1. © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz Using the Science Learning Hub resources to plan a science unit - Earthquakes

2. 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.nzwww.sciencelearn.org.nz

3. 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. A starting point © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

4. 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. Finding a context © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

5. Open this Exploring a context using the context overview PDF © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

6. Using the context overview © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

7. Identifying resources to explore further © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz 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)

8. ttp://sciencelearn.org.nz/var/science learn/storage/images/contexts/earth quakes/sci-media/animations-and- interactives/slow-slips/20045-18- eng-NZ/Slow- slips_collection_image_4col_wide.j pg ImagesVideos and Animations What else is available on the Science Learning Hub? © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz ©The University of Waikato

9. Check out Teacher Ideas – and explore the unit plans © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

10. Open the Earthquakes unit plan © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

11. Unit plan: Earthquakes © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

12. Links to SLH articles, research and activities © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

13. What are slow slips? http://sciencelearn.org.nz/Contexts/Eart hquakes/Looking-Closer/What-are- slow-slips http://sciencelearn.org.nz/Contexts/Eart hquakes/Looking-Closer/What-are- slow-slips Animation of slow slips http://sciencelearn.org.nz/Contexts/Eart hquakes/Sci-Media/Animations-and- Interactives/Slow-slips http://sciencelearn.org.nz/Contexts/Eart hquakes/Sci-Media/Animations-and- Interactives/Slow-slips Student activity: Something creepy is happening http://sciencelearn.org.nz/Contexts/Eart hquakes/Teaching-and-Learning- Approaches/Something-creepy-is- happening http://sciencelearn.org.nz/Contexts/Eart hquakes/Teaching-and-Learning- Approaches/Something-creepy-is- happening Addressing the teaching and learning – adapting the resource Discussion – why is it important to learn about slow slips? Slow slips © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz ©GNS Science Limited

14. Incorporating Nature of Science and the Science Capabilities 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? http://sciencelearn.org.nz/Contexts/Earthqu akes/Teaching-and-Learning- Approaches/Earthquake-location 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? Why is it presented in this particular way? http://sciencelearn.org.nz/Contexts/ Earthquakes/Sci-Media/Images/Slip- deficit-in-the-North-Island http://sciencelearn.org.nz/Contexts/ Earthquakes/Sci-Media/Images/Slip- deficit-in-the-North-Island Interpret representations as part of learning about Communicating in Science Use evidence as part of Investigating in Science

15. AchievementAchievement with MeritAchievement with Excellence Investigate an astronomical or Earth science event. Investigate, in-depth, an astronomical or Earth science event. Investigate, comprehensively, an 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. Achievement Standard 90955 How does the Science Learning Hub support this teaching and learning? © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

16. Resources from the Earthquakes context can support student learning for AS 90955 © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

17. Which teaching and learning approaches might link with these information sheets? Explore these ideas further by going to www.sciencelearn.org.nzwww.sciencelearn.org.nz Quick quiz © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

18. 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? AchievementAchievement with MeritAchievement with Excellence Demonstrate understanding of the formation of surface features in New Zealand. Demonstrate in-depth understanding of the formation of surface features in New Zealand. Demonstrate comprehensive understanding of the formation of surface features in New Zealand. Achievement Standard 90952 © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

19. 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. Further exploration of the Earthquakes context will take you to the Volcanoes context! © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz

20. Any questions, please contact enquiries@sciencelearn.org.nzenquiries@sciencelearn.org.nz For further ideas on using the Science Learning Hub go to: http://sciencelearn.org.nz//Teacher-Ideas/Professional- Development 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. Thank you for participating. © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz