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OneSchoolUnit Plan

Name: Unit 3 - Science Year 6 (V8)Duration: 10 Weeks

Year Level: Year 6

Applicable LearningAreas/Subjects: Science

Unit Plan

Our changing worldIn this unit, students explore how sudden geological changes and extreme weather events can affect Earth's surface. They consider the effects of earthquakes and volcanoes on Earth's surface and how communities are affected by these events. They gather, record and interpret data relating to weather and weather events. Students explore the ways in which scientists are assisted by the observations of people from other cultures, including those throughout Asia. Students construct representations of cyclones and evaluate community and personal decisions related to preparation for natural disasters. They investigate how predictions regarding the course of tropical cyclones can be improved by gathering data.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students wear personal protective equipment ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 34

Unit Plan Plan Name: Unit 3 - Science Year 6 (V8)

Year: 6Learning Areas/Subjects: Science

Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Analysing evidence using the Beaufort wind scale (Yr 06)Students explain that wind speed cannot always be measured directly, but can be determined by the effects of the wind, identify and examine the use of the Beaufort wind scale to report wind speeds and explore how only the maximum wind speed can be recorded after the event, but images taken during the event can indicate the wind speed at different stages of the event and identify limitations of the Beaufort wind scale.

Monitoring Science Unscheduled

Examining the effects of earthquakes (Yr 06)Students list evidence that may indicate an earthquake has taken place, discuss the use of a seismograph as a device to collect data about an earthquake, explain how knowledge of earthquake activity can be used by communities and describe changes to Earth's surface that are caused by earthquakes.


Explaining changes to the surface of Earth (Yr 06)Students explain how natural events cause rapid changes to Earth's surface and identify contributions to the development of science by people from a range of cultures. Students identify how research can improve data.

Exam/Test Science Unscheduled

Using Asian indigenous knowledge to prepare for disaster (Yr 06)Students explain how stories told in different cultures allow for knowledge of natural disasters to be shared and describe how these stories improve the community's preparedness for natural disasters.





Duration: 10 Weeks

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Geological events Meteorological events Weather measurement Preparation for weather events Assessment Forecasting and warnings

Resources Attachments Plan Resource Bank

Assessment Exam/Test - Explaining changes to the

surface of Earth (Yr 06) Monitoring - Analysing evidence using

the Beaufort wind scale (Yr 06) Monitoring - Examining the effects of

earthquakes (Yr 06) Monitoring - Using Asian indigenous

knowledge to prepare for disaster (Yr 06)




Duration: 10 Weeks

Australian Curriculum

Science - Year 6

Year 6 Achievement StandardBy the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth's surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.

Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Nature and development of science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)

Questioning and predicting With guidance, pose clarifying questions and

make predictions about scientific investigations (ACSIS232)

Processing and analysing data and information Compare data with predictions and use as

evidence in developing explanations (ACSIS221)

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)

Planning and conducting Identify, plan and apply the elements of

scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)

Earth and space sciences

Sudden geological changes and extreme weather events can affect Earth's surface (ACSSU096)




Duration: 10 Weeks

Communicating

Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS110)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Earth's surface changes over time as a result of natural processes and human activity (ACSSU075) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Science Inquiry Skills Processing and analysing data and information Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223) Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120) People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)

Science Inquiry Skills Processing and analysing data and information Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using measurement

Information and communication technology (ICT) capability Investigating with ICT Communicating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social management

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so




Duration: 10 Weeks

they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Explaining changes to the surface of EarthStudents identify how research can improve data.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another when generating electricity. They explain how natural events cause rapid change to Earth's surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions and identify historical and cultural contributions.Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to communicate ideas, methods and findings.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work.Monitoring activitiesActivity name: Examining the effects of earthquakes (Lesson 2)Activity description: Students list evidence that may indicate an earthquake has taken place, discuss the use of a seismograph as a device to collect data about an earthquake, explain how knowledge of earthquake activity can be used by communities and describe changes to Earth's surface that are caused by earthquakes.Activity name: Using Asian indigenous knowledge to prepare for disaster (Lesson 5)Activity description: Students explain how stories told in different cultures allow for knowledge of natural disasters to be shared and describe how these stories improve the community's preparedness for natural disasters.Activity name: Analysing evidence using the Beaufort wind scale (Lesson 13)Activity description: Students explain that wind speed cannot always be measured directly, but can be determined by the effects of the wind, identify and examine the use of the Beaufort wind scale to report wind speeds and explore how only the maximum wind speed can be recorded after the event, but images taken during the event can indicate the wind speed at different stages of the event and identify limitations of the Beaufort wind scale.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking:

'dormant' and 'extinct' are the same. Explain to students that extinct volcanoes are not likely to ever become active, whereas dormant volcanoes are inactive and may erupt again. 'lava' and 'magma' are the same. Explain to students that magma is molten rock beneath the surface and that lava is magma which has reached the surface. landslides are only caused by earthquakes. Explain that landslides can be caused by other factors (e.g. heavy rainfall). data from an earthquake can only be gathered during the actual event. Explain to students that data is collected during and after an earthquake. Information about earthquakes that

have occurred in the past can be used to predict the future effects of earthquakes. nothing can be done to minimise the impact of a natural disaster. Explain to students that, although little can be done to prevent a natural disaster, steps can be taken to reduce the

impact it has on human life and property. stories of earthquakes indicate a high frequency of earthquakes in that area. Explain to students that past events may indicate the potential for future earthquakes, but not their frequency. tropical cyclones, hurricanes, typhoons and tornadoes are the same things. Explain to students that hurricanes, typhoons and cyclones are different names for the same kind of




Duration: 10 Weeks

weather system in different hemispheres. Explain to students that tropical cyclones are much larger and last longer than tornadoes. Tornadoes typically form over land, while tropical cyclones form over water.

the entire ocean is at the same temperature. Explain to students that ocean temperature varies with depth as well as at the surface due to ocean currents moving warm and cool water between the equator and the poles.

only the interior of Australia suffers drought conditions. Explain that many areas of Earth experience below average rainfall and that they can also experience drought. drought can be lifted after a few short periods of rainfall. Explain to students that the end point of a drought can only be determined after a long period of average rainfall has occurred. weather conditions are simple to predict. Explain to students that the prediction of weather conditions is a complicated skill that requires knowledge of patterns and interpretation of

data gathered from a wide range of sources. wind speeds can only be measured directly. Explain to students that wind speeds can be measured by comparing the effect that the wind has on Earth's surface, with an established scale. only recent significant weather events are recorded and tracked. Explain to students that significant weather events, including tropical cyclones, have been tracked for many years.

The data gathered from these past events can be used for predicting future events. that in an extreme weather event there is little that can be done to prevent disaster. Explain to students that preparations, if given enough time, can minimise the impact of many

extreme weather events. that the issuing of a disaster alert guarantees that the disaster will occur. Explain to students that a disaster alert is issued as a precaution and that an alert does not always mean a

disaster is inevitable.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

5 Lessons Geological events Lesson 1: Exploring volcanoes Lesson 2: Examining the effects of earthquakes Lesson 3: Exploring an earthquake in Australia Lesson 4: Exploring how people prepare for geological disaster Lesson 5: Using Asian indigenous knowledge to prepare for disaster

6 Lessons Meteorological events Lessons 6-8: Investigating the formation of tropical cyclones Lesson 9: Examining the effects of ocean temperature Lesson 10: Using cultural knowledge to reduce the impact of drought Lesson 11: Interpreting rainfall data for droughts

3 Lessons Weather measurement Lesson 12: Comparing the measuring scales of weather events Lesson 13: Analysing evidence using the Beaufort wind scale Lesson 14: Analysing the use of weather data in making predictions

2 Lessons Preparation for weather events Lesson 15: Researching significant weather events in Australia Lesson 16: Identifying preparation for extreme weather events

2 Lessons Assessment Lessons 17-18: Assessing student learning

2 Lessons Forecasting and warnings Lessons 19-20: Researching technologies for weather forecasting and warning

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Geological events Topic Duration 5 Lessons

Overview This topic provides an opportunity for students to explore the effects of natural disasters that are caused by geological events, including volcanoes and earthquakes on Earth's surface and on communities. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring volcanoes

Lesson objectivesStudents will:

Define natural disasters. Understand why volcanic eruptions may or may not be natural

disasters.Evidence of learningCan the student:

Identify different kinds of natural disasters? Identify where volcanic eruptions are natural disasters?

Example learning sequence Define natural disasters Introduce volcanoes and define dormant, active and extinct volcanoes Explore volcanic eruptions and their effects

Resources Supporting learning resource - C2C: Science glossary Supporting learning resource - Natural disasters: Teacher note Supporting learning resource - Volcanoes: Teacher note Sheet - Volcanoes Video - Mount St. Helens (PBS LearningMedia I © 2006 Idaho Public Television) Supporting learning resource - Science inquiry skills poster Years 3-6

Helpful information Website - Google maps (Google) http://maps.google.com.au/ Video - Volcanoes 101 (National Geographic)

http://video.nationalgeographic.com/video/101-videos/volcanoes-101 Website - About volcanoes (Australian Institute for Disaster Resilience)

https://emschools.org.au/volcano/about-volcanos Video - A day in Pompeii - Full-length animation (YouTube, Zero One Animation)

https://www.youtube.com/watch?v=dY_3ggKg0Bc Video - Live footage Iceland volcano 2010 April (YouTube, coaststarbu)

http://www.youtube.com/watch?feature=player_popout&v=f1ztg0wUqKY

Attachments Lesson plan

Lesson 2

Examining the effects of earthquakes


Understand the effects of earthquakes on Earth's surface and communities.

Evidence of learningCan the student:

Identify changes to Earth's surface due to earthquakes? Explain why earthquakes can be considered natural disasters?

Example learning sequence

Resources Video - Earthquakes (PBS LearningMedia I © 2011 Idaho Public Television) Supporting learning resource - Earthquakes: Teacher note Sheet - Earthquakes Sheet - Notable earthquakes Video - The Padang, Indonesia earthquake of 2009 Part 1 (US Geological Survey/

filmed & produced by Walter D. Mooney) http://gallery.usgs.gov/videos/283#.VmDKwHYrLBQ

Video - The Padang, Indonesia earthquake of 2009 Part 2 (US Geological Survey/ filmed & produced by Walter D. Mooney) http://gallery.usgs.gov/videos/283#.VmDKwHYrLBQ




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Introduce earthquakes List earthquakes in Australia in the recent past Explore the effects of earthquakes and landslides on Earth's

surface

Helpful information Video - Earthquakes 101 (National Geographic)

http://video.nationalgeographic.com/video/environment/environment-natural-disasters/earthquakes/earthquake-101/

Website - Geoscience Australia earthquakes (Australian Government, Geoscience Australia) http://www.ga.gov.au/earthquakes/index.jsp

Video - CCTV footage from the moment the 6.3M Earthquake hit Christchurch CBD (YouTube, NZcrusader8) https://www.youtube.com/watch?v=bIms6vXnL30

Video - Raging planet - Earthquake landslide (YouTube, Discovery) http://www.youtube.com/watch?feature=player_popout&v=CvOUygzBmOo

Video - Rare video: Japan tsunami (YouTube, National Geographic) http://www.youtube.com/watch?v=oWzdgBNfhQU&lr=1


Lesson 3

Exploring an earthquake in Australia


Understand evidence can be collected about an earthquake from a range of sources.

Understand that Australia's First Peoples' knowledge of natural disasters has been used to assist scientific research.


Identify evidence gathered from the earthquakes around the Newcastle area?

Describe how Australia's First People's knowledge of natural disasters assists in scientific research?

Example learning sequence Explore the Newcastle earthquake and its effects Discuss how Aboriginal Dreaming stories can be used to explain

Resources Sheet - Earthquakes in the Newcastle area Video - Earthquake memories

Helpful informationNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Website - Australian Aboriginal Geomythology: Eyewitness accounts of cosmic impacts? (ATNF, Hamacher & Norris) http://www.atnf.csiro.au/people/Ray.Norris/papers/n243.pdf

Website - Earthquakes (Australian Government, Geoscience Australia) http://www.ga.gov.au/scientific-topics/hazards/earthquake

Video - Newcastle Earthquake 1989 - NBN TV News Australia [file 1] (YouTube, NewcastleMuseum) https://www.youtube.com/watch?v=RAtJMu14j8s

Video - Newcastle Earthquake 1989 - NBN TV News Australia [file 2] (YouTube, NewcastleMuseum) https://www.youtube.com/watch?v=pk8esCto9c4

Website - The AIATSIS map of Aboriginal Australia (ABC)




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesgeological events in a region http://www.abc.net.au/indigenous/map/


Lesson 4

Exploring how people prepare for geological disaster


Understand how people prepare for natural disasters.Evidence of learningCan the student:

Explain how people prepare for earthquakes or volcanic eruptions?

Example learning sequence Review effects of damage from natural disasters Explore how people prepare for natural disasters

Resources Supporting learning resource - How people prepare for natural disasters: Teacher note Sheet - Disaster preparation Video - Earthquakes (PBS LearningMedia I © 2011 Idaho Public Television) (watch

from 3:04 to 4:00) Sheet - Summary of tables explaining the JMA seismic intensity scale (Japan

Meteorological Agency) Supporting learning resource - Earthquakes: Be prepared © Commonwealth of

Australia (Australian Emergency Management Institute) CC BY 3.0 http://creativecommons.org/licenses/by/3.0/

Helpful information Video - Alaska residents prepare for possible eruption (YouTube, Associated Press)

http://www.youtube.com/watch?feature=player_popout&v=rqZoNClTSRs Website - Earthquakes: Before an earthquake (Department of Homeland Security)

http://www.ready.gov/earthquakes


Lesson 5

Using Asian indigenous knowledge to prepare for disaster


Understand that indigenous peoples' information about natural disasters is shared and used.


Identify how indigenous knowledge helps inform community

Resources Supporting learning resource - Indigenous knowledge for disaster risk reduction:

Teacher note Sheet - How indigenous knowledge is used for disaster risk reduction Sheet - Extracts from: Indigenous knowledge for disaster risk reduction: Good

practices and lessons learned from experiences in the Asia-Pacific region (UNISDR) © 2008 United Nations. Reprinted with the permission of the United Nations. http://www.unisdr.org/files/3646_IndigenousKnowledgeDRR.pdf




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resourcesdecisions about preparation for natural disasters?

Example learning sequence Investigate how Asian indigenous oral histories have informed

preparation for natural disasters Consider similarities and differences between groups

Helpful information Website - Indigenous knowledge for disaster risk reduction: good practices and

lessons learned from experiences in the Asia-Pacific Region (UNISDR) http://www.unisdr.org/we/inform/publications/3646

Website - Google maps (Google) http://maps.google.com.au/





Duration: 10 Weeks

Teaching Sequence

Topic Meteorological events Topic Duration 6 Lessons

Overview This series of lessons provides an opportunity for students to explore natural disasters that are caused by the weather and consider the impact these have on communities.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lessons 6-8

Investigating the formation of tropical cyclones


Understand the structure of a tropical cyclone. Understand the role of heat and convection currents in cyclone

formation.Evidence of learningCan the student:

Explain why convection currents form? Describe how convection currents affect the formation of a cyclone? Relate features of the model to the features of tropical cyclones?

Example learning sequence Introduce cyclones Identify the main features of a cyclone Investigate convection currents in water Link convection currents to cyclone formation Investigate how cyclones are formed using a model

Resources Supporting learning resource - Materials and equipment list Video - Severe Tropical Cyclone Yasi: Satellite loop (Australian Government.

Bureau of Meteorology) Video - Tropical cyclones Supporting learning resource - Tropical cyclones: Teacher note Audio - Kerry Alcock describes his cyclone Larry experience, 2008 (TLF R8856) ©

Education Services Australia 2013 CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Video - Eye spy (Emergency Management Queensland, Queensland Fire and Emergency Services) CC BY 4.0 http://creativecommons.org/licenses/by/4.0/deed.en

Sheet - Tropical cyclones Sheet - Investigation: Convection currents Sheet - Investigation: Cyclone in a bottle Supporting learning resource - Science inquiry skills poster Years 3-6

Helpful information Video - Convection: a fun, at-home science experiment (YouTube, Science Beyond)

http://www.youtube.com/watch?feature=player_popout&v=xPl3foajmcw Video - How to make a water tornado vortex - Kids science project idea (YouTube,

FoxPail) https://www.youtube.com/watch?v=0YeohecMNyk Video - Tornado tube - Cool science experiment (YouTube, Sick Science!)

http://www.youtube.com/watch?feature=player_popout&v=mzw3DcDblIg


Lesson 9

Examining the effects of ocean temperature


Understand the effects of convection currents in the atmosphere. Understand how thermographs are used.


Resources Supporting learning resource - Examining the effects of ocean temperature:

Teacher note Slideshow - Onshore and offshore breezes Sheet - Onshore, offshore breeze Sheet - Interpret a thermograph Sheet - The sea and our weather




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Explain how convection currents in the atmosphere cause winds? Relate thermographs to ocean currents and weather?

Example learning sequence Review convection currents in gases Explore the effects of temperature differences between the ocean

and the land Interpret a thermograph

Helpful information Website - Sea temperature analysis (Australian Government, Bureau of

Meteorology) http://www.bom.gov.au/marine/sst.shtml


Lesson 10

Using cultural knowledge to reduce the impact of drought


Understand how drought can affect Earth's surface. Understand that methods for reducing the impact of drought can

be found in a range of cultures.Evidence of learningCan the student:

Describe the effects of drought on Earth's surface? Describe how different techniques for drought mitigation from

around the world can be used in Australia?Example learning sequence

Review natural disasters Explore how drought affects people Explore drought mitigation techniques used in other cultures

Resources Video - Earth system: Drought and air quality (PBS LearningMedia, © 2006 WGBH

Educational Foundation / NASA / Goddard Space Flight Centre) Supporting learning resource - Impacts of drought on people and the surface of

Earth: Teacher note Sheet - Impacts of droughts Supporting learning resource - Indigenous knowledge for drought mitigation:

Teacher note Sheet - Indigenous knowledge for drought mitigation Sheet - Extracts about China and Vietnam from: Indigenous knowledge for disaster

risk reduction: Good practices and lessons learned from experiences in the Asia-Pacific region (UNISDR) http://www.unisdr.org/files/3646_IndigenousKnowledgeDRR.pdf (Reprinted with the permission of the United Nations.)

Helpful information Website - Drought (Australian Government, Bureau of Meteorology)

http://www.bom.gov.au/climate/drought/ Website - Can we 'drought-proof' Australia? (National Museum Australia)

http://www.nma.gov.au/education/resources/units_of_work/drought Supporting learning resource - The big dry - unit of work (TLF R11576)

https://learningplace.eq.edu.au/cx/resources/items/4d70fa30-c67d-87c6-a817-8d6b934d0271/0/viewIMS.jsp (Education Services Australia 2015)





Duration: 10 Weeks

Teaching Sequence




Lesson 11

Interpreting rainfall data for droughts


Use data to identify periods of drought experienced in different regions.


Describe periods when a region is in drought by using collected data?

Example learning sequence Identify the requirements for a weather pattern to be considered a

drought Explain requirements for a region to be free of drought Investigate rainfall data

Resources Supporting learning resource - Weather patterns for drought: Teacher note Slideshow - Drought: Interpreting rainfall data Sheet - Interpreting rainfall data for droughts

Helpful information Website - Drought (Australian Government, Bureau of Meteorology)

http://www.bom.gov.au/climate/drought/ Website - Climate glossary (Australian Government, Bureau of Meteorology)

http://www.bom.gov.au/climate/glossary/drought.shtml





Duration: 10 Weeks

Teaching Sequence

Topic Weather measurement Topic Duration 3 Lessons

Overview Throughout this lesson series, students will use different instruments and methods for recording weather data.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 12

Comparing the measuring scales of weather events


Understand that weather data can be collected using different instruments.

Understand that weather data is used to predict weather events.Evidence of learningCan the student:

Explain how weather data can be collected? Identify data used to make predictions?

Example learning sequence Identify instruments used to record and report weather conditions Construct an anemometer and a barometer Explore how an anemometer and barometer work in forecasting

weather events

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Weather measurement - Teacher note Sheet - Weather instrument: An anemometer Sheet - Weather instrument: A barometer Slideshow - Measuring weather Sheet - Construct a barometer Sheet - Construct an anemometer

Helpful information Website - Worksheet 16: Activity - Measuring wind speed (Australian Government,

Bureau of Meteorology) http://www.bom.gov.au/lam/Students_Teachers/Worksheet16.shtml Website - Queensland observations (Australian Government, Bureau of

Meteorology) http://www.bom.gov.au/qld/observations/index.shtml Website - Balloon barometer - Science fair projects (Live Science)

http://www.livescience.com/40664-balloon-barometer-science-fair-project.html


Lesson 13

Analysing evidence using the Beaufort wind scale


Use the Beaufort wind scale to identify wind speed. Understand that the Beaufort wind scale has limitations.


Draw conclusions based on evidence using the Beaufort wind scale?

Identify the limitations of the Beaufort wind scale?Example learning sequence

Record barometer and anemometer readings to add to class data Explore and discuss the Beaufort wind scale

Resources Supporting learning resource - Beaufort wind scale: Teacher note Video - Beaufort scale (Curiosity Show - Deane Hutton & Rob Morrison)

https://www.youtube.com/watch?v=rvPlImMELh8 Used with permission. Sheet - Beaufort wind scale Sheet - Beaufort wind scale: Activity Slideshow - Beaufort wind scale evidence Video - A windy day Video - Cyclone Larry wind gusts Courtesy of K Maccoll. Used with permission.





Duration: 10 Weeks

Teaching Sequence

Topic Weather measurement Topic Duration 3 Lessons

Overview Throughout this lesson series, students will use different instruments and methods for recording weather data.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources Examine photos for evidence to rate estimated wind speed

according to the Beaufort wind scale

Lesson 14

Analysing the use of weather data in making predictions


Understand the relationship between high and low pressure systems and the weather experienced.

Understand that synoptic charts are representations of weather data.


Relate weather conditions to high and low pressure? Interpret information on a synoptic chart?

Example learning sequence Explore features of synoptic charts Interpret information on synoptic charts

Resources Supporting learning resource - Features of synoptic charts: Teacher note Website - High and low pressure systems

https://learningplace.eq.edu.au/cx/resources/items/a949aec5-9cab-4b1e-b3f7-493de084882b/0/BOM_Air_pressure.html (Australian Government, Bureau of Meteorology). Reproduced with permission.

Sheet - Features of synoptic charts Sheet - Synoptic chart worksheet

Helpful information Website - Bureau of Meteorology (Australian Government, Bureau of Meteorology)

http://www.bom.gov.au Video - Win News Wide Bay weather & closer (16/11/2009) (YouTube, MackayTV2)

http://www.youtube.com/watch?v=HPvwEnAZr40&feature=related Website - Australian weather (Weatherzone) www.weatherzone.com.au





Duration: 10 Weeks

Teaching Sequence

Topic Preparation for weather events Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate preparation methods that can be taken before a natural disaster.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 15

Researching significant weather events in Australia


Understand the changes to Earth's surface caused by extreme weather events.


Identify key data about extreme weather events? Describe the effects of extreme weather events?

Example learning sequence Explore the behaviour of a recorded cyclone Research significant weather events which have affected Australia

in the last decade

Resources Supporting learning resource - Researching significant weather events: Teacher note Supporting learning resource - The behaviour of Severe Tropical Cyclone Marcia Sheet - Severe Tropical Cyclone Marcia Sheet - Beaufort wind scale Supporting learning resource - The behaviour of two significant weather events Sheet - Compare and contrast significant weather events

Helpful information Website - Severe weather events (Australian Government, Bureau of Meteorology)

http://reg.bom.gov.au/announcements/sevwx/ Website - The exceptional January-February 2009 heatwave in south- eastern

Australia (Australian Government, Bureau of Meteorology) http://reg.bom.gov.au/climate/current/statements/scs17c.pdf

Website - SEQ Severe thunderstorm and microburst at The Gap (Australian Government, Bureau of Meteorology) http://reg.bom.gov.au/announcements/sevwx/qld/qldth20081116.shtml

Website - Previous tropical cyclones (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/cyclone/history/index.shtml

Website - Tropical cyclone names (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/cyclone/about/names.shtml


Lesson 16

Identifying preparation for extreme weather events


Understand the benefits of mapping the progress of a tropical cyclone.

Explore safety preparation measures needed for an extreme weather event.

Evidence of learning

Resources Sheet - Tracking the path of a cyclone Slideshow - Standard emergency warning signal (SEWS) Supporting learning resource - Standard emergency warning signal and emergency

plan: Teacher note Sheet - Cyclone tracking map (Emergency Management Queensland) CC BY-NC 3.0

http://creativecommons.org/licenses/by-nc/3.0/au/deed.en Sheet - Cyclone tracking map questions




Duration: 10 Weeks

Teaching Sequence

Topic Preparation for weather events Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate preparation methods that can be taken before a natural disaster.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Can the student: Explain why scientists record the progress of a tropical cyclone on

a tracking map? Describe precautions that should be taken to prepare for an

extreme weather event?Example learning sequence

Track the path of a cyclone Identify safety measures during extreme weather events Identify items useful in an emergency kit

Helpful information Website - Tropical cyclones in Queensland (Australian Government, Bureau of

Meteorology) http://www.bom.gov.au/cyclone/about/eastern.shtml Website - Tropical cyclones (Australian Government, Bureau of Meteorology)

http://www.bom.gov.au/cyclone/ Website - Be prepared (RACQ Get Ready Queensland) https://getready.qld.gov.au/be-

prepared/ Website - Prepare your emergency plan: Fact sheet 1 (Queensland Government)

https://getready.qld.gov.au/wp-content/uploads/2016/09/01_Prepare_your_emergency_plan.pdf Website - ABC Emergency (ABC) http://www.abc.net.au/news/2012-08-27/about-abc-

emergency/4225628 Website - Communications and systems for public information and warnings

(Queensland Government) http://www.disaster.qld.gov.au/dmg/Response/Pages/5-6.aspx Website - Stormwatchers game (Australian Government, Bureau of Meteorology)

http://www.bom.gov.au/storm_watchers_game/ (Note: The website will need to be made available to students prior to the lesson. Make sure you are familiar with the controls and menu options for the simulation.)

Sheet - Stormwatchers https://learningplace.eq.edu.au/cx/resources/items/dc5505b6-e231-4733-a82e-9a970c4a8112/0/Sci_Y06_U3_SS_Stormwatchers.docx





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 2 Lessons

Overview This topic provides the opportunity for students to assess their understanding of the content.


Lessons 17-18

Assessing student learning

Assessment purposeTo explain how natural events cause rapid changes to Earth's surface and identify contributions to the development of science by people from a range of cultures. To identify how research can improve data.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Assessment task - Explaining changes to the surface of Earth Assessment task - Explaining changes to the surface of Earth: Student resource

(Beaufort wind scale) Assessment task - Explaining changes to the surface of Earth: Model response

Attachments Lesson plans




Duration: 10 Weeks

Teaching Sequence

Topic Forecasting and warnings Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate the forecasting and warnings that can be produced before a natural disaster. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.End each lesson with a review of student learning in that lesson.


Lessons 19-20

Researching technologies for weather forecasting and warning


Understand that weather data is used to inform warning messages.Evidence of learningCan the student:

Identify how weather data is used to inform warning messages?Example learning sequence

Explore global alerts Research modern modes of communication for alerts Explore the conditions that justify an alert

ResourcesNote: Make sheets available on the school's intranet.

Supporting learning resource - Global disaster alert and coordination system (GDACS): Teacher note

Supporting learning resource - Communication for alerts: Teacher note Sheet - Sample warning: Tropical cyclone Sheet - Tropical cyclone advice questions Sheet - Disaster alerts Sheet - Sample warning: Severe thunderstorm Sheet - Severe thunderstorm warning

Helpful information Website - Global disaster alert and coordination system (GDACS) (United Nations

and the European Commission) http://www.gdacs.org/ Website - Watch: Here's a whole year's worth of weather in one video (ScienceAlert)

http://www.sciencealert.com/watch-here-s-a-whole-year-s-worth- of-weather-in-one-video Website - National weather and warnings (Australian Government, Bureau of

Meteorology) http://www.bom.gov.au/australia/index.shtml Website - Emergency services (Australian Government)

http://www.australia.gov.au/information-and-services/public-safety-and-law/emergency-services Website - Early warning network (2007-2016 EWN) http://www.ewn.com.au/ Website - New flood monitoring and early warning systems (ABC Rural)

http://www.abc.net.au/site-archive/rural/news/content/201112/s3400027.htm Website - Queensland Police Service to test disaster dashboard QldAlert with mock

zombie outbreak to coincide with World Zombie Day (The Courier Mail) http://www.couriermail.com.au/news/queensland-police-service-to- test-disaster-dashboard-qldalert-with-mock-zombie-outbreak-to-coincide-with-world- zombie-day/news-story/901608a3d03b54df824c90933715a093





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Geological events Lesson plan - Sci_Y06_U3_LP01.docx

Lesson plan - Sci_Y06_U3_LP02.docx




Sequence - Meteorological events Lesson plan - Sci_Y06_U3_LP06_08.docx




Sequence - Weather measurement Lesson plan - Sci_Y06_U3_LP12.docx



Sequence - Preparation for weather events



Sequence - Assessment Lesson plan - Sci_Y06_U3_LP17_18.docx

Sequence - Forecasting and warnings Lesson plan - Sci_Y06_U3_LP19_20.docx




Duration: 10 Weeks


Sequence Audio - Kerry Alcock describes his cyclone Larry experience, 2008 (TLF R8856) © Education Services Australia 2013 CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Sheet - Beaufort wind scale

Sheet - Beaufort wind scale: Activity

Sheet - Compare and contrast significant weather events

Sheet - Construct a barometer

Sheet - Construct an anemometer Sheet - Cyclone tracking map (Emergency Management Queensland) CC BY-NC 3.0 http://creativecommons.org/licenses/by-nc/3.0/au/deed.en

Sheet - Cyclone tracking map questions

Sheet - Disaster alerts

Sheet - Disaster preparation

Sheet - Earthquakes

Sheet - Earthquakes in the Newcastle area Sheet - Extracts about China and Vietnam from: Indigenous knowledge for disaster risk reduction: Good practices and lessons learned from experiences in the Asia-Pacific region (UNISDR) http://www.unisdr.org/files/3646_IndigenousKnowledgeDRR.pdf (Reprinted with the permission of the United Nations.)

Sheet - Extracts from: Indigenous knowledge for disaster risk reduction: Good practices and lessons learned from experiences in the Asia-Pacific region (UNISDR) © 2008 United Nations. Reprinted with the permission of the United Nations. http://www.unisdr.org/files/3646_IndigenousKnowledgeDRR.pdf

Sheet - Features of synoptic charts

Sheet - How indigenous knowledge is used for disaster risk reduction Sheet - Impacts of droughts




Duration: 10 Weeks


Sheet - Indigenous knowledge for drought mitigation

Sheet - Interpret a thermograph

Sheet - Interpreting rainfall data for droughts

Sheet - Investigation: Convection currents

Sheet - Investigation: Cyclone in a bottle

Sheet - Notable earthquakes

Sheet - Onshore, offshore breeze

Sheet - Sample warning: Severe thunderstorm

Sheet - Sample warning: Tropical cyclone

Sheet - Severe thunderstorm warning

Sheet - Severe Tropical Cyclone Marcia Sheet - Stormwatchers https://learningplace.eq.edu.au/cx/resources/items/dc5505b6-e231-4733-a82e-9a970c4a8112/0/Sci_Y06_U3_SS_Stormwatchers.docx

Sheet - Summary of tables explaining the JMA seismic intensity scale (Japan Meteorological Agency)

Sheet - Synoptic chart worksheet

Sheet - The sea and our weather

Sheet - Tracking the path of a cyclone

Sheet - Tropical cyclone advice questions Sheet - Tropical cyclones




Duration: 10 Weeks


Sheet - Volcanoes

Sheet - Weather instrument: A barometer

Sheet - Weather instrument: An anemometer

Slideshow - Beaufort wind scale evidence

Slideshow - Drought: Interpreting rainfall data

Slideshow - Measuring weather

Slideshow - Onshore and offshore breezes

Slideshow - Standard emergency warning signal (SEWS)

Supporting learning resource - Beaufort wind scale: Teacher note

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Communication for alerts: Teacher note Supporting learning resource - Earthquakes: Be prepared © Commonwealth of Australia (Australian Emergency Management Institute) CC BY 3.0 http://creativecommons.org/licenses/by/3.0/

Supporting learning resource - Earthquakes: Teacher note

Supporting learning resource - Examining the effects of ocean temperature: Teacher note

Supporting learning resource - Features of synoptic charts: Teacher note

Supporting learning resource - Global disaster alert and coordination system (GDACS): Teacher note Supporting learning resource - How people prepare for natural disasters: Teacher note




Duration: 10 Weeks


Supporting learning resource - Impacts of drought on people and the surface of Earth: Teacher note

Supporting learning resource - Indigenous knowledge for disaster risk reduction: Teacher note

Supporting learning resource - Indigenous knowledge for drought mitigation: Teacher note

Supporting learning resource - Materials and equipment list

Supporting learning resource - Natural disasters: Teacher note

Supporting learning resource - Researching significant weather events: Teacher note

Supporting learning resource - Science inquiry skills poster Years 3-6

Supporting learning resource - Standard emergency warning signal and emergency plan: Teacher note

Supporting learning resource - The behaviour of Severe Tropical Cyclone Marcia

Supporting learning resource - The behaviour of two significant weather events Supporting learning resource - The big dry - unit of work (TLF R11576) https://learningplace.eq.edu.au/cx/resources/items/4d70fa30-c67d-87c6-a817-8d6b934d0271/0/viewIMS.jsp (Education Services Australia 2015)

Supporting learning resource - Tropical cyclones: Teacher note

Supporting learning resource - Volcanoes: Teacher note

Supporting learning resource - Weather measurement: Teacher note

Supporting learning resource - Weather patterns for drought: Teacher note

Video - A day in Pompeii - Full-length animation (YouTube, Zero One Animation) https://www.youtube.com/watch?v=dY_3ggKg0Bc

Video - A windy day




Duration: 10 Weeks


Video - Alaska residents prepare for possible eruption (YouTube, Associated Press) http://www.youtube.com/watch?feature=player_popout&v=rqZoNClTSRs

Video - Beaufort scale (Curiosity Show - Deane Hutton & Rob Morrison) https://www.youtube.com/watch?v=rvPlImMELh8 Used with permission.

Video - CCTV footage from the moment the 6.3M Earthquake hit Christchurch CBD (YouTube, NZcrusader8) https://www.youtube.com/watch?v=bIms6vXnL30

Video - Convection: a fun, at-home science experiment (YouTube, Science Beyond) http://www.youtube.com/watch?feature=player_popout&v=xPl3foajmcw

Video - Cyclone Larry wind gusts Courtesy of K Maccoll. Used with permission. Video - Earth system: Drought and air quality (PBS LearningMedia, © 2006 WGBH Educational Foundation / NASA / Goddard Space Flight Centre)

Video - Earthquake memories

Video - Earthquakes (PBS LearningMedia I © 2011 Idaho Public Television) Video - Earthquakes 101 (National Geographic) http://video.nationalgeographic.com/video/environment/environment-natural- disasters/earthquakes/earthquake-101/

Video - Eye spy (Emergency Management Queensland, Queensland Fire and Emergency Services) CC BY 4.0 http://creativecommons.org/licenses/by/4.0/deed.en

Video - How to make a water tornado vortex - Kids science project idea (YouTube, FoxPail) https://www.youtube.com/watch?v=0YeohecMNyk

Video - Live footage Iceland volcano 2010 April (YouTube, coaststarbu) http://www.youtube.com/watch?feature=player_popout&v=f1ztg0wUqKY

Video - Mount St. Helens (PBS LearningMedia I © 2006 Idaho Public Television) Video - Newcastle Earthquake 1989 - NBN TV News Australia [file 1] (YouTube, NewcastleMuseum) https://www.youtube.com/watch?v=RAtJMu14j8s

Video - Newcastle Earthquake 1989 - NBN TV News Australia [file 2] (YouTube, NewcastleMuseum) https://www.youtube.com/watch?v=pk8esCto9c4

Video - Raging planet - Earthquake landslide (YouTube, Discovery) http://www.youtube.com/watch?feature=player_popout&v=CvOUygzBmOo

Video - Rare video: Japan tsunami (YouTube, National Geographic) http://www.youtube.com/watch?v=oWzdgBNfhQU&lr=1




Duration: 10 Weeks


Video - Severe Tropical Cyclone Yasi: Satellite loop (Australian Government. Bureau of Meteorology) Video - The Padang, Indonesia earthquake of 2009 Part 1 (US Geological Survey/ filmed & produced by Walter D. Mooney) http://gallery.usgs.gov/videos/283#.VmDKwHYrLBQ

Video - The Padang, Indonesia earthquake of 2009 Part 2 (US Geological Survey/ filmed & produced by Walter D. Mooney) http://gallery.usgs.gov/videos/283#.VmDKwHYrLBQ

Video - Tornado tube - Cool science experiment (YouTube, Sick Science!) http://www.youtube.com/watch?feature=player_popout&v=mzw3DcDblIg

Video - Tropical cyclones

Video - Volcanoes 101 (National Geographic) http://video.nationalgeographic.com/video/101-videos/volcanoes-101

Video - Win News Wide Bay weather & closer (16/11/2009) (YouTube, MackayTV2) http://www.youtube.com/watch?v=HPvwEnAZr40&feature=related

Website - ABC Emergency (ABC) http://www.abc.net.au/news/2012-08-27/about-abc-emergency/4225628

Website - About volcanoes (Australian Institute for Disaster Resilience) https://emschools.org.au/volcano/about-volcanos

Website - Australian Aboriginal Geomythology: Eyewitness accounts of cosmic impacts? (ATNF, Hamacher & Norris) http://www.atnf.csiro.au/people/Ray.Norris/papers/n243.pdf

Website - Australian weather (Weatherzone) www.weatherzone.com.au

Website - Balloon barometer - Science fair projects (Live Science) http://www.livescience.com/40664-balloon-barometer-science-fair-project.html

Website - Be prepared (RACQ Get Ready Queensland) https://getready.qld.gov.au/be-prepared/

Website - Bureau of Meteorology (Australian Government, Bureau of Meteorology) http://www.bom.gov.au

Website - Can we 'drought-proof' Australia? (National Museum Australia) http://www.nma.gov.au/education/resources/units_of_work/drought

Website - Climate glossary (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/climate/glossary/drought.shtml

Website - Drought (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/climate/drought/

Website - Early warning network (2007-2016 EWN) http://www.ewn.com.au/




Duration: 10 Weeks


Website - Earthquakes: Before an earthquake (Department of Homeland Security) http://www.ready.gov/earthquakes

Website - Emergency services (Australian Government) http://www.australia.gov.au/information-and-services/public-safety-and-law/emergency-services

Website - Geoscience Australia earthquakes (Australian Government, Geoscience Australia) http://www.ga.gov.au/earthquakes/index.jsp

Website - Global disaster alert and coordination system (GDACS) (United Nations and the European Commission) http://www.gdacs.org/

Website - Google maps (Google) http://maps.google.com.au/

Website - High and low pressure systems https://learningplace.eq.edu.au/cx/resources/items/a949aec5-9cab-4b1e-b3f7-493de084882b/0/BOM_Air_pressure.html (Australian Government, Bureau of Meteorology). Reproduced with permission.

Website - Earthquakes (Australian Government, Geoscience Australia) http://www.ga.gov.au/scientific-topics/hazards/earthquake

Website - Indigenous knowledge for disaster risk reduction: good practices and lessons learned from experiences in the Asia-Pacific Region (UNISDR) http://www.unisdr.org/we/inform/publications/3646

Website - National weather and warnings (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/australia/index.shtml

Website - New flood monitoring and early warning systems (ABC Rural) http://www.abc.net.au/site-archive/rural/news/content/201112/s3400027.htm

Website - Prepare your emergency plan: Fact sheet 1 (Queensland Government) https://getready.qld.gov.au/wp-content/uploads/2016/09/01_Prepare_your_emergency_plan.pdf

Website - Previous tropical cyclones (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/cyclone/history/index.shtml

Website - Queensland observations (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/qld/observations/index.shtml

Website - Queensland Police Service to test disaster dashboard QldAlert with mock zombie outbreak to coincide with World Zombie Day (The Courier Mail) http://www.couriermail.com.au/news/queensland-police-service-to-test-disaster-dashboard-qldalert-with-mock-zombie-outbreak-to-coincide-with-world-zombie-day/news-story/901608a3d03b54df824c90933715a093

Website - Sea temperature analysis (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/marine/sst.shtml

Website - SEQ Severe thunderstorm and microburst at The Gap (Australian Government, Bureau of Meteorology) http://reg.bom.gov.au/announcements/sevwx/qld/qldth20081116.shtml

Website - Severe weather events (Australian Government, Bureau of Meteorology) http://reg.bom.gov.au/announcements/sevwx/

Website - Communications and systems for public information and warnings (Queensland Government) http://www.disaster.qld.gov.au/dmg/Response/Pages/5-6.aspx




Duration: 10 Weeks


Website - Stormwatchers game (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/storm_watchers_game/

Website - The AIATSIS map of Aboriginal Australia (ABC) http://www.abc.net.au/indigenous/map/

Website - The exceptional January-February 2009 heatwave in south-eastern Australia (Australian Government, Bureau of Meteorology) http://reg.bom.gov.au/climate/current/statements/scs17c.pdf

Website - Tropical cyclone information for the Australian region (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/cgi-bin/silo/cyclones.cgi? region=ause&syear=2005&eyear=2005&cyclone=1&loc=0

Website - Tropical cyclone names (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/cyclone/about/names.shtml

Website - Tropical cyclones in Queensland (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/cyclone/about/eastern.shtml

Website - Watch: Here's a whole year's worth of weather in one video (ScienceAlert) http://www.sciencealert.com/watch-here-s-a-whole-year-s-worth-of-weather-in-one-video

Website - Worksheet 16: Activity - Measuring wind speed (Australian Government, Bureau of Meteorology) http://www.bom.gov.au/lam/Students_Teachers/Worksheet16.shtml

Assessment Planner - Explaining changes to the surface of Earth

Assessment task - Sci_Y06_U3_AT_ExplainingChanges.docx

Assessment task - Sci_Y06_U3_AT_MR_ExplainingChanges.docx

Assessment task - Sci_Y06_U3_AT_SH_ExplainingChanges.docx

Assessment Assessment task - Explaining changes to the surface of Earth

Assessment task - Explaining changes to the surface of Earth: Model response

Assessment task - Explaining changes to the surface of Earth: Student resource (Beaufort wind scale)




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Explaining changes to the surface of Earth (Yr 06)Type Exam/Test

Date

Description Students explain how natural events cause rapid changes to Earth's surface and identify contributions to the development of science by people from a range of cultures. Students identify how research can improve data.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

Explain how natural events cause rapid change to Earth's surface.

Identify historical and cultural contributions. Interpret data identifying where research could improve the data.Communicate ideas and findings.

A ◄ Applies knowledge to make a reasoned prediction. ◄Explains how science knowledge from other cultures contributes to our understanding of natural events.

◄

Justifies how additional data from research provides a more accurate prediction.Communicates, using accurate scientific language and appropriate representations comprehensively.

B ◄ Links evidence of change to the type and severity of a natural event. ◄ Describes how contributions have led to scientific

understanding of natural events. ◄

Accurately interprets data identifying examples of how research improves data.Communicates ideas using scientific language and representations.

C ◄ Explains how natural events cause rapid change to Earth's surface. ◄ Identifies historical and cultural contributions. ◄

Interprets data identifying where research could improve data.Communicates ideas and findings.

D ◄ Identifies a change to Earth's surface caused by a natural event. ◄ Identifies a problem that may result because of a

natural disaster. ◄Suggests additional possible dataUses everyday language.

E ◄ States a change. ◄ States a contribution to science. ◄States data.Uses fragmented language.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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