Download SLH and Earthquakes - Science Learning Hub

Using the
Science Learning Hub
resources to plan a
science unit - Earthquakes
© 2015 The University of Waikato | www.sciencelearn.org.nz
Rationale for PLD session
 The Science Learning Hub has a wealth of information
useful for teachers in planning a science teaching unit.
 This PowerPoint presentation suggests an approach
that could be used to draw on the wide range of these
resources to incorporate into a unit.
 The use of resources based on the New Zealand
context provides local and national examples that
students can more readily relate to and may have
experienced in their own lives.
© 2015 The University of Waikato | www.sciencelearn.org.nz
A starting point
 Identify the big idea in science learning for the unit, for
example:
Why should people living in New Zealand understand the
issues relating to earthquakes and volcanic activity?
 Is there a context on the SLH that could help you
explore this big idea?
 Put the word “earthquakes” or the phrase “volcanic
activity” in quotes into the top search box.
© 2015 The University of Waikato | www.sciencelearn.org.nz
Finding a context
 Scan the list that results.
 Is there a context that appears several times?
 Are there student activities showing in the list?
 Click on the context link to go to the Earthquakes context.
 The next slide shows the introductory page for the
Earthquakes context and highlights the context overview
that shows the range of possibilities for the context.
© 2015 The University of Waikato | www.sciencelearn.org.nz
Exploring a context using the
context overview PDF
Open
this
© 2015 The University of Waikato | www.sciencelearn.org.nz
Using the context overview
© 2015 The University of Waikato | www.sciencelearn.org.nz
Identifying resources to explore further
Select a pathway in the context overview that might fit
with your plan for teaching and learning appropriate for
your learners’ needs.
For example, ideas could include:
 Shaky New Zealand (Student activity)
 Plates and quakes (Student activity)
 Plate tectonics (Science ideas and concepts article)
 The Alpine Fault (NZ Research article)
 Keith Machin (People profile)
© 2015 The University of Waikato | www.sciencelearn.org.nz
What else is available on the
Science Learning Hub?
Videos and Animations
ttp://sciencelearn.org.nz/var/science
learn/storage/images/contexts/earth
quakes/sci-media/animations-andinteractives/slow-slips/20045-18eng-NZ/Slowslips_collection_image_4col_wide.j
pg
©The University of Waikato
© 2015 The University of Waikato | www.sciencelearn.org.nz
Images
Check out Teacher Ideas –
and explore the unit plans
© 2015 The University of Waikato | www.sciencelearn.org.nz
Open the Earthquakes unit plan
© 2015 The University of Waikato | www.sciencelearn.org.nz
Unit plan: Earthquakes
© 2015 The University of Waikato | www.sciencelearn.org.nz
Links to SLH articles, research and activities
© 2015 The University of Waikato | www.sciencelearn.org.nz
Slow slips
• What are slow slips?
http://sciencelearn.org.nz/Contexts/Eart
hquakes/Looking-Closer/What-areslow-slips
• Animation of slow slips
http://sciencelearn.org.nz/Contexts/Eart
hquakes/Sci-Media/Animations-andInteractives/Slow-slips
• Student activity: Something creepy is
happening
http://sciencelearn.org.nz/Contexts/Eart
hquakes/Teaching-and-LearningApproaches/Something-creepy-ishappening
• Addressing the teaching and learning –
adapting the resource
• Discussion – why is it important to learn
about slow slips?
© 2015 The University of Waikato | www.sciencelearn.org.nz
©GNS Science Limited
Incorporating Nature of Science
and the Science Capabilities
Interpret representations
Use evidence as part of
as part of learning about
Communicating in Science
Investigating in Science
To help learners think about how
data is presented:



What does this representation tell
us?
What is left out?
How does this representation get
the message across?
To help students support explanations with
evidence that is based on observations of
the natural world:

How do you know that?

What makes you think so?

How could you check that?

So an example of this would be...
Can you think of an example when this
wouldn’t work?

Why is it presented in this particular
way?


http://sciencelearn.org.nz/Contexts/
Earthquakes/Sci-Media/Images/Slipdeficit-in-the-North-Island
http://sciencelearn.org.nz/Contexts/Earthqu
akes/Teaching-and-LearningApproaches/Earthquake-location
Achievement Standard 90955
Achievement
Investigate an astronomical
or Earth science event.
Achievement with Merit
Achievement with Excellence
Investigate, in-depth, an astronomical Investigate, comprehensively, an
or Earth science event.
astronomical or Earth science event.
The outcome of this standard has two key parts:
• Investigate information: The aim here is to locate and select primary and/or
secondary information for the report by using an investigation or research
approach.
• Report on an astronomical or Earth science event.
The assessment activity and the judgement of the associated evidence need to cover
both aspects of this standard.
• This data can be collected individually or as part of a group. Students must provide
evidence that is at the national standard for both of the criteria bullet pointed
above.
• A range of research evidence, experiments, videos and so on may be supplied by
the teacher. This evidence can include primary and/or secondary information.
How does the Science Learning Hub support this teaching and learning?
© 2015 The University of Waikato | www.sciencelearn.org.nz
Resources from the Earthquakes context can
support student learning for AS 90955
© 2015 The University of Waikato | www.sciencelearn.org.nz
Quick quiz
Which teaching and learning approaches
might link with these information sheets?
Explore these ideas further by going to www.sciencelearn.org.nz
© 2015 The University of Waikato | www.sciencelearn.org.nz
Achievement Standard 90952
Achievement
Demonstrate understanding of
the formation of surface features
in New Zealand.
Achievement with Merit
Demonstrate in-depth
understanding of the formation
of surface features in New
Zealand.
Achievement with Excellence
Demonstrate comprehensive
understanding of the formation of
surface features in New Zealand.
The outcome of this standard has two key requirements:
• Demonstrate understanding of a key science concept.
• Report on the formation of surface features in New Zealand.
Evidence of understanding of at least two surface features is needed to reach
the standard.
For each surface feature, evidence of understanding of:
• one internal and/or
• external process affecting that surface feature needs to be demonstrated.
A range of research evidence, experiments, videos etc. may be supplied by the
teacher. This evidence can include primary and secondary information.
How does the Science Learning Hub support this teaching and learning?
© 2015 The University of Waikato | www.sciencelearn.org.nz
Further exploration of the Earthquakes
context will take you to the Volcanoes context!
The Earthquakes context is
complemented by the Volcanoes
context.
Together, these contexts provide a
wide range of ideas and resources
to use in Earth and space science
teaching and learning programmes.
They can also provide student
resources to support assessment
with AS90952 and AS90955.
© 2015 The University of Waikato | www.sciencelearn.org.nz
Thank you for participating.
Any questions, please contact [email protected]
For further ideas on using the Science Learning Hub go to:
http://sciencelearn.org.nz//Teacher-Ideas/ProfessionalDevelopment
or
http://sciencelearn.org.nz/Teacher-Ideas/Hubs-in-Action
The images contained within this PowerPoint presentation are copyrighted to the University of Waikato and other 3 rd party individuals and organisations. Any reuse
beyond the classroom as per the intended use of these resources, should be cleared with the copyright owner/s.
© 2015 The University of Waikato | www.sciencelearn.org.nz