways that the wind transports and deposits weathered material. Explain that students will watch some animations to support them to define these terms for themselves.

Watch the Wind erosion video without sound, from 1:40 until 2:40. Pause the video at appropriate times, taking note of the size of the soil particles and how they are moving as each term appears on screen.

Compose student-led definitions of the terms surface creep, saltation, and suspension, using the movement terms students offer and including reference to particle size.

Finally, rewatch the Behind the News segment ‘Dust Storm' (3:50) first viewed in Lesson 1. In their science journal, students use words and diagrams to explain how they think a dust storm may occur, the type of soil particles they transport, and how far the particles are transported before being deposited in another location.

 

Reflect on the lesson

You might:

  • add new words and images to the word wall or glossary.
  • add to the W and H sections of the TWLH chart.
  • consider the positive and negative impacts of wind erosion on humans, animals and the environment.
Estimated time
20 minutes
Lesson type
Class and individual
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Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Year 5
Inquire
Wear on Earth

Lesson 4 • Chemical weathering

Students explore chemical weathering through a series of hands-on investigations.

Wear on Earth

View Sequence overview

Students will:

  • model and observe chemical weathering through hands-on exploration.
  • consider how human activities contribute to chemical weathering.

 

Students will represent their understanding as they:

  • discuss the chemical weathering changes observed during modelling.
  • draw diagrams of changes observed during chemical weathering investigations.
  • compare and discuss the similarities and differences between real-life chemical weathering and classroom modelling.

Lesson

Re-orient

Recall the previous lessons, focusing on how physical weathering changes rocks and sometimes breaks them apart.

Estimated time
5 minutes
Lesson type
Class

What is chemical weathering?

Note for teachers

The concept and potential consequences of chemicals in the environment affecting rocks, including in the form of acid rain, are explored in this lesson. This is modelled using vinegar as a substitute for naturally occurring acids in the environment. The idea of acid rain can be alarming to students, and it is worth noting that vinegar is a stronger acid than naturally occurring acid rain. See the embedded professional learning The pH scale for more information.

 

Discuss if students think that rocks can wear away without a physical force, and how that might happen.

Pose the questions: What is chemical weathering, and how does it change rocks?

Estimated time
10 minutes
Lesson type
Class
Science content

The pH scale

What is the pH scale, and what do my students need to understand about it at this year level?

A chemical reaction

Four different investigations exploring chemical weathering are outlined below. Select the investigation(s) that best suit the needs and context of your students. You may choose to do all of these investigations if adequate time and supplies are available. The instructions for each are provided on the Chemical weathering investigations Resource sheet. Modify the resource sheet to include the instructions required for the investigations you will undertake, and print or display them for teams as necessary.

Before undertaking any investigations

Introduce a formal definition of ‘chemical weathering’—the breakdown of rocks and minerals caused by non-physical changes (chemical reactions).

View and discuss the materials students will use, and how/why they are being used to model the chemical weathering process. For example:

  • vinegar has a high pH level, and so exaggerates the effects of what happens when rocks/minerals are exposed to acid.
  • sugar cubes can be used as a substitute for rock because breaking up the hard, compressed particles can show what happens to rocks when they come into contact with acidic substances.

Discuss/model the PROE strategy, as students will use it to record what is happening in their investigations.

  • First, students make a Prediction about what they think will happen and give Reasons for why they think that, based on their prior knowledge and experiences.
  • Next they undertake the investigation, discussing it with their team and writing about, drawing, or taking photos of their Observations in their science journal.
  • Finally, they Explain what they think happened and why.

Allow teams time to undertake the selected investigations. The PROE template Resource sheet can be printed as many times as will be required, or students can create as many as they need in their individual science journal.


 

Reaction time

Students conduct an investigation into what happens to rocks when they are exposed to neutral and acidic substances (water and vinegar).

Students complete the P and R sections of a PROE, then submerge one piece of limestone/cement cement in a cup of water and the other piece in a cup of undiluted white vinegar. They record observations during the course of the day in the O section of their PROE, before leaving the limestone or cement submerged overnight. They make a final observation the following day finalise the Observations and Explanations of their PROE in their science journals.

Watch the video Chemical Weathering: Acid Rain (2:00). Discuss if students’ observations matched those in the video. Discuss the chemical reaction where carbon dioxide is produced as the acidic vinegar reacts with the limestone. Allow students time to add to or amend their explanations as needed.

 

Drip drip

Students conduct an investigation comparing physical weathering to non-physical (chemical) weathering, using sugar cubes and diluted vinegar.

Students ‘physically’ weather their ‘rocks’ (sugar cubes) by, for example, pressing down on the cubes with their hand or a book, or scraping two cubes against each other.

Students consider the questions: Are these smaller pieces you have created still ‘rock’ (sugar)? and What will happen when we drip acid onto the ‘rock’? They complete the P and R sections of a PROE, before dripping diluted vinegar onto the rock using a dropper or syringe. They record their Observations and Explanations in their science journals, including a response to the question How has the rock changed?

 

Altered sculptures

Students make a sugar cube/toffee sculpture then observe the effects of acid rain (vinegar) dripping on their sculpture.

Supply teams with sugar cubes/toffee and sculpting tools (popsticks, nail files, toothpicks etc.) and allow time for them to create a sculpture.

If using sugar, single cube sculptures work fine or cubes can be glued together with icing if required. Encourage students to include fine details and sharp edges on their sculpture.

Once sculptures are complete, students complete the P and R sections of a PROE, before modelling the effects of acid dripped on rock by dripping diluted vinegar onto their sculpture. They record their Observations and Explanations in their science journals.

 

Caves and sinkholes

Teams explore the creation of a cave or sinkhole by making a model of the Earth's surface.

Teams place a layer of ‘rock’ (sugar cubes) in a clear glass/jar and cover it with ‘topsoil’ (clay or a biscuit/cracker). They make a few holes or cracks in the ‘topsoil’ so rainwater can seep into the ‘rock’ layer.

Students complete the P and R sections of a PROE before dripping diluted vinegar onto their model of the Earth's surface. The sugar cubes (rocks) will begin to chemically weather beneath the surface layer, in a similar way to how caves and sinkholes are created. Students record their Observations and Explanations in their science journals.

Estimated time
Variable
Lesson type
Collaborative team and individual
Science content

Chemical weathering

What is chemical weathering?

What did you observe?

In this Integrate step, guide students to link their experiences in the investigation to the processes of chemical weathering in real-life. 
Through questioning and discussion, students should come to a consensus that:

  • not all changes to rocks are physical changes.
  • some changes are caused by the mixing of chemicals in the environment.
  • human actions can sometimes speed up the process of these changes.

Students share their observations and explanations from the investigation/s they undertook.

Further consolidate student understanding of chemical weathering by viewing videos of weathering and discussing brief explanations to suit your context. Examples include:

Discuss how students’ observations from their investigations were similar or different from what they had just viewed.

Optional: Use Google Maps to explore some famous Australian landscapes that are the result of chemical weathering, such as Wave Rock, WA. Wave Rock is 14m high and 110m long, and is formed by water dissolving and re-depositing chemicals in the granite as it runs down the cliff face

 

Reflect on the lesson

You might:

  • add new words and images to the word wall or glossary.
  • add to the W and H sections of the TWLH chart.
  • consider how students were thinking and working like scientists during the lesson by discussing the use of models to develop their understanding of chemical weathering. Weathering, particularly of large rocks, takes place over millions of years. Modelling helps us to view the process in a reasonable timeframe. Landforms can be large and difficult to view, so modelling makes a smaller version for us to study.
Estimated time
20 minutes
Lesson type
Collaborative team and class
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Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Year 5
Inquire
Wear on Earth

Lesson 3 • Freeze-thaw weathering

Students investigate what happens to water when it is frozen, and determine how this might contribute to the weathering of rocks.

Wear on Earth

View Sequence overview

Students will:

  • conduct a fair test to explore changes to water volume as it changes state from a liquid to a solid.
  • apply their understanding of increasing water volume (during freezing) to explain how freeze-thaw weathering can split rocks in nature.

 

Students will represent their understanding as they:

  • make a claim about the effect of freezing on water, based on their findings.
  • draw a labelled diagram to explain freeze-thaw weathering.
  • consider and discuss the conditions in nature required to facilitate freeze-thaw weathering.

Lesson

Re-orient

Review the definition of physical weathering introduced in the previous lesson: when physical forces break down rock into smaller pieces.

Discuss the physical forces that break down rocks that students explored in their investigations—abrasion (which occurs when rocks rub and tumble against each other), breaking of particles and smoothing edges of rocks.
 

Estimated time
5 minutes
Lesson type
Class

How can water cause weathering?

Ask students to identify how water appears in the environment, prompting them to think about it in all its states.For example:

  • Liquid: creek, river, lake, puddle, ocean.
  • Solid: ice, snow (loosely held ice crystals).
  • Gas: water vapour caused through evaporation.

Note: In Year 3 students would have learned about how adding and removing heat from liquids changes its state. They also will have learned about the water cycle in Year 4, and may have already learned about the three states of matter—solid, liquid and gas—earlier in Year 5. Their level of understanding of these phenomena will impact their responses. The key focus relevant here is water moving between a solid and liquid state through the adding and removal of heat energy.

Pose the question: Can freezing and thawing water cause weathering to rocks?

Discuss the definition of the term ‘thawing’ if required.

Estimated time
5 minutes
Lesson type
Class

What happens to water when it freezes?

Ask students if they have ever seen what happens when a full bottle of water is left in the freezer. View the image on the What broke the bottle? Resource sheet telling students that the bottle had been left in the freezer overnight. Students compare this to previous experiences and suggest reasons why the bottle broke.

If not already offered by the students, share your own thinking: As the water froze, it expanded and broke the bottle.

Ask students how they might devise a fair test to investigate if water does indeed expand as it freezes.

If required, prompt students by showing them the equipment available for the investigation. For example, show them a syringe of coloured water (with a small amount of Blu-Tac used to seal the end) and ask them how we might use it to see if water expands when it is frozen.

Pose the broad question: What things might affect the volume of water?

Using a demonstration copy of the Variables grid Resource sheet, identify and record the thing to be measured during the investigation—that is, the volume of water in the syringe—and place that in the centre of the grid, marked with (M). Brainstorm other variables in the surrounding columns/rows. Add or remove additional columns/rows as required. For example,

Note: In some investigations it is appropriate to allow teams to select the variable they wish to change, and teams might select different variables. However, in this case, the goal of the investigation is to show that water expands as it freezes. This is achieved by changing the water from a liquid state to a solid state through freezing, so all teams should investigate this same variable.

Model how to use the question stem to write a question for the investigation: What happens to the volume of water when we change the state of the water from liquid to solid?

Discuss how the investigation will be conducted and data collected and recorded.

Optional: Discuss fair testing principles, including why it is essential to only change one variable and leave everything else the same: to ensure that we find out the impact changing a specific variable has on the outcome. If multiple variables are changed there is no way of knowing which one made the impact and to what degree.

In collaborative teams, students plan their investigation and record their results using the Freeze-thaw Investigation Planner Resource Sheet.

Ideally this investigation should take place over two lessons to allow the water time to freeze. You might organise this by:

  • Completing page 1 of the investigation planner and the liquid water observations and measurements on page 2 in one lesson.
  • Placing the water-filled syringes into the freezer.
  • In a follow-up lesson the next day or week, complete the solid water observations, results and claims (remainder of page 2 and page 3).
  • Leave the freeze-thaw weathering diagram to be complete AFTER the integrate step is complete.
Estimated time
Variable
Lesson type
Collaborative team and class
Pedagogical tools

Using a variables grid to plan a fair test investigation

How might you support students to conduct an accurate fair test investigation, with a clear investigable question?

3:04
Science content

Why does water expand when frozen?

Most liquids take up less volume as they become solids. Liquid water is unique.

Comparing water volume

In this integrate step, guide students to link their experiences in the investigation to the processes of freeze-thaw weathering in real life. 
Through questioning and discussion, students should come to a consensus that:

  • water provides a physical force when it expands as it freezes.
  • in nature this force can cause rocks to break apart as repeated cycles of freezing and thawing occur. 

Teams share the result of their investigations.

Using the QCER framework as a guide, each team makes a claim to answer the question they were investigating: What happens to the volume of water when we change the state of the water from liquid to solid? For example, Water expands and takes up more volume when it changes from a liquid to a solid. Teams support their claim with evidence from their investigation, for example The water in our syringe increased from 5ml as a liquid to 6ml when it froze solid.

Compare to see if each team got the same results and made the same/similar claims. Discuss why this happened, any results that differed, and why they might have differed. Ask students if they would now consider the prediction "water expands when it is frozen" to be shown as true, and what they think broke the glass bottle from the What broke the bottle? Resource sheet.

Using the Think-Pair-Share strategy, ask students to consider how the force created by water physically expanding when it freezes would contribute to weathering.

Show the video Freeze-Thaw Weathering Explained (2:48) so students can generalise what they have learned about water expansion and freeze-thaw weathering of rocks.

Students complete their freeze-thaw weathering diagram on the Freeze-thaw investigation planner Resource sheet.

Discuss the conditions required for freeze-thaw weathering to occur: rain or snow and temperature change that repeatedly goes above and below 0°C. Determine if it is likely for freeze-thaw weathering to occur in your location and why/why not.

Optional: Explore summer images of Blue Lake at Mt Kosciuszko, NSW. Zoom in to see signs of freeze-thaw weathering on the large rock faces and rocky debris on the ground.


 

Reflect on the lesson

You might:

  • add new words and images to the word wall or glossary.
  • add to the W and H sections of the TWLH chart.
  • ask students to articulate the forces involved when the water volume expands when it freezes.
  • discuss how the learning from this lesson relates to freeze-thaw weathering of rocks.
  • discuss how students were thinking and acting like scientists during this lesson. Focus on recording, explaining, evaluating data and using scientific diagrams.
Estimated time
20 minutes
Lesson type
Class and individual
Science content

Freeze-thaw weathering

What is freeze-thaw weathering and where/when does it occur in Australia?

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Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Year 5
Inquire
Wear on Earth

Lesson 2 • Physical weathering of rocks

Students use models to investigate the physical weathering of rocks, including a simulation of what happens when rocks are tumbled around in a river.

Wear on Earth

View Sequence overview

Students will:

  • follow procedures to investigate the physical weathering of rocks.
  • use models to represent changes that occur over long time scales and in large environments.
  • observe and explain how weathering causes river rocks to become rounded and smooth.

 

Students will represent their understanding as they:

  • contribute to discussion to explain physical weathering observations.
  • explain the science of physical weathering of rocks.

Lesson

Re-orient

Review the meaning of the term ‘weathering’, the changes to London Bridge Arch rock formation, and any examples of weathering students identified during their observation walk/virtual tour.

Estimated time
5 minutes
Lesson type
Class

Can we change the shape of rocks?

Ask students if they think all rocks are the same level of hardness, or if some rocks are harder/softer than others, and why they think that.

Discuss how they might investigate to find the answer.

Note: In Year 3, students may have undertaken a rock scratch test when learning about rocks and minerals. See Lesson 5 of the Year 3 teaching sequence Dig deep for details of this lesson. You might choose to include that lesson in this sequence if students demonstrate alternative conceptions about rock hardness.

Model attempting to scratch one rock with another rock and observe and discuss any changes to the surface of the rocks (the harder rock will leave a scratch or a dent on the softer rock). Ask students how rocks might end up scratching/rubbing together in nature or with the help of humans.

Pose the question: If rocks scratched against each other for long enough, would it change their observable features such as size, shape, pointiness?

Estimated time
10 minutes
Lesson type
Class

Scrape ‘n’ shake

There are two short investigations in this lesson: Scrape it and Shake it. Similar materials are required for each investigation and it is recommended that students complete both to build a solid understanding of the physical weathering of rocks.

Discuss the importance and limitations of models in scientific investigations. Show students the equipment they will be using to simulate rocks for the investigation and discuss why these are being used in place of real rocks.

Scrape it

Use a demonstration copy of the first page of the Scrape it, shake it Resource sheet to explain/model the investigation.

Using chalk/a sugar cube to represent one rock, and sandpaper to represent the other, students will:

  1. Draw a labelled diagram to represent what they observe before scraping the 'rocks' against each other.
  2. They will then scrape the 'rocks' against one another for 30 seconds to see what happens.
  3. Draw a labelled diagram to represent what they observe after scraping the 'rocks' against each other.


Shake it

Use a demonstration copy of the second page of the Scrape it, shake it Resource sheet to explain/model the investigation.

Using 2 pieces of chalk/sugar cubes to represent large rocks, salt to represent small rocks, and a glass jar to shake them in, students will:

  1. Draw a labelled diagram to make observations about the rocks before they shake them.
  2. Predict what they think will happen when they shake the rocks inside the glass jar.
  3. Shake the rocks in the jar for 2 minutes.
  4. Write/draw their observations after shaking.
  5. Explain what happened, why they think it happened, and compare their predictions with the results.

 

Distribute equipment (chalk or sugar cubes, salt, jar with lid) and allow time for students to complete the investigations, recording their results on the Scrape it, shake it Resource sheet.

Estimated time
30 minutes
Lesson type
Collaborative team and class
Science content

Weathering

What is physical weathering?

Pedagogical tools

Scientific models

Why do scientists use models and how are they helpful to students?

Rounding out the rocks

In this integrate step, guide students to link their experiences in the investigation to the processes of weathering in real-life. 
Through questioning and discussion, students should come to a consensus that:

  • physical weathering occurs when rocks rub against each other or other things in nature.
  • this typically happens with smaller rocks as they tumble down cliffs and rivers/streams.
  • this rubbing/tumbling wears away the edges of a rock, creating smaller rocks, rock particles and smooth/er edges.

Share and discuss findings from the investigations as a class to form conclusions and common understandings.

Ask students if they have ever seen rocks in a river, and what might cause them to move. Discuss, and potentially view using Google Maps, any specific locations where students may have viewed river rocks, for example the Buckland River in Victoria.

Optional: View the video Tumbling Rocks (0:55) to observe how rock/mineral tumbling mimics the natural process of rocks being rounded in a river.

Introduce and discuss these following terms with students:

  • ‘physical weathering’: when physical forces break down of rock into smaller pieces. Note that this is sometimes also called mechanical weathering.
  • ‘abrasion’—the process of scraping or wearing something away.

If students haven't already made the connection, review their understanding of forces (which they have learned about in Year 1 and Year 4), including push-pull forces and friction, identifying their roles in the actions students have modelled in the investigation.

Either as a class, and recorded in the class science journal, or individually in their own journals, students construct a short explanation using these terms to describe what/how physical forces cause the rocks to rub against each other and what happens to them during these processes.

 

Reflect on the lesson

You might:

  • add to the class word wall of vocabulary related to physical weathering.
  • add to the class TWLH chart, completing the H and L sections with what they have learned about mechanical weathering, rivers and rocks.
  • re-examine the intended learning goals for the lesson and consider how they were achieved.
Estimated time
20 minutes
Lesson type
Class
Previous lesson Next lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Year 5
Launch
Wear on Earth

Lesson 1 • Earth’s shifting surface

Students are introduced to the core concepts of weathering and erosion, and look for evidence of weathering and erosion in the local area with the aim of identifying a local issue that needs to be addressed.

Wear on Earth

View Sequence overview

Students will:

  • identify what they think they know about weathering and erosion and how it causes changes to the Earth’s surface.
  • recognise that weathering and erosion cause changes to the Earth’s surface, including some that affect humans, animals and the environment.

 

Students will represent their understanding as they:

  • represent their current understanding of weathering and erosion using images, words and labels.

Lesson

What do we think we know

Note for teachers

The terms ‘weathering’ and ‘erosion’ are deliberately not used in this step, as they have not appeared in the curriculum prior to this sequence and are unlikely to be known and/or understood by students. If students offer and show an understanding of these terms then it is perfectly acceptable to use them.

 

Explain to students that, over the course of this sequence, they will undertake investigations to learn about how Earth’s surface changes over time, and that, before they begin, they’ll have an opportunity to consider and show what they currently think they know, through words, drawings and discussion.

Individually, students complete the Thinking about landscapes Resource sheet.

Students then cut along the dotted lines on any pages where there is more than one question, so that each question is on its own slip of paper. Responses can be anonymous or students can put their name on the back of each slip. Determine which approach is most suitable for your students.

  • Remaining anonymous is a good way to elicit prior knowledge in a non-judgmental way. It can encourage students to answer in more detail as it removes the anxiety of being incorrect.
  • Identifying students’ responses allows students the opportunity to compare their responses at the end of the sequence and consider how their ideas have changed.

Organise the slips into piles based on their question. Set aside all of the slips for Question 6 (these will be tallied later).

Using the responses to Question 1, Where does soil come from?, demonstrate how to compare and find similarities between responses by, for example, looking for matching key words or phrases used by students, and how to summarise the response. Repeat this for Question 2, Where does sand come from?, if required.

Distribute the rest of the piles of responses out to teams, dividing piles as necessary but ensuring each team gets at least 10 responses to a question.

Teams examine the responses they have been assigned and collate the information.

Teams report back to the class on what they found. Record this in the class science journal. Where students have given different responses discuss each idea and why students might think different things.

Tally up the responses for Question 6 as a class and make generalisations where possible. For example: Most students think Uluru will look the same in five thousand years as it does now. If appropriate invite students to share their thinking. Or, if some have voted that Uluru will remain the same because it is a hard rock and others voted that it will not be the same, discuss each idea and why students might think different things.

Students might revisit this task at the end of the teaching sequence, comparing their responses and explaining their ideas.

Estimated time
25 minutes
Lesson type
Collaborative team and individual
Science content

Core concepts and key ideas

Where does this sequence fit into the larger picture of science and the science curriculum?

Science content

Student conceptions and alternative conceptions

What alternative conceptions might students hold about weathering and erosion? How does this sequence address them?

Science content

Adapting to your context

How might you modify this lesson to include local examples, whilst still gathering similar useful diagnostic data?

What is weathering/erosion?

Introduce the term ‘weathering’ to the students: the process by which wind and water break up and wear away rocks and minerals into smaller rocks and rock particles. Students will have learned about rocks, minerals and soils in Year 3, so using this terminology with students is appropriate at the start of this sequence.

Discuss the different uses of the term ‘wear/worn’ as students may be more familiar with it in terms of clothing items.

Look at an example of weathering by viewing the sample images of the London Bridge Arch from the Thinking about landscapes Resource sheet. Review the ideas students had about the differences between the two images and how they occurred.

Ask students if they think it takes a long time or a short time for wind or water to wear down a rock, why they think that, and where they think the small rocks/rock particles end up.

Confirm for students that the constant pounding of waves against the rock causes it to wear away and disappear. Ask students if they think it took a long time or a short time for the ‘arch’ to fall into the ocean.

Introduce the term ‘erosion’ to the students: the process by which wind, water, gravity etc. move rocks and sediments from one place to another.

Also, clarify the term ‘sediments’ as including any material that sinks to the bottom of water, including small rocks, soil, sand, remains of plants (such as mulch and bark), and animal remains. These can be left behind when the water evaporates or flows away. 

Show students two contrasting images, one where the land is exposed and vulnerable to erosion, and one where the land is less vulnerable. Examples are included in the Vulnerable to erosion? Resource sheet (a recently harvested field versus a planted field, and sand dunes with no vegetation versus sand dunes with vegetation cover). You might also use images of local examples if more appropriate.

Ask students to determine which 'place' they think is more vulnerable to erosion—that is wind or water blowing or washing away the soil/sand—and why they think that. Make a list of factors that students think might make a place more vulnerable to erosion caused by wind or water. Some examples might include sloping land, land exposed to high winds, of changing tides/water flows, exposed soil etc.

Ask students if they think it takes a long time or a short time for wind/water to blow/wash away sediments, and why they think that.

Explain that weathering and erosion are important natural processes that change the Earth's surface over time, however, human activities can contribute to increased erosion, leading to negative effects on the environment. Explain that during this sequence students will be using models and simulations to learn about the processes of weathering and erosion, how they change the Earth's surface, and what humans can do to minimise their impact.

Estimated time
Variable
Lesson type
Class
Science content

Weathering and erosion

What are weathering, erosion, transportation and deposition?

Identifying local issues

Take students on an observation walk of the school grounds or local area to look for examples of weathering and erosion. Alternatively use Google Maps to take a virtual tour of your local area. See the embedded professional learning Using Google Maps to undertake a virtual tour for more information.

 

Before the walk/virtual tour

Ask students if they can identify any school/local examples where weathering and erosion might have taken/be taking place. Discuss what kinds of places in the local community are likely to be more vulnerable to weathering/erosion and the factors that make them so.

Allow students the opportunity to share ideas of how they might identify sites of weathering and erosion before offering any ideas. See the embedded professional learning Identifying local examples of weathering and/or erosion for information that will support you to support your students.

Some examples you might use as prompts, if required, include:

  • in coastal communities, exposed sand dunes are vulnerable to high winds and tides, particularly during and after heavy rainfall.
  • in rural communities, fields and paddocks are vulnerable after harvesting or due to grazing livestock.
  • river and lake shorelines are vulnerable after heavy rainfall events.
  • local parks and bushlands might have pathways worn by heavy pedestrian traffic, both human and animal.
  • buildings can also show signs of weathering including peeling paint, cracking materials, or worn-down stones, pavers or bricks.

 

During the walk/virtual tour

  • Stop at student-identified sites of potential weathering and/or erosion.
  • Discuss what made the student/s want to stop and explore/discuss this particular site.
  • Identify the factors they think are present that indicate weathering and/or erosion.
  • Take photographs/videos of sites of interest.
  • Mark sites of interest on a map of the local area.
  • If you have already identified a weathering/erosion issue in your schoolyard or local area that your students will design a solution for, ensure this area is visited on the walk/virtual tour and discussed in depth after the walk.

 

After the walk/virtual tour

  • Review the photographs/video and location of sites of interest and why students wanted to observe them more closely.
  • Identify the features that made this site susceptible to weathering/erosion.
  • Discuss how the environment, including the who (people) or what (plants and animal) might have been changed by the weathering/erosion.
  • Discuss if students think that human activity has contributed to the weathering/erosion and how.
  • Discuss if students think these changes are problematic and potentially need to be controlled.
  • Discuss what might happen if the erosion is not controlled.

Explain to students that at the end of the sequence, they will have an opportunity to design (and possibly test) a strategy to address a problem caused by weathering or erosion in the community.

Note: As part of preparing for this sequence you may have already identified a weathering/erosion issue in your schoolyard or local area that your students will design a solution for. If so, also include a targeted discussion of this issue after the walk/virtual tour. If you are allowing students to determine the issue to be addressed, the discussion can be more general in nature, with a focus on the issue students believe is causing the most negative impacts on the environment.

Estimated time
Variable
Lesson type
Class
Science content

Identifying sites of weathering and/or erosion

How can you identify sites where weathering and/or erosion has occurred/is occurring?

Illustrations of practice

Using Google Maps to undertake a virtual tour

What features do I need to be aware of when using Google Maps for a virtual tour?

How does weathering and erosion affect us?

Invite students to share their own experiences of erosion such as: sand blowing in their eyes at the beach/schoolyard/outback, dust devils, dust storms, heavy rain washing away a garden/sandpit/favourite beach etc.

View and discuss the Behind the News segment ‘Dust Storm’ (3:50) This will:

  • connect students’ own experiences to the topic of erosion.
  • create a sense of agency on the issue.
  • introduce the DustWatch program which you may choose to get involved in.

Optional:

  • Explain that many jobs involve working with soil and rocks, such as mining, farming, construction, landscaping, earthworks and town planning. Ask students if they know someone who works in one of those fields, and if they would like to come and talk to the class about: how their job changes the landscape, why their job is important, what they do to reduce erosion (where relevant).
  • Explore and potentially get involved in the DustWatch Citizen Science program.
Estimated time
15 minutes
Lesson type
Class

What do we want to know

Use the Question Formulation Technique with the responses to the Thinking about landscapes Resource sheet (from earlier this lesson) to support students to generate questions they might want/need the answers to in order to design an erosion strategy at the end of the sequence.

 

Reflect on the lesson

You might:

  • begin a word wall or glossary of relevant words and images that students will likely use throughout the sequence.
  • begin a TWLH chart about weathering and erosion. Use the questions generated using the QFT as the W section of the chart.
  • look back at some of the images students have encountered during the lesson and discuss if students think they are examples of weathering or erosion and why they think that.
Estimated time
15 minutes
Lesson type
Class and individual
Pedagogical tools

Question Formulation Technique

How can you support your students to generate questions on a topic?

Pedagogical tools

TWLH chart

What is a TWLH chart and why should you use one?

Next lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

Credits for Wear on Earth

Credits for work used in the Wear on Earth sequence

The following images have been used in the Wear on Earth sequence:

ImageAttribution
Apostels 2 GORCookaa, CC BY-SA 3.0, via Wikimedia Commons
Stream erosionBob Forrest, CC BY-SA 2.0, via geograph.org.uk
London Bridge arch Victoria march 1961Don Christie, CC BY-SA 4.0,via Wikimedia Commons
London ArchAlistair Cunningham, CC BY 3.0, via Wikimedia Commons
Wave Rock (2005)Kaliumfredrik, CC BY-SA 3.0, via Wikimedia Commons
Petermann Ranges (AU), Uluru-Kata Tjuta National Park, Uluru -- 2019 -- 3679-83Dietmar Rabich, CC BY-SA 4.0, via Wikimedia Commons
beach erosionrecoverling, CC BY 2.0, via Flickr
Diamondiferous lamproite rocks (Prairie Creek Lamproite, Early Cretaceous, 106 Ma; Crater of Diamonds, Pike County, Arkansas, USA) 6James St. John, CC BY 2.0, via Flickr
Newly planted fieldJohn H Darch, CC BY-SA 2.0, via geograph.org.uk
Exposed sand dunesdon cload, CC BY-SA 2.0, via geograph.org.uk
Sand dunes and the Indian Ocean in Swanbourne, Western AustraliaZigzig20s, CC BY-SA 3.0, via Wikimedia Commons
Rocks in a riverwww.Pixel.la Free Stock Photos, in the Public Domain, via Flickr
Ice weathering experiment (gelifraction)Juanjosehermosillacalvo, CC BY-SA 4.0, via Wikimedia Commons
Weathering freeze thaw action icelandTill Niermann, CC BY-SA 3.0, via Wikimedia Commons
Figure 26.15 The pH ScaleOpenStax, CC BY 4.0, via OpenStax
Transportation by windPo ke jung, CC BY 3.0, via Wikimedia Commons
Beaufort wind scaleLdecola, CC BY-SA 4.0, via Wikimedia Commons
Avicennia marina bare rooted by erosion, Nudgee Creek, Nudgee BeachJohn Robert McPherson, CC BY-SA 4.0, via Wikimedia Commons
Twelve Apostles, East view 20230318 2DXR, CC BY-SA 4.0, via Wikimedia Commons
Residue Cover on the Soil Surface 1 of 3USDA NRCS South Dakota, CC BY-SA 2.0, via Flickr
Year 5

Wear on Earth

Students learn about changes to the Earth’s surface caused by weathering, erosion, transportation and deposition occurring over varying time scales. They design, and potentially test, an erosion control strategy for an area of need in their school/local environment.

'Wear on Earth' is one of our new teaching sequences for AC V9

  • On the 'Sequence overview' tab you'll find all the lessons in this sequence and curriculum alignment.
  • The 'Our design decisions' tab shows how key scientific ideas develop over the sequence, and shows how the sequence addresses curriculum achievement standards.
  • The 'Preparing for this sequence' tab guides you through important information and considerations for this sequence.
  • Have you taught this sequence? Use the Feedback button to let us know how it went!

Launch

Lesson 1 • Earth’s shifting surface

Students are introduced to the core concepts of weathering and erosion, and look for evidence of weathering and erosion in the local area with the aim of identifying a local issue that needs to be addressed.

Launch
Wear on Earth
Students outside

Inquire

Lesson 2 • Physical weathering of rocks

Students use models to investigate the physical weathering of rocks, including a simulation of what happens when rocks are tumbled around in a river.

Inquire
Wear on Earth
Student touching a weathered rock

Lesson 3 • Freeze-thaw weathering

Students investigate what happens to water when it is frozen, and determine how this might contribute to the weathering of rocks.

Inquire
Wear on Earth
A plate of melting ice

Lesson 4 • Chemical weathering

Students explore chemical weathering through a series of hands-on investigations.

Inquire
Wear on Earth
Student considering

Lesson 5 • Erosion caused by wind

Students explore how wind transports sediment from one place to another.

Inquire
Wear on Earth
Students blow on soil

Lesson 6 • Erosion caused by water

Students explore how water erosion can change the landscape, transporting sediment from one place to another.

Inquire
Wear on Earth
Student writing

Lesson 7 • Time scales and human impact

Students consolidate their understanding of weathering and erosion and consider the impact of humans on the varying time scales involved.

Inquire
Wear on Earth
Students looking closely at a rock

Act

Lesson 8 • Designing an erosion control strategy

In this lesson students consolidate their learning by designing (and possibly testing) an erosion control strategy for an area of need in their school/local environment. This lesson may need to take place over several sessions.

Act
Wear on Earth
Students in a circle resting their hands on the ground

The Australian Academy of Science supports and encourages broad use of its material. Unless indicated below, copyright material available on this website is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) licence.

Credits for work used in this sequence
Credits & acknowledgements

Curriculum and syllabus alignment

Achievement standards

By the end of Year 5 students describe key processes that change Earth’s surface. They describe examples of collaboration leading to advances in science, and scientific knowledge that has changed over time. They identify examples where scientific knowledge informs the actions of individuals and communities.

Students plan safe investigations to identify patterns and relationships and make reasoned predictions. They identify risks associated with investigations and key intercultural considerations when planning field work. They identify variables to be changed and measured. They use equipment to generate data with appropriate precision. They construct representations to organise data and information and describe patterns, trends and relationships. They compare their methods and findings to those of others, identify possible sources of error in their investigation, pose questions for further investigation and draw reasoned conclusions. They use language features that reflect their purpose and audience when communicating their ideas and findings.

Australian Curriculum V9 alignment

Science as a human endeavour

Science understanding

Science inquiry

sidebar graphic

'Wear on Earth' is one of our new teaching sequences for AC V9

  • On the 'Sequence overview' tab you'll find all the lessons in this sequence and curriculum alignment.
  • The 'Our design decisions' tab shows how key scientific ideas develop over the sequence, and shows how the sequence addresses curriculum achievement standards.
  • The 'Preparing for this sequence' tab guides you through important information and considerations for this sequence.
  • Have you taught this sequence? Use the Feedback button to let us know how it went!

Testimonials

Australian educators are at the heart of our design process. Your feedback and experiences help shape our work in developing rich learning experiences to support you.

Primary Connections brings the Launch, Inquire, Act framework to life in classrooms across Australia. For Aboriginal and Torres Strait Islander learners, culturally inclusive learning isn't an add-on—it’s the foundation. These programs honour students’ ways of knowing, support deep inquiry grounded in identity, and invite action that reflects community values. At DeadlyScience, we’re proud to champion initiatives that ensure every child sees their culture as part of the science story.

Melissa Fogarty

Head of Education and Resources | DeadlyScience

 

The LIA framework has proven its effectiveness in preparing the next generation of science educators through successful implementation in tertiary teacher education programs. Within the PCK Science (Pedagogical Content Knowledge) unit at the University of Canberra, third-year pre-service teachers have embraced the framework's three-phase structure and teaching routines to deliver engaging, curriculum-aligned science lessons to primary students.

Through carefully designed unit plans that integrate LIA's systematic approach with resources from Primary Connections that are now aligned with the Australian Curriculum: Science V9.0, pre-service teachers have demonstrated significant growth in their pedagogical practice, successfully embedding core scientific content and concepts into meaningful learning experiences, showcasing the framework's ability to bridge theory and practice.

The collaborative sharing of LIA-aligned unit plans amongst pre-service teacher has created a valuable resource bank, supporting them as they transition confidently into their professional careers as in-service teachers. This real-world application demonstrates that the LIA framework not only enhances student learning outcomes, but also provides a robust foundation for developing skilled, confident science teachers who can inspire curiosity and understanding in young learners.

Lucy Bennett

Doctoral lecturer in Education | University of Canberra

 

I have been engaged with Primary Connections since the beginning of 2025. The Primary Connections units have been highly valuable for my multi-tiered science classes due to their inclusive, inquiry-based approach which support diverse learners. They have been designed to align with the Australian Curriculum and they incorporate hands-on investigations, visual supports and explicit vocabulary instructions which makes the content accessible to students across various ability levels. The structured lesson sequences allow for differentiation through open-ended tasks, scaffolded questioning and varied group work which enabled me to extend my high achieving students while supporting those who needed more guidance. Additionally, the LIA framework has enabled my students to develop scientific understanding as well as foster deep engagement and meaningful learning outcomes.

Bec Stewart

Teacher | Palmer Primary School

 

I’d like to acknowledge the high quality and thoughtful design of the reSolve Maths, Primary Connections, and Science Connections programs and resources. The materials reflect a well-balanced integration of current research and practical classroom application, which is incredibly valuable for teachers aiming to design and enact effective teaching sequences.

The website is intuitive and well-structured, making it easy to navigate and locate resources. I also appreciate the thoughtful lens through which the content is presented—it's inclusive and supportive of teachers at all stages of their careers, from early career to experienced educators. The support provided by the Australian Academy of Science — particularly from Kristen Tripet, Naomi Fitzgerald, and Helen Silvester—has been consistently generous, insightful, and greatly appreciated.

Dr Désirée Gilbert

Senior Educational Consultant | GCI Accredited Coach | Association of Independent Schools of South Australia

 

Reach out to us to share your own experience using reSolve.

Related content

Year 4
Act
Packaging pioneers

Lesson 7 • Designing a food packaging solution

In this lesson students consolidate their learning by designing packaging to carry different types of food, considering the properties that are required by each food type.

Packaging pioneers

View Sequence overview

Students will

  • be guided through the design process to create appropriate packaging to keep their food cool, sealed and leak-free.

 

Students will represent their understanding as they:

  • create a package design with labels and descriptions of the materials and properties of their food packaging.
  • share their food packaging design and communicate their design choices to a chosen audience.

Lesson

What have we learned?

Re-examine the data and ideas collected in the class journal over the course of the teaching sequence.

Discuss what conclusions students have drawn about:

  • the tensile strength of different types of paper.
  • materials that are the best thermal insulators.
  • material combinations that are most waterproof.
  • plastics that are compostable and biodegradable.
  • the properties that are suitable for food and drink packaging.
  • how we can make packaging more sustainable and environmentally friendly.
Estimated time
15 minutes
Lesson type
Class

What do people need from our design?

Discuss the properties a food packaging solution would require. Relate the discussion to any specific context you have selected.

Use the identified properties to produce a set of criteria for designing the food packaging solution that students can use as an evaluation and reflection tool. See the Designing food packaging evaluation Resource sheet for an example that can be used as is or modified to suit your needs.

Estimated time
10 minutes
Lesson type
Class

Designing a food packaging solution

Using the steps of the design thinking process, students use their understanding of materials and their properties to design a food packaging solution.

 

Define

In order to create the design brief for the challenge as a class, outline the problem in a simple manner.

How can we create a food packaging solution that someone could use to pack, transport and store all different types of food?

Ideate

Brainstorm ideas related to the design of food packaging. At this stage, to support creative thinking, every idea offered by students should be recorded in the class science journal. No idea should be discounted, as the practicality/possibility of each idea will be considered in the next stage of design.

As students offer ideas, ask probing questions (Why do you think… or How do you know that…) to draw out the reasoning and evidence behind the idea.

Prototype

Provide students time to draft design ideas for their food packaging solution. Students might create many drafts during this process. At each stage of the prototype designs, encourage students to consider how the design would work for different food types. Encourage students to keep each prototype drawing (even if they decide that it is not appropriate) so they can record how their thinking has changed and their design has improved over time.

At the end of the allocated time, students should have one clearly identified, labelled, and annotated final design, naming parts of the package, the materials that they have selected, and why they have selected them

Optional: Once students have drawn their design, they can use available materials to create a prototype for their design. Encourage students to be creative about the idea of their prototype. For example, they may not be able to make their own bioplastic in time, but they could use a different material to ‘represent’ the bioplastic for the prototype.

Estimated time
Variable
Lesson type
Class and individual

Sharing our designs

Test and share

Students use the Packaging design plan Resource sheet to develop a testing procedure for their preferred design. Discuss what criteria students’ food packaging solution would need to meet in order to satisfy the design brief, e.g. containers need to be waterproof and resistant to impact. 

Brainstorm ideas for testing the food packaging solutions against the criteria, such as spraying with water, dragging or squeezing the package into a school bag, and dropping the containers. Ask students to record what criteria each team member’s packages need to meet in the ‘Criteria’ section of their Packaging design plan Resource sheet.

Ask students to negotiate what tests they will use and to provide reasons for their choices. For example: We chose to drop the package from a height of 1 m because it is unlikely the lunch containers will be dropped from higher than that, and we chose to spray it with water because the lunch might be rained on. Allow students time to complete their planning and to conduct their tests.

 

Ask students to discuss their package with team members. Encourage team members to ask questions to provide peer support and informal peer assessment of students’ procedural text and package. Team members might ask questions, such as:

  • Is the material natural or processed? Why did you use that material?
  • How did you construct your food packaging solution?
  • What changes did you make to your procedural text? Why?
  • What steps in your procedural text were not effective in the construction of your food packaging solution?

 

Students share their designs with an appropriate audience, pitching their food packaging solution and its properties to them. 

They might do this by organizing a class presentation, by recording a video of the students’ design pitches, or by taking photographs of each design for students to annotate.

Use the Designing food packaging evaluation Resource sheet for self- and peer assessment.


 

Reflect on the sequence

You might:

  • refer to the list of student questions asked in the TWLH chart during the launch phase. Determine which questions have been answered throughout the learning sequence, what the ‘answers’ to the questions are, and the evidence that supports these claims. Address questions that have not been answered during the learning sequence, discuss why they might not have been addressed, and potential investigations that might support students to answer them.
  • consider what students have learned about properties of materials, and how new materials can be invented and developed in ways that are environmentally conscious.
  • discuss why it is important to understand how we can test and change the properties of materials. Discuss kinds of jobs that would need to use this understanding? Discuss how it might apply to everyday life and how it might make you think about the packaging used for your lunch.
  • Watch the video A Scientist Just Like Me: Pearl Agyakwa a Materials Scientist (3:28) and discuss what a materials scientist does. 
Estimated time
20 minutes
Lesson type
Collaborative team and class
Previous lesson

Our design decisions

Select a lens below to see the design decisions behind each step. Understanding our decisions can give you insight to teach, adapt, and differentiate this task.

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