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Australian primary science · Years 5–6 · Lesson 1 of 1
Riverbank Mystery
Inquiry question: What clues show erosion and deposition after a storm?
Marked no materials needed
Analysing a supplied case file
What students learn
Interpret before-and-after landscape evidence without assuming a proved cause.
Success criteria
- I can read the supplied evidence accurately.
- I can support an explanation using two details.
- I can identify a claim that goes beyond the evidence.
Preparation and materials
Before this lesson: Know that erosion moves material away and deposition leaves it behind. Comparing dimensions does not measure sediment volume.
- Charged iPad per individual or pair — One per student or pair
- Projector — One
Teacher setup
- Open the assigned lesson and present the slides.
- Show the lesson QR; students enter one or two names and start.
- Use the lesson timings: allow 45–55 minutes plus first-use sign-in time. Do not add copying to fill a full hour.
- All evidence is supplied in the lesson. No equipment, worksheets or external websites are necessary.
Safety and adaptations
- Screen-based evidence inquiry only. Do not perform physical experiments or imitate hazards described in the case files.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Calculate each feature's numerical change.
- Mark increasing, decreasing or unchanged.
- Combine the width change and exposed-soil note to infer a possible erosion process.
- Combine the length change and new-sand note to infer possible deposition.
- Explain why the figures cannot trace sediment from A to B.
Teacher modelling prompt
Compare the before and after measurement for feature A and calculate its change. Explain why a width change cannot tell you the volume or destination of sediment.
Record and explain evidence
Recording question: What clues show erosion and deposition after a storm?
| Feature | Change (m) and field clue | Process and reason |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim is more strongly supported? Quote evidence and explain why.
Provided example or reference data
Fictional river-site snapshots
| Feature | Before | After | Field note after storm |
|---|---|---|---|
| A · grassy bank strip width | 2.0 m | 1.6 m | Fresh exposed soil at bank edge |
| B · sandbar length | 1.0 m | 1.7 m | New loose sand at bar end |
| C · fixed rock-edge distance | 3.0 m | 3.0 m | No visible change at fixed marks |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? What is deposition?
Explain with evidence: What is the measured change at A?
Apply the idea: Do the figures prove sand at B came from A?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.