Jen was absent for the first two lessons of the unit on erosion due to a swimming carnival. In Lesson 3, Jen participated in a sorting activity to identify rock and plant minerals and helped construct a storyboard about rehabilitation. Jen answered all questions correctly on an erosion quiz. In Lesson 4, Jen conducted an investigation into how water erodes sand castles and identified a strategy to minimize erosion. In Lesson 5, Jen worked with a partner to investigate how different landscapes are affected by water erosion and was able to explain her findings and draw conclusions from the experiment.

1. Evidence of Student Work – Lesson 1
Not applicable - Jen was away for this lesson
Evidence of Student Work – Lesson 2
Not applicable – jen was away for this lesson, as was most of the class (swimming carnival)
Evidence of Student Work – Lesson 3
Summary of task: Students were engaged in a unit about erosion and how water can
impact the Earth’s surface samples such as soil and sand. They had discussed how
minerals were valuable rocks. For this task, students undertook a sorting activity of plant and
rock minerals. During the focal task students were provided with rehabilitation images which
were used to construct a storyboard. And at the end of the lesson students partook in the
Kahoot interactive erosion quiz.
This activity was a
collaborated piece of
evidence. Jen worked with a
peer and was scaffolded by
teachers to constructs a
storyboard to communicate
ideas on the process of
rehabilitation on a mine.
This activity was a
collaborated piece of
evidence. Jen worked
with the rest of her
peers to identify and
categorise the different
rock and plant minerals

2. Evidence of Student Work – Lesson 4 – sandcastle
Summary of task: Students were engaged in a unit about erosion and how water can
impact the Earth’s surface. They had discussed how rehabilitation can occur from erosion.
For this task, students conducted a guided investigation into the effect of water on sand i.e.
eroding sand castles. They were provided with an investigation planner sheet to complete
and each stage of the investigation was scaffolded through paired group an individual
discussion. At the end of the experiment Jen used the leftover resources to design a larger
scale sand castle from which water from above, creating a trench.
This evidence shows Jen, with
teacher guidance, constructs a
question to be investigated.
Jen was able to identify the
variables to be changed and
measured and suggests some
variables to be controlled.
Results from
Kahoot Quiz.xlsx
The student was able to correctlyanswer
all questions asked. She identifies the
importance of topsoil, whether salt is
classified as a mineral, how we can
minimise erosion, what problems the
rehabilitation process face as well as
what rehabilitation means.
Jen was able to identify a
strategy for minimising
erosion of the sand castles

3. Evidence of student work – Lesson 5
Summary of Task: Students investigated how water affects soil movement across different
landscapes. They designed and compared the three different landscapes using soil, rocks
and plants. They then conducted an investigation to gather data to support their ideas. They
used three water bottles as containers to represent three different landscapes. They tested
how much water and how dirty the water came out of the bottles.
The students conducted the investigation in pairs, with some teacher guidance, and
completed a two page record of their investigation. They were asked to reflect on the
findings of the experiment and to make an inference from their results on what strategy they
could use to minimise the effect of erosion.
The investigation planner
shows evidence of Jen
completing a simple
investigation planner,
including an annotated
diagram, to communicate
ideas and findings.
Jens predicts the effects of
the water movement on the
different landscapes
This evidence shows Jen
designing a similar (larger
scale) sand castle experiment
that communicate her ideas,
methods and understandings
from the previous experiment

4. Video “transcript” Jen explaining her findings -
Plants were the clearest (the cup of water which came out of the
plant bottle experiment) cause I think they absorbed most of the
water, cause they need to grow so that needed the water, not
many minerals came out because they absorbed the water before
they could take the minerals away. So that’s why it was clear with
just a bit of minerals at the bottom.
But the rocks one was just a bit more dirty because it had a bit
more soil and it was a bit dirtier the water and because when
we put in all the rocks were mixed but the rocks kind or
prevented it (water) from going so deep into the soil so it didn’t get as murky and only a tiny
bit of soil came out.
And then but the soil one, it was really murky and had heaps of soil at the bottom because it
was just soil and there was nothing that prevented it (the water) from taking all the minerals
away.
Jens described/drew the
steps to be followed in the
investigation
Jens described through
written or pictorial means
observations on the
experiment
Jen constructed a conclusion
based on her observations on
the experiment. She was able
to explain her findings and
suggests an explanation for
these findings.