Tectonic collision course
View Sequence overviewStudents will:
- use the Geoscience Australia Portal to identify an area that would be affected by tectonic plate movement.
- describe the tectonic plate boundary and how it moves.
- describe how the forces of convection, slab pull and ridge push contribute to the movement of the tectonic plate.
- describe how tectonic plate movement could be monitored.
- design a building that would be able to withstand tectonic plate movement.
Students will represent their understanding as they:
- identify and describe the movement at a tectonic plate boundary.
- describe how the forces of convection, slab pull and ridge push contribute to the movement of the tectonic plate.
- describe how tectonic plate movement is detected by seismometers.
- identify P, S and surface waves.
- identify the features that enable a building to withstand tectonic plate movement.
In this lesson, assessment is summative.
Students working at the achievement standard should:
- examine patterns of earthquake and volcanic activity over time and propose explanations.
- evaluate the impact of tectonic plate events on human populations and examine engineering solutions designed to reduce impact.
- describe the significance of different forces involved in tectonic plate movement including slab pull, ridge push and convection.
- investigate how scientific responses including new building materials, improved predictions and early warning systems have supported communities living in a country in the Asia-Pacific region located near plate boundaries, for example Japan, Indonesia or New Zealand.
- examine the strengths and limitations of representations such as physical models, diagrams and virtual simulations and select the most appropriate representation to use.
- analyse conclusions or claims for assumptions, possible sources of error, conflicting evidence and unanswered questions.
- communicate ideas for specific purposes and audiences and use digital tools as appropriate.
Whole class
Tectonic collision course Resource PowerPoint
Video: The science behind the Australian tsunami detection system (0:46)
Optional: Liquefaction model and seismic wave model from Lesson 5
Optional: A selection of building material including bamboo, sticky tape, strong, wooden dowel, cardboard, miniature figures
Each student
Individual science notebook
Poster paper for design
Lesson
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkEach student comes to the classroom with experiences made up from science-related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences, and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Act phase, this routine reconnects with the science capital of students so students can appreciate the relevance of their learning and the agency to make decisions and take action.
When designing a teaching sequence, consider the everyday occurrences, phenomena and experiences that might relate to the science that they have learned. How could students show agency in these areas?
Read more about using the LIA FrameworkScience education consists of a series of key ideas and core concepts that can explain objects, events and phenomena and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify and link students’ learning to these ideas and concepts in a way that builds and deepens their understanding.
When designing the Act phase of a teaching sequence, consider the core concepts and key ideas that are relevant. The Anchor routine provides an opportunity to collate and revise the key knowledge and skills students have learned, in a way that emphasises the importance of science as a human endeavour.
Who needs support?
(Slide 66) Revise tectonic plates and locations of earthquakes by going to the Geoscience Australia Portal 3D map.
Select ‘Layers’ > ‘3D layers’ > ‘Hazards, scenarios and risks’ > ‘Natural Hazards, Scenarios and Risks’ > ‘Earthquakes and Seismic Hazards, Scenarios and Risks’ > ‘Historic earthquakes’ > ‘Add to Map’.
Rotate the world map to locate New Zealand. If required, increase ‘Ground Opacity’ to 60-70%.
Identify the different types of boundaries and the locations of people living near the area.
(Slide 67) Discuss the challenges of people living in a particular area, the frequency of earthquakes and the most recent ‘large’ earthquake experienced. You may choose to reference GeoNet's list of the most recent 100 earthquakes in New Zealand.
- Why do you think people still choose to live in areas where earthquakes happen often?
- What challenges might people face living in an area with frequent earthquakes?
- How could earthquakes affect homes, schools, and hospitals?
- Looking at the list of earthquakes from the past year, what do you notice about how often they occur?
- Are most earthquakes small or large? Why is this important?
- What was the most recent ‘large’ earthquake recorded, and where did it happen?
- Why do you think some earthquakes cause more damage than others?
- How is living in an earthquake-prone area different from living in a place with few or no earthquakes?
- If you lived in an area with frequent earthquakes, what would worry you the most and why?
Show The science behind the Australian tsunami detection system (0:46).
Optional: Show the video of geoscience being used to predict global sea level rises 2026 Anton Hales Medal winner - Dr Mark Hoggard.
Discuss how the tsunami warning system works.
- Why do countries in the Asia-Pacific region share seismic data with each other?
- What could happen if countries did not share earthquake data?
- Why do tsunami warnings need to be sent out very quickly?
- In what ways does seismic data help emergency services after an earthquake or tsunami?
- Why is seismic data useful for planning where buildings and cities are built?
- Do you think people always take tsunami warnings seriously? Why or why not?
- If you lived near the coast, how would tsunami alerts change the way you think about earthquakes?
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkWhen students use their knowledge and skills in new ways, they also have an opportunity to develop and use their creative and critical thinking skills. With scaffolded support, they can become more confident to work in a team and develop a stronger sense of autonomy. This results in stronger student outcomes, attitudes and sense of empowerment.
When designing a teaching sequence, consider what activity would allow students to showcase their knowledge and skills. Consider the current abilities of your students. What are they capable of explaining? What props could they design or build that would support their explanations? How much information would they need in their design brief to support their thinking? How does this connect with their lives and interests?
Designing earthquake-proof houses
(Slides 68-70) Students should prepare a model or a poster of a design for an earthquake-proof design.
Define
Outline the location for the house to be built and the communities that live in the area. Consider the materials that might be available, the risks of earthquakes or tsunamis, and the lifestyle of the community (do multiple generations live in the same building, do people live alone, how do they shop or obtain food).
Ideate
Brainstorm the key features that could be used to minimise damage during an earthquake or tsunami, including:
- the way the earth will move.
- the type of materials that could be used.
- the use of counterbalance weights.
- natural land features that may minimise the risk of tsunamis.
Prototype
Design the prototype
Select the different features that are required for the house. Consider the size of the building, doorways and windows. Is the type of soil important (liquefaction)? Consider whether the building would need to survive both earthquakes and tsunamis.
Building the prototype
Prototypes can take many forms depending on the time and resources available. It may be as simple as a detailed drawing with labels and explanations, or as complex as a scaled model of the design.
Optional: Select one of the earthquake models used during this teaching sequence to test the model house.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkA key part of Science Inquiry, the Communicate routine provides students with an opportunity to communicate their ideas effectively to others. It allows students a chance to show their learning to members of their community and provides a sense of belonging. It also encourages students to have a sense of responsibility to share their understanding of science and to use this to provide a positive influence in the community.
When designing a teaching sequence, consider who might be connected to the students that have an interest in science. Who in their lives could share their learning? What forum could be used to build an enthusiasm for science. Are there members of the community (parents, teachers, peers or wider community) who would provide a link to future science careers?
Read more about using the LIA FrameworkSharing ideas
Receiving feedback is an important part of the design process.
Before students present their designs, discuss how to give effective feedback to each other by planning the approach to be used in the classroom. Each group could use a structured feedback form, checklists, or rubrics to guide their review. This can include specific areas to review, for example:
The science
- Have tectonic plates been defined?
- Does the design consider real scientific principles of tectonic plate theory by:
- describing the nearest type of boundary between the tectonic plates?
- describing how and why the tectonic plates move (including convection, slab pull and ridge push)?
- calculating the rate at which the tectonic plates move over time?
- describing the frequency of earthquakes in the area?
- Does the model/design:
- describe the impact of tectonic events on the human population in the identified area?
- describe the materials that will be used in the construction of the building?
- identify a material that would not be used in the construction and justify this decision?
- identify and describe the engineering principles that are applied to the building?
The model or design
- Does the design offer creative solutions to the problem?
- How practical is the design for actual implementation, considering available resources and technology?
- What could be improved in the design?
- Are there any flaws or missing elements in the design?
- What are the strengths of the design?
- Is the design unique and well thought out?
The communication
- How well is the design communicated, both visually and verbally?
- What are the assumptions that have been made about the design?
Allow the students time to present their designs.
Reflect on the sequence
You might invite students to:
- research First Nations Australians’ cultural accounts that provide evidence of earthquakes and volcanoes.
- explore how geologist and oceanographic cartographer Marie Tharp’s topographic maps of the Atlantic Ocean floor provided support for the acceptance of the theory of plate tectonics.
- film a documentary on the dynamic nature of the geosphere and select appropriate language, models or analogies to engage a specific audience.
Using Generative AI tools to write assessment rubrics
Careful use of artificial intelligence tools can support teachers in developing assessment rubrics.
Artificial intelligence tools can provide support in developing assessment rubrics, however, the quality of the output depends heavily on the clarity of the prompt, the inclusion of curriculum standards, and the specificity of the assessment criteria provided. The draft rubric produced will need to be carefully checked for clarity, coherence, and class-appropriate content. AI cannot replace professional judgement; rather, it assistsit when used strategically.
1. Start with the standard, not the tool
Effective rubric design begins with curriculum alignment. Before using a Generative AI tool, identify the following criteria:
- The relevant achievement standard
- The content descriptors being assessed
- The cognitive demand (e.g. explain, analyse, evaluate, construct)
Providing the achievement standard directly within the prompt ensures that the Generative AI tool anchors the rubric to expected student performance. For example, including wording such as: “Students apply an understanding of the theory of plate tectonics to explain patterns of change in the geosphere…” guides the Generative AI tool to align descriptors to the required depth of knowledge and skill.
Without this anchor, Generative AI tools may generate generic criteria that lack alignment to reporting requirements.
2. Specify the assessment components clearly
Generative AI tools perform best when the task requirements are explicitly broken down. Instead of asking “Write a rubric for a tectonic plates project”, a more effective prompt would include:
- The science concepts required
- The skills students must demonstrate (data analysis, calculation, argument construction)
- The design or application component
- The communication expectations
Breaking the assessment into categories (e.g. science understanding, design application, communication) produces a rubric that reflects the multidimensional nature of authentic tasks.
3. Define performance levels explicitly
To generate meaningful performance bands (e.g. Well Below Standard to Well Above Standard), the prompt should:
- provide the wording for “At Standard”.
- clarify what progression should look like (increasing complexity, accuracy, independence, evaluation).
Generative AI tools can then scale descriptors logically:
- Below Standard → partial understanding, limited analysis
- At Standard → accurate application, appropriate analysis
- Above Standard → detailed reasoning, evaluation, integration
- Well Above Standard → sophisticated, critical, and reflective reasoning
Without this structure, descriptors may become repetitive rather than developmental.
4. Use cognitive verbs intentionally
Assessment criteria should reflect increasing cognitive demand. Guide Generative AI tools by incorporating verbs such as define, describe, explain, etc.
This ensures that higher performance levels demonstrate deeper reasoning rather than simply “more detail”.
5. Prompt for evidence-based language
AI-generated rubrics are stronger when prompts require:
- evidence-based reasoning.
- identification of assumptions.
- consideration of conflicting evidence.
- data analysis and anomaly identification.
These elements align with upper-primary and secondary achievement standards and promote higher-order thinking.
6. Maintain professional judgement
AI-generated rubrics should always be reviewed and refined. Consider the accessibility of the language, the appropriateness of the context, and its ability to separate students’ grades appropriately. Generative AI drafts accelerate the process, but professional expertise ensures validity. If the first attempt is not appropriate for the class, readdress the prompt and try again.
Example of a strong generative AI prompt template
Write an Australian Year [year/level] assessment rubric for a task where students will [outline the task e.g. create a poster of a building design for earthquake zone].
Align the rubric to the following achievement standard:
[Paste the full Science Understanding standard]
The task requires students to: [outline all the Science as a Human Endeavour and Science Inquiry criteria required]
Organise the rubric into the following categories: [outline the key elements of the design e.g. the science, the design, communication of design]
Include five performance levels in columns: Well Below Standard, Below Standard, At Standard, Above Standard, Well Above Standard.
“At Standard” must align directly to the achievement standard.
Ensure progression across levels reflects increasing depth of analysis, use of evidence, and critical thinking.
Include references to assumptions, data analysis, and evidence-based reasoning where appropriate.
References
Commonwealth of Australia. (2023). Australian framework for generative artificial intelligence in schools. Commonwealth of Australia. <https://www.education.gov.au/schooling/resources/australian-framework-generative-artificial-intelligence-ai-schools>
Artificial intelligence tools can provide support in developing assessment rubrics, however, the quality of the output depends heavily on the clarity of the prompt, the inclusion of curriculum standards, and the specificity of the assessment criteria provided. The draft rubric produced will need to be carefully checked for clarity, coherence, and class-appropriate content. AI cannot replace professional judgement; rather, it assistsit when used strategically.
1. Start with the standard, not the tool
Effective rubric design begins with curriculum alignment. Before using a Generative AI tool, identify the following criteria:
- The relevant achievement standard
- The content descriptors being assessed
- The cognitive demand (e.g. explain, analyse, evaluate, construct)
Providing the achievement standard directly within the prompt ensures that the Generative AI tool anchors the rubric to expected student performance. For example, including wording such as: “Students apply an understanding of the theory of plate tectonics to explain patterns of change in the geosphere…” guides the Generative AI tool to align descriptors to the required depth of knowledge and skill.
Without this anchor, Generative AI tools may generate generic criteria that lack alignment to reporting requirements.
2. Specify the assessment components clearly
Generative AI tools perform best when the task requirements are explicitly broken down. Instead of asking “Write a rubric for a tectonic plates project”, a more effective prompt would include:
- The science concepts required
- The skills students must demonstrate (data analysis, calculation, argument construction)
- The design or application component
- The communication expectations
Breaking the assessment into categories (e.g. science understanding, design application, communication) produces a rubric that reflects the multidimensional nature of authentic tasks.
3. Define performance levels explicitly
To generate meaningful performance bands (e.g. Well Below Standard to Well Above Standard), the prompt should:
- provide the wording for “At Standard”.
- clarify what progression should look like (increasing complexity, accuracy, independence, evaluation).
Generative AI tools can then scale descriptors logically:
- Below Standard → partial understanding, limited analysis
- At Standard → accurate application, appropriate analysis
- Above Standard → detailed reasoning, evaluation, integration
- Well Above Standard → sophisticated, critical, and reflective reasoning
Without this structure, descriptors may become repetitive rather than developmental.
4. Use cognitive verbs intentionally
Assessment criteria should reflect increasing cognitive demand. Guide Generative AI tools by incorporating verbs such as define, describe, explain, etc.
This ensures that higher performance levels demonstrate deeper reasoning rather than simply “more detail”.
5. Prompt for evidence-based language
AI-generated rubrics are stronger when prompts require:
- evidence-based reasoning.
- identification of assumptions.
- consideration of conflicting evidence.
- data analysis and anomaly identification.
These elements align with upper-primary and secondary achievement standards and promote higher-order thinking.
6. Maintain professional judgement
AI-generated rubrics should always be reviewed and refined. Consider the accessibility of the language, the appropriateness of the context, and its ability to separate students’ grades appropriately. Generative AI drafts accelerate the process, but professional expertise ensures validity. If the first attempt is not appropriate for the class, readdress the prompt and try again.
Example of a strong generative AI prompt template
Write an Australian Year [year/level] assessment rubric for a task where students will [outline the task e.g. create a poster of a building design for earthquake zone].
Align the rubric to the following achievement standard:
[Paste the full Science Understanding standard]
The task requires students to: [outline all the Science as a Human Endeavour and Science Inquiry criteria required]
Organise the rubric into the following categories: [outline the key elements of the design e.g. the science, the design, communication of design]
Include five performance levels in columns: Well Below Standard, Below Standard, At Standard, Above Standard, Well Above Standard.
“At Standard” must align directly to the achievement standard.
Ensure progression across levels reflects increasing depth of analysis, use of evidence, and critical thinking.
Include references to assumptions, data analysis, and evidence-based reasoning where appropriate.
References
Commonwealth of Australia. (2023). Australian framework for generative artificial intelligence in schools. Commonwealth of Australia. <https://www.education.gov.au/schooling/resources/australian-framework-generative-artificial-intelligence-ai-schools>