a)      Hard to model in a conventional sense, and

b)      There are few photographs and solid visual representations of the process

While modelling engineering solutions are:

a)      Resource prohibitive on a class wide scale, and

b)      The scale of the actual models makes it difficult to visually capture the effects of seismic activity on structures

Having since discovered new and more engaging ways to successfully convey the concepts, I believe that the use of digital technology could enhance the learning outcomes of the unit, and help students understand the theories to greater affect.

These activities are designed to challenge the students’ perspectives and assumptions made regarding the curriculum content, the new experiences seeing the students critically reflect on the activities and form transformative learning experiences (Meridian University 2023), the science curriculum being one of inquiry and critical thinking processes lending itself to the practice naturally. By having the students concept map the topics to help identify what they already know and what still needs to be understood (Kurt, S. 2020), follow a Visme (2025) presentation on each topic to refresh their knowledge, then engage in two experiments taken part in separate groups, each student will film the scientific process in action and collate their videos into one edited video using collaborative software to be shown to the class, demonstrating the different theories in action. I’ve chosen the convection current experiment 1 (AESE 2025) and the jell-o earthquake experiment (Teach Engineering 2023) as the science portion of the lesson sequence, with Cap Cut (2025) to be used as the tech portion as it allows for collaborative editing of videos within groups. CapCut will then be used to facilitate the stop motion science activity (WeVideo 2025), slowing the processes down allowing students to better visualise and understand the theories in action.

References

ACARA (2025), Science: Year 8, F-10 Curriculum, Australian Curriculum, The Australian Curriculum Assessment and Reporting Authority, Retrieved From https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/science/year-8?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&load-extra-subject=SCISCIY8&achievement-standard=371cd925-8b33-429e-a37c-7de4475f9089

AESE (2025), Convection Currents Student Activities, Australian Earth Science Education, Retrieved From https://ausearthed.com.au/wp-content/uploads/2020/06/Convection-Currents-Student-Activities.pdf

Kurt, S. (2020), Concept Maps and How To Use Them, Educational Technology, Retrieved From https://educationaltechnology.net/concept-maps-and-how-to-use-them/

Meridian University (2023), What is Transformative Learning, Psychology, Meridian University, Retrieved From https://meridianuniversity.edu/content/what-is-transformative-learning

Teach Engineering (2023), Testing Model Structures: Jell-o Earthquakes in the Classroom, Teach Engineering, NGSS, Retrieved From https://www.teachengineering.org/activities/view/cub_natdis_lesson03_activity1

Visme (2025), Design, Manage, and Publish All Your Business Content, Visme, Retrieved From https://www.visme.co/

WeVideo (2025), Stop Motion Science, WeVideo, Retrieved From https://www.wevideo.com/education/video-projects/stop-motion-science