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Joanna Spelitis – S00099808, Samantha Bell – S00040190 & Katie Ahrens – S00102535

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Extreme Weather in Australia

Year 4: Earth and Space sciences

Samantha Bell, Joanna Spelitis and Katie Ahrens


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Contents

Unit information .................................................... 3

Backwards unit planner ....................................... 3

Unit at a glance ................................................... 5

Links with the curriculum ................................... 7

General Capabilities and Cross-curricula

Priorities .............................................................. 8

Teacher Background Information ....................... 9

Sequential lesson plans ....................................... 20

Appendix ............................................................. 58

List of required equipment ................................ 58


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Unit information

Backwards unit planner

Phases Activities

Eval

uat

e

What do you want the students to know? What representations will provide evidence that they

understand the concepts?

Summative assessment: Exam

Formative assessment: Graphic organisers and pair completed PowerPoint

What do you want the students to be able to do? How do they demonstrate this?

Throughout this unit we want to provide learning experiences that give students the knowledge

and understanding require to answer these key questions:

- What is the difference between normal weather events and extreme weather events?

- What are the types of extreme weather events that occur in Australia?

- What is a flood?

How does it affect the environment?

How does it affect the people?

- What is a bushfire?


How does it affect people?

- What is a cyclone?


How does it affect people?

- What is a drought?


How does it affect the people?

The completion of an exam and the culmination of the graphic organisers and PowerPoint will

allow students to demonstrate their understanding through the use of content specific scientific

language and terms and provide a variety of forms and levels of assessment.

Ela

bora

te

What student investigation/s or application of knowledge would extend their knowledge would

extend their understanding? Representations?

Students work in pairs to investigate further one of the key extreme weather events in order to

extend their understanding. Students will apply their knowledge through the construction of a

PowerPoint and the completion of a graphic organiser investigating the other three main weather

events.

Expla

in

What are the current scientific explanations? How best can students represent their

understanding?

Students work in pairs to investigate a local extreme weather event. They will investigate the

scientific explanations for these events, impacts on the landscape and changes that have occurred

as a result. Students will represent their understandings through the collaborative construction of

a PowerPoint.


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Explo

re

What hands-on, shared experiences of the phenomenon are appropriate? Representation?

Throughout the explore stage students will complete an experiment for each specific key weather

event through a hands on experiment or through observing a in class demonstration. Students

will record their learning in a range of different graphic organisers designed specifically for each

lesson.

Students will also consult a range of sources and ICT tools in order to develop their knowledge

and understanding of these extreme weather events in whole group, small group and individual

exercises.

Engag

e

How can we engage students and elicit their prior knowledge? Representations?

Engaging YouTube clip extreme weather events

Disaster Mapper ICT tool

Word Wall paired with student glossary

Teacher guided construction of whole class concept map/KWHL chart


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Unit at a glance Phases Lesson At a glance

Engage

Assessment:

Diagnostic

Lesson 1

Extreme Weather in our

local area

This lesson will encourage the students’ interest in the

concept of Extreme Weather events and find out what they

already know about the key weather events: cyclones,

bushfires, floods and droughts. Students will discuss recent

extreme weather events that have occurred in their local area

and in wider Australia.

*define ‘extreme weather events’

Explore

Assessment:

summative

Graphic

organisers in

each lesson

and science

journal

Lesson 2

What is a flood?

What are the effects on

people and the

environment?

Students participate in a hands-on experiment investigating

the cause and effects of floods in the Brisbane area and Asia.

Students will make use of the disaster mapper ICT tool.

Lesson 3

What is a drought?


people and the

environment?

Students investigate the concept of droughts and the variety

of impacts droughts have upon communities in Australia

through the observation of a demonstration and complete an

investigation in a small group.

Lesson 4

What is a cyclone?


people and the

environment?

Students watch a video about cyclone Tracy (1974) and

discuss the impacts. Students then observe the teachers

modelling of a cyclone experiment and complete their own

experiment in small groups.

Lesson 5

What is a bushfire?


people and the

environment?

Students investigate the concept of bushfires, how they start

and the variety of impacts they have upon communities in

Australia through the observation of a demonstration and the

completion of a picture comparison worksheet.

Explain

Assessment:

formative

Collaborative

PowerPoint

Lesson 6

Local extreme weather

event.

Session 1: Gathering

information and begin

PowerPoint

Session 2: Completion

of PowerPoint

Students select one of the four key extreme weather events

and work in a pair to investigate the scientific explanation.

Students will explain their understanding of the event and

changes that have occurred in the local landscape as a result

through the use of a PowerPoint graphic organiser.

Elaborate

Formative

assessment

continued

Lesson 7

Sharing information.

Students upload their PowerPoint to the class blog and

through the use of other groups PowerPoint’s complete a

graphic organiser recording information about the other 3

extreme weather events. *This information will form the

basis of exam preparation.


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Evaluate

Assessment:

formative

Content

based exam

Lesson 8

Exam

Students reflect upon their learning and represent their

understanding of the 4 key weather events through the

completion of an exam.


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Links with the curriculum

Australian Science

Curriculum for year 4

Curriculum elaborations Unit links

Science Understanding

Earth’s surface changes

over time as a result of

natural processes and

human

activity (ACSSU075)

- Considering the effect of events

such as floods and extreme weather

on the landscape, both in Australia

and in the Asia region

-Exploring a local area that has

changed as a result of natural

processes, such as an eroded gully,

sand dunes or river banks.

Investigate 4 key extreme

weather events

-Floods

-Bushfires

-Cyclones

-Drought

And the effects they have upon

the landscape, environment and

peoples.

Students will investigate the

effects of one of these extreme

weather events upon a

community and the surrounding

landscape.

Science Enquiry Skills

Use a range of methods

including tables and simple

column graphs to represent

data and to identify patterns

and trends (ACSIS068)

- Using provided graphic organisers

to sort and represent information.

-Discussing with teacher guidance

which graphic organisers will be

most useful in sorting or organising

data arising from investigations.

Each explore lesson will be

paired with a graphic organiser

research to assist students to

represent and record their

learning and understanding.

These graphic organisers will be

used as elements of a portfolio

of assessment and form the basis

of exam preparation.

Represent and communicate

ideas and findings in a

variety of ways such as

diagrams, physical

representations and simple

reports (ACSIS071)

-Using simple explanations and

arguments, reports or graphical

representations to communicate

ideas to other students.

Students work in pairs to explain

and present information

regarding their selected

Australian or local extreme

weather event in a PowerPoint to

be used as a learning tool by

other students.

Achievement Standard

By the end of year four “They discuss how natural and human processes cause changes to

the Earth’s surface.”

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU075

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSIS068


http://www.australiancurriculum.edu.au/Glossary?a=&t=Discuss


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General Capabilities and Cross-curricula Priorities

General Capabilities Unit Links

Literacy and numeracy Literacy: recording ideas and information in

graphic organisers, use of content specific

language

Numeracy: temperature- degrees Celsius,

kilometres per hour

Information and communication technology Use of PowerPoint for pair based assessment.

Contribution of PowerPoint onto class blog.

Personal and social Investigation of the impacts of extreme

weather events upon people and communities.

Students have the opportunity to investigate

community response to extreme weather

events.

Intercultural understanding Students will have the opportunity to

investigate the extreme weather events that

occur in both Asia and Australia and the

cultural responses.

Cross-curricula Priorities Unit Links

Engagement with Asia Study and investigation of natural disasters

that effect both Asia and Australia.

Sustainability The actions taken by government agencies and

local communities in response to extreme

weather aiming to improve stabilise and

sustain the environment.

Aboriginal and Torres Strait Islanders Where appropriate investigate any sacred sites

have been changed and affected by natural

disasters.


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Teacher Background Information

Tropical cyclone

Definition

Tropical cyclones are low pressure systems that form over warm tropical waters and have

gale force winds (sustained winds of 63 km/h or greater and gusts in excess of 90 km/h) near

the centre; they have organised convection and a maximum mean wind speed of 34 knots or

greater and continue for six or more hours (Australian Government Bureau of Meteorology

[AGBOM], 2013). If the sustained winds around the centre reach 118km/h then the system is

classified as a severe tropical cyclone and in other countries these are referred to as

hurricanes or typhoons (AGBOM, 2013).

Definition for students

Tropical cyclones form when seawater 50 metres below the surface reaches a temperature of

a least 27˚C. The warm, moist air above the ocean rises as it is heated by the sun, and colder

air rushes in to replace it, creating wind. As the warm air rises, it creates thunderstorms. If

several thunderstorms spin together, it creates a tropical cyclone (Mason, 2011a).

Figure 1. Structure of a cyclone. From “What is a Tropical Cyclone” by Australian

Government Bureau of Meteorology (AGBOM), 2013,

http://www.bom.gov.au/cyclone/about/. Copyright 2013 by AGBOM

Impacts

Tropical Cyclones are dangerous because they produce destructive winds, heavy rainfall and

flooding and damaging storm surges that can cause flooding in low-lying coastal areas

(AGBOM, 2013). Cyclones are categorised by severity ranging from 1 to 5 related to the

zone of maximum wind speed.

Category Strongest

gust (km/h)

Typical effects

http://www.bom.gov.au/cyclone/about/


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Category Strongest

gust (km/h)

Typical effects

1 Tropical

Cyclone

Less than 125

km/h

Gales

Minimal house damage. Damage to some crops, trees and

caravans. Boats may drag moorings.

2 Tropical

Cyclone

125 - 164

km/h

Destructive

winds

Minor house damage. Significant damage to signs, trees and

caravans. Heavy damage to some crops. Risk of power

failure. Small boats may break moorings.

3 Severe

Tropical

Cyclone

165 - 224

km/h

Very

destructive

winds

Some roof and structural damage. Some caravans destroyed.

Power failure likely.

4 Severe

Tropical

Cyclone

225 - 279

km/h

Very

destructive

winds

Significant roofing and structural damage. Many caravans

destroyed and blown away. Dangerous airborne debris.

Widespread power failures.

5 Severe

Tropical

Cyclone

More than

280 km/h

Extremely

destructive

winds

Extremely dangerous with widespread destruction.

(AGBOM, 2013)

People

Destructive winds turn debris into potentially lethal missiles (AGBOM, 2013).

Heavy rainfall before and after a tropical cyclone can produce extensive flooding

(AGBOM, 2013).

Destructive winds can produce phenomenal seas which are dangerous for vessels out

at sea and for those moored in harbours (AGBOM, 2013).

Destructive winds, heavy rainfall and flooding can damage and destroy crops.

Destruction of homes, schools, shops, community areas and suburban infrastructure

(Andrej, 2012)

During severe tropical cyclones people need to be evacuated from their homes

Loss of human lives

Electricity, water and sewage services are interrupted

No fresh water which can lead to famine and loss of human life.

Environment

Heavy rainfall before and after a tropical cyclone can produce extensive flooding

(AGBOM, 2013).

Phenomenal seas cause serious erosion of foreshores (AGBOM, 2013).

Cause serious damage to environment and surrounding regions (Andrej, 2012)


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Loss of animal lives

Destructive winds can uproot trees and smaller plants

Misconceptions

Stationary air cannot be felt, so it does not occupy space, have mass or exert pressure

on the Earth’s surface (Lane & Coutts, 2012).

Linking cold temperatures to high winds and high temperatures to stillness (Lane &

Coutts, 2012).

Water disappears during evaporation (Lane & Coutts, 2012).

Water vapour in the atmosphere is derived from the sun boiling the sea, clouds are

made of vapour from kettles and evaporation does not occur at low air or water

temperatures (Lane & Coutts, 2012).

The white substance coming from boiling water is smoke.

Considerations for Teaching

When teaching this topic you need to consider that some students within your classroom may

have been directly affected or have family and friends who were directly affected by tropical

cyclones in the last 3-5 years. To overcome this the teacher will make contact with parents

and allow them the opportunity to express any concerns that they may have for their children

when engaging with the content in this unit.

Recent Extreme Event – Cyclone Yasi

Cyclone: Yasi 3rd

of February 2011

Developed in Fiji and moved west towards Queensland.

Hit Mission Beach in the Queensland coast and moved across the land towards Mount Isa

Entire communities between Cairns and Ayr were demolished by the cyclone and there was a

long rebuilding process.

The environment was severely damaged in these areas including rainforests and farmland,

specifically banana plantations. The damage to the banana plantations caused great increase

in market prices.

Yasi was the most expensive extreme weather disaster, costing over $5 billion by the end of

the recovery.

Drought

Definition

Droughts are a recurring and frequent feature Australia’s climate and there have been 3

particularly severe and prolonged dry periods in Australia since 1900 (Australian

Government Australian Institute of Family Studies [AGIFS], 2013). A drought can be

defined as any extended period of time during which less rainfall than expected is

documented. Droughts are not a sudden catastrophic event like cyclones and floods, they

take place over time, but they still cause devastation to people and the environment

(Conserve Water Georgia, n.d.). About one-third of the earth’s land surface is classed as arid,

which means it gets less that 25cm of rainfall in a year (Langley, 2006).


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A drought happens when there is little to no rain, hail or snow for an extended length of time.

In a drought plants do not grow properly, rivers and streams dry up and plants and animals

die. Because farm crops and animals die due to lack of water, there is less food for people to

eat, and what food is available costs more. If a drought lasts for a long time people may also

die from starvation and the land may become desert.

Impacts

Drought affects people and environments all around the world. The many different effects of

droughts are grouped as economic, environmental and social impacts.

Figure 2 – Causes of drought. From “Disaster Resilience Education for Schools Drought” by

the Australian Government Australian Emergency Management Institute (AEMI), 2011,

http://schools.aemi.edu.au/drought/drought-lesson-plan. Copyright 2011 by AEMI

People

Farmers lose money when droughts destroy their crops (National Drought Mitigation

Center [NDMC], 2013).

When the water supply is low farmers may have to spend more money on irrigation or

drill new wells (NDMC, 2013).

Farmers have to spend more money to feed and water their animals (NDMC, 2013).

Power companies that rely on hydroelectric power have to spend more money on

other fuel sources if drought dries up too much of the water supply (NDMC, 2013).

Barges and ships may have difficultly navigating streams, rivers and canals because

of low water levels, which would also affect business that depend on water

transportation for receiving or sending goods and materials (NDMC, 2013).

People might have to pay more for food (NDMC, 2013).

Health problems in people related to low water flows, poor water quality and dust

(NDMC, 2013).

http://schools.aemi.edu.au/drought/drought-lesson-plan


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Environment

Destruction of various wildlife habitats (NDMC, 2013).

Food and water shortages for wild animals (NDMC, 2013).

Increase in disease in wild animals due to lack of food and water (NDMC, 2013).

Migration of wildlife (NDMC, 2013).

Lower water levels in reservoirs, lakes and ponds (NDMC, 2013).

More wildlife (NDMC, 2013).

Wind and water erosion of soils (NDMC, 2013).

Poor soil quality (NDMC, 2013).

Misconceptions

Drought means that no rain, snow or hail falls what-so-ever.

Droughts can only occur in extreme heat.

Droughts only occur in arid climates.

Droughts don’t affect people and wildlife in the same way.

Considerations for teaching


have been directly affected or have family and friends who were directly affected by droughts

in the last 3-5 years. To overcome this the teacher will make contact with parents and allow

them the opportunity to express any concerns that they may have for their children when

engaging with the content in this unit.

Recent Extreme Event – Drought: period from 2003-2007


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Floods

Definition

A general and temporary condition of partial or complete inundation of normally dry land

areas from overflow of inland or tidal waters from the unusual and rapid accumulation or

runoff or surface waters from any source (Australian Government Geoscience Australia

[AGGA], 2013). Floodplains are land areas adjacent to rivers and streams that are subject to

recurring inundation. Owning to their continually changing nature, floodplains and other

flood-prone areas need to be examined in the light of how they might affect or be affected by

development (Organisation of American States, 2013).

Figure 3 – (Mason, 2011b)


A flood happens when water spreads beyond its normal areas (Mason, 2011b). For example

heavy rainfall may cause a river to spread beyond its banks, or a storm may drive sea water

ashore (Mason, 2011b). Floods turn into disasters when:

The water has covered a large area of normally dry land,

The flood has happened very quickly, or

The flow of water has been very destructive (Mason, 2011b).

Impacts

Floods can happen almost anywhere in the world, usually in areas close to bodies of water.

Two key areas are affected: places close to oceans and places near rivers (Mason, 2011b).


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People

Sudden, forceful inundation of water can injure and kill people

Rising water levels can trap people inside houses and buildings (Mason, 2011b).

Ground floors and basements of houses and commercial buildings usually become

water logged meaning that plumbing and electrical infrastructure needs to shut down

and repaired when the water is gone (Mason, 2011b).

The only available drinking water for people may be polluted with chemicals and

sewage (Mason, 2011b).

Environment

Floods affect the environment and the animals that depend on it for survival (Mason,

2011b).

Flood waters damage croplands and natural environments (Mason, 2011b).

Trees and plants that are not meant to be underwater cannot survive when they are

forced to live underwater (2011b).

Animals may drown unless they can reach dry ground (Mason, 2011b).

The only available drinking water for animals may be polluted with chemicals and

sewage (Mason, 2011b).

Misconceptions

Water only gets evaporated from the ocean or lakes.

Floods along rivers happen only after snow melts in Spring.

Rain comes from holes in clouds.

Rain comes from clouds sweating.



have been directly affected or have family and friends who were directly affected by floods in

the last 3-5 years. To overcome this the teacher will make contact with parents and allow

them the opportunity to express any concerns that they may have for their children when

engaging with the content in this unit.

Recent Extreme Event – Brisbane Floods January 2011

13th January 2011 major flooding occurred throughout most of the Brisbane River

catchment, most severely in Toowoomba and the Lockyer Creek catchment (where 23 people

drowned), the Bremer River catchment and in Brisbane, the state capital of Queensland.

Hydrologists appointed by the Insurance Council of Australia to investigate events leading to

flood damage claims in Brisbane, Ipswich, Toowoomba and the Lockyer Valley consider the

Brisbane flood event to be a “dam release flood.” In other words, in their view release of

water from the Wivenhoe Dam was a key contributor to the flooding downstream over the

period 11th–12th January 2011

During the January 2011 event there were two major floods. The first of these was a severe

flash flood that occurred on the afternoon of Monday 10th January in the inland city of

Toowoomba and downstream in the Lockyer Valley (Figure 2). The second major flood event


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occurred on 13th January when dam releases from Wivenhoe Dam flooded the city of

Brisbane and surrounding areas. Figure 11 shows a hydrograph of the Brisbane River at the

Brisbane City gauge between 8th January and 16th January.

https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0CGoQFj

AH&url=http%3A%2F%2Fwww.mdpi.com%2F2073-

4441%2F3%2F4%2F1149%2Fpdf&ei=tTt5UbyFDqS3iQfB4oGoBg&usg=AFQjCNF2AwM

_8OAbBTQanxEaCxKfkEk3fQ&sig2=7qOnWtmCLle4sLqHEY-

lgw&bvm=bv.45645796,d.aGc

Bushfire

Definition

The basic factors which determine whether a bushfire will occur include the presence of fuel,

oxygen and an ignition source. More specifically fire intensity and the speed at which a

bushfire spreads will depend on ambient temperature, fuel load, fuel moisture, wind speed

and slope angle (AGGA, 2013). Generally speaking, the greater the fuel load, the hotter and

more intense the fire. Fuel which is concentrated with adequate spacing will burn faster than

heavily compacted or scattered fuel sources (AGGA, 2013). Dry fuel will burn quickly, but

damp or wet fuel may not burn at all. As a consequence, the time since rainfall and the

amount of rain received is an important consideration in assessing bushfire danger (AGGA,

2013). Wind acts to drive a fire by blowing the flames into fresh fuel, bringing it to ignition

point and providing a continuous supply of oxygen. Wind also promotes the rapid spread of

fire by spotting, which is the ignition of new fires by burning embers lofted into the air by

wind; spotting can occur up to 30km downwind from the fire front (AGGA, 2013). The

higher the temperature the more likely it is that a fire will start or continue to burn. This is

because the fuel is closer to its ignition point at high temperatures and pre-heated fuel loads

burn faster (AGGA, 2013). Dry air promotes a greater intensity fire than moist air. Plants

become more flammable at a low humidity because they release their moisture more easily

(AGGA, 2013). Fires pre-heat their fuel source through radiation and convection. As a

consequence of these heat transfer effects, fires accelerate when travelling uphill and

decelerate travelling downhill. The steepness of the slope plays an important role in the rate

that a fire spreads (AGGA, 2013).

https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0CGoQFjAH&url=http%3A%2F%2Fwww.mdpi.com%2F2073-4441%2F3%2F4%2F1149%2Fpdf&ei=tTt5UbyFDqS3iQfB4oGoBg&usg=AFQjCNF2AwM_8OAbBTQanxEaCxKfkEk3fQ&sig2=7qOnWtmCLle4sLqHEY-lgw&bvm=bv.45645796,d.aGc






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Figure 4 – Bushfire Regions in Western Australia. From “Bushfire facts factsheet 1” by the

Department Fire Emergency Services (DFES). n.d.,

http://www.dfes.wa.gov.au/educationandheritage/teachersandschools/BushFireFactSheets/Bu

shfire_Facts_FS1_Final.pdf. Copyright n.d. by DFES.


Bushfires are one of the fastest-moving, deadliest natural disasters. They start as small fires

but can very quickly grow into large, dangerous bushfires (Mason, 2011c). Bushfires are

fires that happen in scrub and forest lands and they can reach temperatures of more than

800˚C and may travel faster than people can escape them (Mason, 2011c). Most bushfires

occur naturally, but some are deliberately lit by people who want to cause damage (Mason,

2011c). Bushfires are usually caused by a long period of dry weather, which dries vegetation

and provides fires with fuel (Mason, 2011c). For this reason, bushfires often happen in the

drier months during summer and autumn, or during a drought. Increased demands on the

world’s water resources are making bushfire conditions more common (Mason, 2011c).

(Mason, 2011c)

Impacts

Bushfire seasons happen in the hotter months of the year where temperatures are high, winds

are dry and hot, and there is not a lot of moisture in the air (low humidity). Fires need to

have fuel to burn and at this time of year there are a lot of dry leaves, twigs, bark and long tall

grasses available to burn (Department of Fire Emergency Services, n.d.).

People

Bushfires affect people in two ways: by injuring and killing people and by damaging

property (Mason, 2011c).

http://www.dfes.wa.gov.au/educationandheritage/teachersandschools/BushFireFactSheets/Bushfire_Facts_FS1_Final.pdf



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Bushfires can wipe out people’s homes, cars and farms and sometimes entire

communities (Mason, 2011c).

Destroying crops and food sources.

Environment

Animals that live in bushfire zones can get caught in the fire and die (Mason, 2011c).

Vegetation in bushfire zones is usually well suited to bushfire conditions and can

recover quickly (Mason, 2011c).

When vegetation is burned away too often, the roots that hold the soil in place can be

destroyed and wind can blow away the soil leaving the land bare and barren (Mason,

2011c).

Misconceptions

Traditional theory suggests that Indigenous Australians have regularly burned-off the

bush as method to manage the landscape over the last 50,000 years. But an analysis

of fossilised charcoal now contests that idea. New research suggests that Australia’s

bushfire history can be explained by climate change and natural fire patters, and that

fires did not increase when Aboriginal people first arrive about 50, 000 years ago

(Kamenev, 2010).

Wet fire fuel does not burn.



have been directly affected or have family and friends who were directly affected by a

bushfire in the last 3-5 years. To overcome this the teacher will make contact with parents

and allow them the opportunity to express any concerns that they may have for their children

when engaging with the content in this unit.

Recent Extreme Weather Event – Black Saturday Bushfires

7th

of February 2009 Victoria Australia

Temperatures reached 46 degrees celsius with winds in excess of 100km per hour. Leading

up to the disastrous conditions was 2 months of extremely low rainfall and hot dry conditions.

400 fires started on Black Saturday

The Black Saturday Bushfires killed 173 people, injured 414 people, destroyed 2,100 homes

and displaced 7,562 people. http://www.blacksaturdaybushfires.com.au/

http://www.blacksaturdaybushfires.com.au/


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References for teacher background knowledge

Andrej, P. (2012). Cyclone yasi. Retrieved from

http://yasicyclone.files.wordpress.com/2012/03/cyclone-yasi-draft.pdf

Australian Government Australian Emergency Management Institute. (2011). Causes of

drought [Digital image]. Retrieved from http://schools.aemi.edu.au/drought/drought-

lesson-plan

Australian Government Geoscience Australian. (2013). What causes bushfires? Retrieved

from http://www.ga.gov.au/hazards/bushfire/bushfire-basics/causes.html

Australian Government Bureau of Meteorology. (2013). Structure of a cyclone [Digital

image]. Retrieved from http://www.bom.gov.au/cyclone/about/

Conserve Water Georgia. (n.d.). What is drought? Retrieved from

http://www.conservewatergeorgia.net/resources/Lesson_1_What_is_Drought.pdf

Department of Fire Emergency Services. (n.d.). Bushfire facts. Retrieve from

http://www.dfes.wa.gov.au/educationandheritage/teachersandschools/BushFireFactSh

eets/Bushfire_Facts_FS1_Final.pdf

Green Cross Australia. (2013). The science of extreme weather. Retrieved from

http://extremeweatherheroes.org/science-of-extreme-weather.aspx

Kamenev, M. (2010). Aboriginal burn-off theory hosed down. Retrieved from

http://www.australiangeographic.com.au/journal/aboriginal-burn-offs-didnt-increase-

fires-study-suggests.htm

Langley, A. (2006). Natural disasters. High Holborn, London: Kingfisher Pulications Plc.

Lane, R., & Coutts, P. (2012). Students’ alternative conceptions of tropical cyclone causes

and processes. International Research in Geographical and Environmental

Education, 21(3), 205-222, doi: 10.1080/10382046.2012.698080

Mason, P. (2011a). Disaster watch extreme storms. South Yarra, Victoria: MacMillan

Education Australia Pty Ltd.

Mason, P. (2011b). Disaster watch floods. South Yarra, Victoria: MacMillan Education

Australia Pty Ltd.

Mason, P. (2011c). Disaster watch bushfire. South Yarra, Victoria: MacMillan Education

Australia Pty Ltd.

National Drought Mitigation Center. (2013). Types of drought impacts. Retrieved from

http://drought.unl.edu/DroughtforKids/HowDoesDroughtAffectOurLives/TypesofDro

ughtImpacts.aspx

Organisation of American States. (2013). Chapter 8 – Floodplain definition and flood haxard

assessment. Retrieved from

http://www.oas.org/dsd/publications/Unit/oea66e/ch08.htm

http://yasicyclone.files.wordpress.com/2012/03/cyclone-yasi-draft.pdf



http://www.ga.gov.au/hazards/bushfire/bushfire-basics/causes.html

http://www.bom.gov.au/cyclone/about/




http://extremeweatherheroes.org/science-of-extreme-weather.aspx

http://www.australiangeographic.com.au/journal/aboriginal-burn-offs-didnt-increase-fires-study-suggests.htm

http://www.australiangeographic.com.au/journal/aboriginal-burn-offs-didnt-increase-fires-study-suggests.htm

http://drought.unl.edu/DroughtforKids/HowDoesDroughtAffectOurLives/TypesofDroughtImpacts.aspx

http://drought.unl.edu/DroughtforKids/HowDoesDroughtAffectOurLives/TypesofDroughtImpacts.aspx

http://www.oas.org/dsd/publications/Unit/oea66e/ch08.htm


20

Sequential lesson plans The following lesson plan pro forma has been adapted from the Primary Connections books

(Australian Government, 2009).


21

Lesson 1: Engage: Extreme Weather At a Glance: This lesson will encourage the students’ interest in the concept of Extreme

Weather events and find out what they already know about the key weather events: cyclones,

bushfires, floods and droughts.

*define ‘extreme weather events’

Assessment Focus: Diagnostic assessment- determine students’ prior knowledge concerning

the concept of extreme weather events. This prior knowledge will inform the teachers future

planning.

Key Lesson Outcomes

Science

Students will share their understandings and

prior knowledge related to global and local

extreme weather events. Students will begin

to engage with the concept of the changes

that occur to the landscape as a result of the

extreme weather events.

Literacy

Students will share their knowledge and

understandings in large and small group

contexts and contribute to the construction of

a concept map and KWHL chart. Students

will reflect upon their prior knowledge and

anticipate future learning in their science

journals.

Students’ conceptions

Many students may have differing understandings and experiences with extreme weather

events. This lesson will provide the teacher with the opportunity to investigate student’s prior

experiences and understandings they may have about the cause and effect of extreme weather

events.

Resources

Teacher Resources

Engaging YouTube clip with a range of

extreme weather events (Nailgunner, 2006):

http://www.youtube.com/watch?v=qlrGc_U5

5gg

Interactive whiteboard [IWB]: Popplet

concept map program (Appendix One)

KWHL chart (Appendix Two)

Word Wall poster (Appendix Three)

Student Resources

Science folder

Science journal and glossary (Appendix

Four)

Preparation

Teacher will load Popplet program on the IWB with framework questions prepared (What are

some extreme weather events you know about? What extreme weather events have you seen

in your local area?) The YouTube video will also be loaded.

Create Word Wall poster and position on wall where it can be clearly seen by all students.

Duration: 45mins

Lesson Steps

1. Teacher introduces to students the topic of the unit and the video they are about to

watch about ‘extreme weather events’

2. Teacher will play the video for students, and encourage them to share throughout the

video what the extreme weather events they observe.

3. When the video finishes the teacher will open the Popplet program (Appendix One)

on the interactive whiteboard and guides a whole class discussion in order to answer

the questions and determine students’ prior knowledge.

4. Students responses will be added to the Popplet concept map branching off each main

point.

http://www.youtube.com/watch?v=qlrGc_U55gg



22

Appendices

Appendix One – Popplet Concept Map Program

Popplet

5. Teacher will take specific care to respond appropriately to students observations about

the extreme weather events they have witnessed or been impacted by.

6. Teacher will then facilitate the discussion of the four key weather events that will be

focussed on throughout this unit and record student’s ideas and contributions on a

KWHL chart.

-Floods

-Drought

-Cyclones

-Bushfires

7. Students will then work in their desk groups to discuss local and Australian extreme

weather events and begin to brainstorm impacts these events had upon communities

and landscapes.

8. The teacher will then ask students to suggest words that could be added to their

science Word Wall

9. At the completion of the lesson students will complete the first page of their science

journal and add words and definitions to their glossary.

Word Wall: extreme, weather events, impacts, environment, landscape

Curriculum Links

Students begin to investigate the effects of extreme weather events on the local landscape and

the community (ACSSU075)

References

Nailgunner (2006, August 5). Ready to fall: Natural disasters [Video file]. Retrieved from



http://www.youtube.com/user/Nailgunner?feature=watch



23

Appendix Two - KWHL

Chart

Appendix Three – Word Wall Template Appendix Four – Student Science Journal


24

Lesson 2 Explore: Ferocious Floods At a Glance: Students participate in a hands-on experiment investigating the cause and

effects of floods in the Brisbane area and Asia. Students will make use of the disaster mapper

ICT tool.

Assessment Focus: summative assessment. Students will complete a reflection task regarding

local extreme weather flooding events.

Key Lesson Outcomes

Science

Students will have the opportunity to:

Investigate flooding on a national and local level.

Observe and discuss a hands on flood

demonstration.

Investigate the cause and effects of flooding.

Literacy

Students will have the opportunity too:

Participate in large group discussions

about flooding

Students’ conceptions: many students will have prior experiences with flooding and this will

create a number of misconceptions such as; flooding only occurs along rivers and flooding

only occurs after a heavy rainfall.

Resources

Teacher Resources

Experiment

Baking tray

Modelling clay

Small toy trees figurines

Small toy animals figurines

Monopoly houses

Small toy people figurines

Watering can

2L Water

Disaster mapper ICT tool for the IWB

http://schools.aemi.edu.au/node/117

Flood Flag Maps website

http://www.brisbane.qld.gov.au/community/community-

safety/disasters-and-emergencies/types-of-

disasters/flooding/understanding-your-flood-risk/flood-

flag-map/index.htm

Laptops available for students use.

Student Resources

Science folder

Science journal

Flood reflection worksheet

(Appendix One)

Preparation

Fill a baking tray with clay.

Press in to the baking tray the pattern of a creek. Set aside ready for experiment.

Collect small toy trees, animals, monopoly houses and people figures.

Locate a watering can and fill it with water. Set aside.

Just before lesson, fill the creek impression with water.

http://schools.aemi.edu.au/node/117

http://www.brisbane.qld.gov.au/community/community-safety/disasters-and-emergencies/types-of-disasters/flooding/understanding-your-flood-risk/flood-flag-map/index.htm





25

Load Disaster Mapper program and Flood Flag website on IWB

Duration: 1hour

Lesson Steps

1. Teacher will have the Disaster Mapper program on the IWB and will collaborate with

students to select and investigate various flood areas in Australia.

2. Teacher will support student’s discussion and encourage them to reflect upon floods

that have had an effect on the schools local area and landscape.

3. Through the use of the Flood Flag Maps website the teacher will collaborate with

students to investigate local flood areas. The teacher will encourage students to share

their stories about floods and ideas they may have about the cause of flooding.

4. The teacher will then complete the flood demonstration .

Flood Demonstration

Step 1: Show students the model of the creek impressed into

the clay. Explain to students that this represents a real creek

that you may see anywhere near your home, in a park or in a

forest.

Step 2: Explain that the watering can containing water is

going to represent rain falling in and on the area around the

creek.

Step 3: Using the watering can, sprinkle water over the clay

creek until the creek begins to overflow. Discuss with

students what is happening to environment around the creek

and the whether the effects of the simulated flooding have a

positive or negative impact on this landscape. Pour out the

water.

Step 4: Select some students to add trees and animal

figurines to the landscape by pushing them into the clay.

Using the watering can again, sprinkle water over the clay landscape, flooding it for a second

time. Discuss with students what is happening to environment now that trees and animals

have been added to the landscape around the creek. Is the flooding going to have a positive or

negative impact on this landscape and the environment?

Pour out the water again.

Step 5: Select some more students to add the monopoly houses and people figurines to the

clay. Completely flood the creek and surrounding landscape again. Ask students what effect

the flood would have on the people and suburban infrastructure. Lead a discussion about the

positive and negative effects?

5. Students will then complete an reflection activity recording thoughts and ideas about a

local flood extreme weather event and include new scientific knowledge they have

gained throughout this lesson in order to explain cause and effects of the extreme

weather event.

6. Lesson culminates with students completing an entry in their science journal, adding

words to their glossary and putting their worksheet in their science folder.

Word Wall: Floods, inundation, precipitation, infrastructure, damage, destructive

Curriculum Links

Exploring a local area that has changed as a result of natural processes (ACSSU075)



26

References

http://www.pbs.org/wgbh/nova/education/activities/pdf/2307_flood.pdf

Appendix One – Flood Reflection Worksheet


27

Lesson 3 Explore: Devastating Droughts At a Glance: Students investigate the concept of droughts and the variety of impacts droughts

have upon communities in Australia through the observation of a demonstration and complete

a hands on investigation in a small group.

Assessment Focus: Summative assessment: record of observations and information poster.

Key Lesson Outcomes

Science

Students will have the opportunity to:

Engage in collaborative learning groups in

order to construct a poster displaying

scientific knowledge and ideas for the

communities drought response.

Literacy

Students will use simple explanations to

record scientific information and personal

reflections on a poster.

Students’ conceptions. The concept of drought is highly prevalent to Australian society and

students will be able to contribute a wealth of information to class discussions. Some

misconceptions students may have about droughts include:

- Droughts mean that no rain falls at all.

- Droughts only occur when weather conditions are extremely hot.

Resources

Teacher Resources

Three empty glasses or jars (must be

the same size)

100ml water (food dye can be added

to extra effect)

Experiment write up worksheets (framework

used in previous lesson)

A3 poster paper (1 for each group)

Class laptops for research.

Student Resources

Markers and colouring pencils

Science journal

Watering cans/ 2L bottle (1 for each group)

marked in quarters with permanent marker

Chalk, string and paddle pops to mark

experiment area.

Preparation

In the morning, students will work in small groups to complete the first step of the

experiment to be concluded in science lesson.

Prepare water glasses to correct measurements.

Duration: 1 hour

Lesson Steps

1. Teacher will encourage students to consider water levels and amounts on earth

through the following activity.

Earth Water Supply Demonstration

Step 1: Place three glasses at the front of the room for all students to see.

Step 2: Pour 97ml of water into the first glass.

Step 3: In the second glass, pour 2ml of water.

Step 4: In the third glass, pour 1ml of water.

Step 5: Explain to the class that the combined water in the glasses represents all the water in

the world.


28

Step 6: Have them guess which glass represents

available usable water (the glass with 1ml).

Encourage students to collaborate in their desk groups

in order to formulate their idea.

Step 7: Identify the glass with 97ml as representing all

the salt water in the world while the glass with 2ml

represents the fresh water that is frozen in glaciers.

Fresh water that is available for people to use as

drinking water is a small percentage of all the water in the world.

Explain that during times of drought, a greater percentage than normal of that available

water is contained as a gas in the atmosphere instead of in liquid form where it would

become part of lakes, streams, rivers, and underground water sources that people could use.

2. The teacher then encourages students to talk in their desk groups and present ideas of

what the concepts of drought has to do with Australia. The teacher will support

discussion of the prevalence of drought in Australian society.

Drought definition: A drought happens when there is little to no rain, hail or snow over an

extended length of time. In a drought plants do not grow properly, rivers and streams dry up

and plants and animals die. Because farm crops and animals die due to lack of water there is

less food for people to eat and what food is available costs more. If a drought lasts for a long

time people may die of starvation and the land with become desert.

3. Student groups will then go out and record observations of their experiment on the

experiment write up sheet.

4. When groups return the classroom each student will share their findings and the

teacher will record this on the whiteboard.

5. Teacher will facilitate discussion of student’s observation in connection to the

scientific concepts relating to insufficient rainfall and water evaporating rather than

absorbing into the land in drought conditions.

6. Students will work in their investigation groups to research information about

droughts (on laptops). Students will then create an A3 information poster for the

school showing key scientific concepts of drought, sharing a story of a drought

effected community member and provide methods of water conservation for the local

community.

7. Scientific journal, glossary and folder

Drought conditions experiment

Students will be divided into small groups to complete this experiment.

*morning session*

Students will complete first sections of experiment write up in their group.

Step 1: Groups will go out into the playground and select an area (concrete surface, grass,

sand, mulch etc.) to conduct their experiment. They will mark off their area using chalk/

string and paddle pop sticks and then divide their area in half.

Step 2: Using the provided watering can (2l bottle) students will empty ¼ of the water onto

one section of their selected area and ¾ of the water onto the other.


29

*afternoon session*

Step 3: Groups will go out into the playground and revisit their selected area and make

observations of how much water has evaporated in each section and begin to discuss reasons

why this may be.

Word Wall: precipitation, hail, rain, snow, evaporation

Curriculum Links Considering the effect of extreme weather events on the local landscape

and changes that have occurred in a local area as a result (ACSSU075)

References





30

Lesson 4: Explore: Crazy Cyclones At a Glance Students watch a video about cyclone Tracy (1974) and discuss the impacts.

Students then observe the teachers modelling of a cyclone experiment and complete their

own experiment in small groups.

Assessment Focus: summative assessment of students’ knowledge and understanding will be

gathered through the completion of a graphic organiser and teacher observations.

Key Lesson Outcomes

Science

Students discuss and investigate scientific

concepts relating to cyclones and the impact

they have on the landscape and

communities.

Literacy

Students will complete a graphic organiser

recording their observations and connecting

these observations to key scientific content.

Teacher Background Information


Understanding students’ prior knowledge regarding cyclones is important for effective

teaching. In the first lesson the teacher was able to identify student’s prior knowledge and any

misconceptions about the topic. Some of these misconceptions may include:

Stationary air cannot be felt so it doesn’t occupy space, have mass or exert pressure on the

earth’s surface.

Linking cold temperatures to high winds and high temperatures to stillness.

Water disappears during evaporation.

Resources

Teacher Resources

Experiment

10 Soda Bottles

15 Paper Clips

1 Washer

15 foil balls

1 ½ C. Sand

Funnel

Water

Duct tape

Cyclone Tracy News Reel

video:

http://www.youtube.com/watc

h?feature=player_detailpage&

v=B89wBGydSvs

Cyclone image for IWB

(appendix one)

Class copies of the experiment

Student Resources

Science journal

Science folder

Experiment (Per group)

2 Soda Bottles

3 Paper Clips

1 Washer

15 foil balls

¼ C. Sand

Funnel

Water

Duct tape

http://www.youtube.com/watch?feature=player_detailpage&v=B89wBGydSvs




31

process worksheet (appendix

two) an experiment write up

(appendix three).

Preparation

Load Cyclone Tracy video on IWB and have cyclone image ready to load.

Collect materials for experiment

Have 5 boxes set up with the materials needed for each group to make their Cyclone

in a bottle (see above materials).

Have group role badges prepared (speaker, manager and recorder) and desks arranged in a

way that is suitable for the completion of a hands on activity/ experiment.

Duration: 1 hour 15 mins (approx.)

Lesson Steps

1. Teacher will play video of the Cyclone Tracy News Reel. Students will be encouraged

to discuss the impacts that the cyclone had upon the landscape and the community.

2. Teacher will define cyclones for students in language that is child friendly

Eg. Tropical cyclones form when seawater 50 metres below the surface reaches a temperature

of a least 27˚C. The warm, moist air above the ocean rises as it is heated by the sun, and

colder air rushes in to replace it, creating wind. As the warm air rises, it creates

thunderstorms. If several thunderstorms spin together, it creates a tropical cyclone (Mason,

2011a).

This explanation will be supported by the cyclone image on the IWB.

3. Teacher models how to do Cyclone in a bottle experiment (without debris). Teacher

will explain each step of the experiment with scientific concepts and encourage

students to predict what will occur and provide reasons why they think this will

happen.

4. Students will be assigned their group work role and the manager will collect the

equipment and the worksheets.

5. Students will complete the experiment in their small groups with teacher support

where necessary. The recorder of the group will be taking notes in the graphic

organiser to share with the other group members at the completion of the experiment.

6. After all experiments are finished the teacher will facilitate a discussion of the

experiment, what worked, what didn’t and how it could be improved. Students

completing the recording role will share their notes with the group and all students

will complete their graphic organisers.

7. The lesson will finish with students adding an entry to their science journal, extending

their glossary and adding their graphic organiser to their science folder.

Word wall: the corilios effect, cyclone


32

Cyclone in a bottle Experiment: Setting up the bottles

Step 1: Fill one bottle with the paperclip and foil balls. These

objects serve as debris to help make the movement of

water more visible.

*Food colouring can be added to the water for increased

visibility

Teacher will ask students questions such as:

What kind of debris got caught in Cyclone Tracy?

What kind of debris would get caught in a Cyclone if it

occurred in our school?

Step 2:

Place the funnel in the mouth of the bottle and tip in the

sand.

We know that cyclones can be very damaging to the

landscape; this sand represents soil and sand that may be

picked up.

Step 3: Pour water into the funnel over the bottle until it is 3/4

full. Remove the funnel

The water will provide a representation of the cold air

that rushes in over warm water to replace moist air that

has risen above and creates ‘wind’.

Step 5: Place a washer on the opening of the bottle

This washer will narrow the opening between the bottles

and provide resistance against the airflow so we have

more time to make a spinning motion.

Step 6: Turn the second empty bottle upside down and hold it

over the washer and the first bottle so that the mouths of

the bottle are aligned. The bottles will look like an

hourglass.

The water will filter from the top bottle to the bottom

bottle, we will create a spinning motion with the top

bottle soon and we will be able to see a representation of

a cyclone in the top bottle.

Step 7: Tape the seam. Press the duct tape firmly to create a

watertight seal.


33

Step 8: Continue taping 3-4cm inches above and below the seam.

How to make your cyclone vortex

Step 1: Hold the bottles by the middle.

Step 2:

Lift them up off the table.


34

Step 3: Quickly, turn the bottles over so that the water-filled

bottle is on top. Set the bottles on the table again.

Step 4:

Quickly turn the bottles over. Shake the top bottle in a

circular motion against. Be sure to keep the bottles

vertical.

This ‘debris’ will be sucked into the vortex and be

moving in the same direction as the funnel.

Students will be able to observe a ‘cyclone’ in the top

bottle spinning the debris and sand around in the water

‘wind’.

Curriculum Links

References

http://www.brighthubeducation.com/science-fair-projects/108758-make-a-hurricane-with-

empty-soda-bottles/

http://tlc.howstuffworks.com/family/easy-science-activities-for-kids5.htm

GrubcoTV3. (2008, October 28). Cyclone Tracy Newsreel 1974 [Video file]

Retrieved from:


Mason, P. (2011a). Disaster watch extreme storms. South Yarra, Victoria: MacMillan

Education Australia Pty Ltd.

http://www.brighthubeducation.com/science-fair-projects/108758-make-a-hurricane-with-empty-soda-bottles/

http://www.brighthubeducation.com/science-fair-projects/108758-make-a-hurricane-with-empty-soda-bottles/

http://tlc.howstuffworks.com/family/easy-science-activities-for-kids5.htm



35

Appendix One – Cyclone Image

for IWB


36

Appendix Two – Student experiment instructions

Cyclone in a bottle Experiment

Setting up the bottles

Step 1:

Fill one bottle with the paperclip

and foil balls. These objects

serve as debris to help make the

movement of water more visible.

*Food colouring can be added to the water for increased

visibility

Step 2:

Place the funnel in the mouth of the bottle and tip in the

sand.

Step 3:

Pour water into the funnel over the bottle until it is 3/4

full. Remove the funnel

Step 4:

Place a washer on the opening of the bottle

Step 5:

Turn the second empty bottle upside down and hold it

over the washer and the first bottle so that the mouths of

the bottle are aligned. The bottles will look like an

hourglass.


37

Step 6:

Tape the seam. Press the duct tape firmly to create a

watertight seal.

Step 7:

Continue taping 3-4cm inches above and below the

seam.

How to make your cyclone vortex

Step 1:

Hold the bottles by the middle.

Step 2:

Lift them up off the table.

Step 3:

Quickly, turn the bottles over so that the water-filled

bottle is on top. Set the bottles on the table again.

Step 4:

Quickly turn the bottles over. Shake the top bottle in a

circular motion against. Be sure to keep the bottles

vertical.

This ‘debris’ will be sucked into the vortex and be

moving in the same direction as the funnel.


38

Appendix Three – Student experiment write up sheet


39


40

Lesson 5 Explore: Blazing Bushfires At a Glance: Students investigate the concept of bushfires, how they start and the variety of

impacts they have upon communities in Australia through the observation of a demonstration

and the completion of a picture comparison worksheet.

Assessment Focus: Summative assessment through the completion of a worksheet.

Key Lesson Outcomes

Science

Through the observation of a fire

demonstration students will investigate the

cause of bushfires and the wide variety of

impacts they have upon the landscape and

community.

Literacy

Students complete a comparison worksheet

critically analysing images of landscapes

before and after a bushfire.

Students’ conceptions:

Resources

Teacher Resources

Fire proof tile

Fire blanket

Matches

Paper x 3

Water

Skype

Interactive white board

25 x student worksheets

Student Resources

Worksheet (appendix two)

Science folders

Preparation

Collect all resources prior to the lesson

Fill out risk assessment form (See p. 44)

Classroom Safety

The experiment contained in this lesson uses potentially dangerous materials.

To protect the teacher and students a Risk Assessment Form has to be completed by the

teacher to ensure that as safety measures are being met.

(appendix one – filled in form and appendix 3 – blank form).

Duration: 1 hour

Lesson Steps

Step 1: Using a concept map conduct a class brainstorming

session about what students think a fire needs to start. Note

their ideas on the concept map.

Step 2: Show students the fire triangle. Explain that fires need

three basic components to start: fuel, oxygen from air and

heat. To control the fire, at least one of these components

must be removed.


41

Step 3: Over a fire proof tile demonstrate this by igniting a piece of paper with a match (see

classroom safety).

Paper is a fuel that burns. When the paper is burnt, there is no fuel left so the fire goes

out (extinguished).

Paper changes to ash through a chemical reaction.

When paper is wet, more heat is required to ignite the paper. A match cannot produce

sufficient heat.

When water is sprayed on burning paper, heat is removed and the fire is extinguished.

When a glass is placed over the flame, the oxygen is completely consumed and the

flame is extinguished.

Doing this will also enable students to observe the changes that occur and what happens

when the paper (fuel) is expended (i.e. the fire goes out).

Step 4: Using the smart board, Skype in a veteran fire fighter and conference with him/her

about how bushfires start naturally, how they are extinguished and the impact they have on

the people and the environment.

Step 5: After the video conference, give each student a spot the difference work sheet to fill

out individually.

Step 6: As a class discuss students’ answers in relation to the questions on the work sheet.

Step 7: Revise the concept map, adding any additional information that students have

learned about how fires start.

Step 8: Students place their worksheets in their science folders.

Word wall

burning, fuel, extinguish, heat, ignite, oxygen, smother

Curriculum Links

Considering the effect of events such as floods and extreme weather on the landscape

(ACSSU075)

References

Monash University. (2013). Primary science - risk assessment form. Retrived from

http://qahs.eq.edu.au/autoindex3/index.php?dir=Tasks%20etc%20for%20teachers/risk%20as

sessment%20tasks/&file=Safety%20Form%20-%20Primary%20Science.pdf

Quilty, A. (2009). Black Saturday bushfire: before and after. Retrieved from

http://www.australiangeographic.com.au/journal/view-image.htm?gid=8397

Trenwith, C. (2012). Margaret River families revewal the strain of the last year. Retreived

from http://www.watoday.com.au/wa-news/margaret-river-families-reveal-the-strain-of-the-


http://qahs.eq.edu.au/autoindex3/index.php?dir=Tasks%20etc%20for%20teachers/risk%20assessment%20tasks/&file=Safety%20Form%20-%20Primary%20Science.pdf

http://qahs.eq.edu.au/autoindex3/index.php?dir=Tasks%20etc%20for%20teachers/risk%20assessment%20tasks/&file=Safety%20Form%20-%20Primary%20Science.pdf

http://www.australiangeographic.com.au/journal/view-image.htm?gid=8397

http://www.watoday.com.au/wa-news/margaret-river-families-reveal-the-strain-of-the-past-year-20121121-29qmi.html


42

past-year-20121121-29qmi.html

Victorian Curriculum and Assessment Authority, State Government of Victoria. (2011). Fire

triangle. Retrieved from http://www.bushfireeducation.vic.edu.au/for-educators/learning-

about-bushfires/ump-learn-act1.html.

Appendix One – Filled in Risk Assessment Form

http://www.bushfireeducation.vic.edu.au/for-educators/learning-about-bushfires/ump-learn-act1.html

http://www.bushfireeducation.vic.edu.au/for-educators/learning-about-bushfires/ump-learn-act1.html


43

Appendix Two - Student Spot the difference worksheet


44

Appendix Three – Blank Risk Assessment Form


45

Lesson 6: Explain: Extreme Weather on a local

level At a Glance: Students select one of the four key extreme weather events and work in a pair to

investigate the scientific explanation. Students will explain their understanding of the event

and changes that have occurred in the local landscape as a result through the use of a

PowerPoint graphic organiser.

Assessment Focus: students will begin a summative assessment task of this unit, a

collaboratively constructed educational PowerPoint. This PowerPoint will allow the students

the opportunity to explain their understanding of a specific key extreme weather event in a

local or wider Australian area that they have selected. Students will have to make use of

content specific language and show their ability to investigate in order to extend their

understanding.

Key Lesson Outcomes

Science

Students will have the opportunity to reflect

on previous learning and conduct further

research in order to investigate an Australian

extreme weather event.

Literacy

Working in pairs, students will document

their knowledge and understanding of a

specific extreme weather event in a teacher

constructed PowerPoint template.

Students will make use of content specific

language.

Students will draw upon previously collected

information and conduct further research in

order to create a learning tool for their peers.


Throughout the unit students have developed their knowledge and understanding of the four

key extreme weather events selected for this unit. In this lesson students will reflect upon

their current ideas related to these concepts and extend these through further research.

Resources

Teacher Resources

KWHL chart created in lesson one

PowerPoint graphic organiser template to

scaffold students research and presentation of

their knowledge and understanding document

for IWB (appendix one)

Class set of laptops.

Student Resources

PowerPoint graphic organiser template

loaded onto class laptops

Teacher selected research resources: books

and websites etc.

Science Journal

Science folder

Preparation

KWHL chart that was partly completed in lesson one open on IWB

Teacher prepares a PowerPoint template (graphic organiser) to be loaded onto the laptops to

be used by the students.

Select appropriate websites and books for students to use for further research.

Activity to divide students randomly into pairs (card match).

Book class set of laptops.

Duration: 2x 45 min sessions in a week

Lesson Steps

SESSION ONE

1. When entering the classroom each student is given a card to be matched with a peer


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later in the lesson as a random pair selection.

2. The teacher encourages students to reflect upon their learning over the unit about the

four key extreme weather events; floods, droughts, cyclones and bushfires.

3. The teacher scaffolds and supports a class discussion of these concepts and

encourages students to answer the questions they asked in the first lesson on the

KWHL chart. This will allow students to see a visual representation of their learning

and see questions that require further investigation to be answered.

4. Teacher introduces the PowerPoint assessment task to students. The teacher opens the

PowerPoint template on the IWB and goes through the structure of each slide with

students and discusses ways students can complete it.

5. The teacher will re-visit the Laptop Agreement that the students have signed and the

behaviour expectations for working in pairs.

6. Students will be given a few minutes to match their cards and find their partner and

then will select a desk for their work space. One student in the pair will collect the

laptop from the laptop tray.

7. Students will be given the rest of the lesson to work on their PowerPoint’s, teacher

will be available to provide assistance where necessary.

8. Students will draw upon the information recorded in graphic organisers collected in

their science folder to assist them.

9. The lesson will finish with students being given the opportunity to record their

thoughts and reflect on their learning in their science journal.

Word Wall:

SESSION TWO

1. Students will have additional time during the week to complete their PowerPoint.

Home time will be used if necessary.

Curriculum Links

Students investigate the effects of an extreme weather event of a local community and

landscape in Australia (ACSSU075).

Use simple explanations to represent and communicate their ideas to peers (ACSIS071)

through the use of a PowerPoint graphic organiser (ACSIS068)





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Appendix One – Students’ PowerPoint Presentation graphic organiser


48


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Lesson 7: Elaborate: Sharing information At a Glance Students upload their PowerPoint to the class blog and through the use of other

groups PowerPoint’s complete a graphic organiser recording information about the other 3

extreme weather events. *This information will form the basis of exam preparation.

Assessment Focus: Formative. This lesson will continue to build towards the second

formative assessment task, the exam.

Key Lesson Outcomes

Science

Students will continue to develop their

knowledge of the content through engaging

with the PowerPoint learning tools

constructed by their classmates.

Literacy

Students will record their learning in a final

graphic organisers that will assist students in

exam preparation.

Resources

Teacher Resources

Class set of laptops.

Original KWHL chart

Student Resources

Graphic organiser to record exam

information (appendix one)

Science folder

Science journal

Preparation

Ensure the blog is set up so that students can upload their PowerPoint’s.

Book class set of laptops.

Print out class set of graphic organisers

Duration: 45 min

Lesson Steps

1. Teacher supports and facilitates a large group discussion of students PowerPoint’s and

provides the opportunity for students to share interesting information and facts they

have learnt about their local extreme weather event.

2. Students are told that they will continue to work in their pairs to construct a study

notes graphic organiser based on the PowerPoint learning tools constructed by their

peers that are located on the class blog.

3. One student from each pair will collect the laptop and students will collaborate to

complete a graphic organiser (4 in total) for each of the extreme weather events that

have been investigated over the unit.

4. Teacher will provide assistance and support where necessary and monitor student

work.

5. Once the graphic organisers are complete pairs will collaborate in order to complete a

practice exam with questions based on those that will be on the exam in the next

lesson.

6. Teacher scaffolds discussion of KWHL chart that has been gradually completed over

the unit and encourages students to draw on their knowledge and the information they

have recorded in the graphic organisers in their science folders in order to answer any

remaining questions in the LEARNT column.

7. Teacher facilitate a ‘Think Pair Share’ exercise revisiting key concepts and

information of the unit.

8. The lesson is finished with students making a final entry in their science journal

reflecting on the entire unit. Students also add final words and definitions into their

glossary from the Word Wall.


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Curriculum Links

Use graphic organisers to sort and record information (ACSIS068)



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Appendix One – Exam information graphic organiser

One of these graphic organisers would be used for each key extreme weather event

investigated in this unit


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Lesson 8: Evaluate: Examination At a Glance

Students reflect upon their learning and represent their understanding of the 4 key weather

events through the completion of an exam.

Assessment Focus

Formative Assessment: exam. The culminating assessment task for this unit will be a content

based short response exam.

Key Lesson Outcomes

Science

Students will have the opportunity to

demonstrate their understanding of the key

scientific content relating to the four extreme

weather events that have been investigated

over the unit. Students will also present their

knowledge of the impacts these events have

upon the landscape and local communities.

Literacy

Students will present their understanding of

the key scientific concepts and knowledge in

short sentence responses.

Resources

Teacher Resources

Class set of exam (appendix One) Student Resources

Preparation

Remove word wall from classroom to prepare for exam conditions.

Duration: 1 hour

Lesson Steps

1. Students are reminded about behaviour and exam expectations and encouraged by the

teacher to include all of the information and scientific language they can.

2. Teacher supports a brief discussion regarding the 4 main extreme weather events that

they have explored over the unit and which of these events affect the Asia region, in

order to assist student to recall key information.

3. Teacher gives out exam papers and students complete the test under exam conditions.

Curriculum Links

“Earth’s surface changes over time as a result of natural processes and human

activity (ACSSU075)”

“Considering the effect of events such as floods and extreme weather on the landscape, both

in Australia and in the Asia region”

“Exploring a local area that has changed as a result of natural processes, such as an eroded

gully, sand dunes or river banks.”



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Appendix One – Student examination

Extreme Weather in Australia

1. Define an extreme weather event?

An extreme weather event is

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Define a regular weather event?

A regular weather event is

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. What types of extreme weather events occur in Australia?

________________________________ ________________________________


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________________________________ __________________________________

4. What is a flood?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5. What is a bushfire?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

6. What is a drought?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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7. What is a cyclone?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

8. Please fill in the below table. List one (1) impact on people and one (1) on the

environment for each extreme weather event.

Extreme Weather Event Effects

People Environment

Flood

Bushfire

Drought

Cyclone


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9. Please label the below diagram. You need to put a label on each side of the triangle.


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10. Why extreme weather event is the diagram below describing?

___________________________________________________________________________


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Appendix

List of required equipment

Lesson Equipment Lesson 2 Baking tray

Modelling clay

Small toy trees figurines

Small toy animals figurines

Monopoly houses

Small toy people figurines

Watering can

2L Water

Lesson 3 Three empty glasses or jars (must be the same size)

100ml water (food dye can be added to extra effect)

Watering cans/ 2L bottle (1 for each group) marked in quarters with permanent

marker

Chalk, string and paddle pops to mark experiment area.

Lesson 4 10 Soda Bottles

15 Paper Clips

1 Washer

15 foil balls

1 ½ C. Sand

Funnel

Water

Duct tape

Lesson 5 Fire proof tile

Fire blanket

Matches

Paper x 3

Water

Skype

Lesson 6 Class set of laptops

Lesson 7 Class set of laptops

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