Chapter 2 The rock cycle
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Challenge 2.6 Preventing soil erosion
Be able to make a scientific model
Success criteria
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By the end of this lesson, students should be able to: •
create representations of the changes that occur to rocks at each stage of the rock cycle.
Page 175
Australian Curriculum links
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Learning intentions •
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Lesson plan: Practical
Year: 8
Strand: Science understanding Sub-strand: Earth and space sciences Content description: describe the key processes of the rock cycle, including the timescales over which they occur, and examine how the properties of sedimentary, igneous and metamorphic rocks reflect their formation and influence their use (AC9S8U04) Strand: Science inquiry Sub-strand: Questioning and predicting Content description: develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships (AC9S8I01)
© Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
Strand: Science inquiry Sub-strand: Planning and conducting
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Content description: plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place (AC9S8I02)
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Strand: Science inquiry
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Sub-strand: Planning and conducting Content description: select and use equipment to generate and record data with precision, using digital tools as appropriate (AC9S8I03) Strand: Science inquiry Sub-strand: Processing, modelling and analysing Content description: select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information (AC9S8I04) Strand: Science inquiry Sub-strand: Processing, modelling and analysing Content description: analyse data and information to describe patterns, trends and relationships and identify anomalies (AC9S8I05)
© Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
Strand: Science inquiry Sub-strand: Evaluating Content description: analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions (AC9S8I06) Strand: Science inquiry
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Sub-strand: Communicating
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Content description: write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate (AC9S8I08)
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Things to know before you start teaching this lesson •
Suggested duration for Challenge 2.6 is 65 minutes.
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Students will require an additional class to prepare a formal experimental report.
•
Risk assessment
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Things to prepare before you start teaching this lesson Prepare at least 1 week prior to teaching this lesson in consultation with your laboratory technician. •
Materials
Discuss with your laboratory technician at least 1 week prior to teaching this lesson. Materials might need to be ordered or prepared and rested before use.
Resources Teacher obook pro Challenge 2.6 Risk assessment Challenge 2.6 Lab technician notes
© Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
Expected results
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Students will design a way to prevent soil erosion, so results will vary.
Teacher obook pro Challenge 2.6 worksheet
Lesson 2.6b (practical)
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answers
Prepare results record
Oxford Science 8 Australian
experimental report. Students should refer to Chapter 1, pages
Curriculum, pages 14–15
14–15 to ensure they include all relevant headings in their
Oxford Science 8 Australian
logbook entry.
Curriculum, page 175
MAIN ACTIVITIES 1 min
Student book
Students prepare a logbook entry to form the basis of their
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5 mins
Support/Extension Resources
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STARTER ACTIVITY
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Challenge 2.6: Preventing soil erosion
Support/Extension Resources
Activity 1: Safety discussion
Advise students to wear a lab coat. 1 min
Activity 2: Aim discussion Design a way to prevent a 5 cm layer of soil in a large foil lasagne dish from being eroded when water is poured from a watering can. The lasagne dish should be set at an angle to the bench. © Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
5 mins
Activity 3: Method run through and tips •
Do not raise the upper end of the lasagne dish so high that the materials move.
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40 mins
Pour the water on the upper end of the lasagne dish carefully.
Activity 4: Practical
10 mins
Activity 5: Processing, analysing and evaluating
REVIEW AND CONSOLIDATE 5 mins
Challenge 2.6 worksheet
Support/Extension Resources
Activity 6: Results discussion/class data collation Discuss student successes and learnings.
TOTAL
NEXT LESSON
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65 mins
60 mins
obook pro resource
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Students answer questions 1 to 5 on page 175.
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Students conduct the challenge.
Support/Extension Resources
Activity 6: Communicating
Students complete their formal experimental reports.
© Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
Lesson plan Topic 2.6 Weathering and erosion can
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be prevented Learning intentions
Pages 34–35
Australian Curriculum links
Understand the human impact on weathering and erosion
Success criteria
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Chapter 2 The rock cycle
By the end of this lesson, students should be able to: describe the reasons for soil erosion
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describe six ways to prevent weathering and erosion.
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Year: 8
Strand: Science understanding Sub-strand: Earth and space sciences Content description: describe the key processes of the rock cycle, including the timescales over which they occur, and examine how the properties of sedimentary, igneous and metamorphic rocks reflect their formation and influence their use (AC9S8U04)
Things to know before you start teaching this lesson •
Recommended total teaching time for Lesson 2.6a is 65 minutes. Students may require an additional 15 minutes to complete homework tasks.
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Humans can impact weathering and erosion by building houses and roads.
•
Engineers design solutions to reduce or prevent soil erosion. © Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
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Students in Year 8 should already understand/know that: -
weathering is the breaking down of rocks and minerals through the movement of water and animals, and extremes of temperature
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erosion is the movement of sediment to another area.
Common misconceptions include: that rocks stay the same forever.
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STARTER ACTIVITY Acid rain image search
Support/Extension Resources
Acid rain is a significant environmental problem in many places around the world. Acid rain is corrosive and affects limestone and
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5 mins
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prevented
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Lesson 2.6a: Weathering and erosion can be
marble buildings and sculptures. Ask students to image search as many examples of damage to buildings or statues from acid rain as they can find in 3 minutes and put them in a document. When they have completed this, talk them through how the damage occurs, along with some basic information about acid rain.
© Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
MAIN ACTIVITIES Activity 1: Learn something new
Student book
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Instruct students to silently read page 34 of the student book.
Oxford Science 8 Australian
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When they have finished reading, invite students to explain
Curriculum, Chapter 2,
what causes erosion. Write responses on the board.
pages 34–35
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Ask students where they have seen erosion before and invite them to speculate about what caused that erosion.
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15 mins
Support/Extension Resources
Talk through each of Figures 4–9 on page 35 of the student
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book. Ask students whether they have seen examples of these engineering solutions and, if so, where.
25 mins
Activity 2: Coastal erosion
Weblink Click here to watch a
weblink).
YouTube video about
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Students watch the YouTube video on Coastal erosion (see
coastal erosion in Australia.
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5 mins
Activity 3: Evidence of erosion •
Send students into the school grounds in groups of 3 or 4 to find evidence of erosion. Instruct them to make diagrams of any examples of erosion they find, and to note the location and whether any attempts have been made to prevent further erosion.
•
When students return, have them propose solutions for the erosion they have found.
© Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
REVIEW AND CONSOLIDATE Summary •
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Student book questions
Human activity affects the way water moves around and over
2.6 Check your learning,
the land, which affects the rate of rock weathering and
page 35
erosion.
obook pro activity
Engineers provide solutions for weathering and erosion that,
2.6 Quiz me
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15 mins
Support/Extension Resources
for example, redirect or slow water flow or trap sediment
obook pro resource
(such as sand) to prevent it from moving.
2.6 Differentiation
•
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2.6 Check your learning questions or interactive assessment Students complete the Check your learning questions.
worksheet: Support, Consolidate or Extend
Questions can be completed with paper and pen or as an interactive assessment. •
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2.6 Quiz me
Students complete a quick formative assessment and are
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assigned a differentiation worksheet. 2.6 Differentiation worksheet TOTAL 65 mins
HOMEWORK 15 mins
Support/Extension Resources
Students complete any work not finished in class.
© Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product
RELATED PRACTICAL LESSON PLANS
Chapter
Lesson 2.6b (practical)
Chapter 8 Experiments
number Page 175
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Challenge 2.6: Preventing soil erosion
Obook Page
© Oxford University Press 2023 Oxford Science 8 Australian Curriculum second edition Teacher obook pro ISBN 9780190332433. Permission has been granted for this page to be photocopied within the purchasing institution only. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2009 to present, unless otherwise indicated. This material was downloaded from the ACARA website (www.acara.edu.au) (Website) (accessed July 2023) and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). ACARA does not endorse any product that uses ACARA material or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product