teachertechnet.weebly.comteachertechnet.weebly.com/.../1/7/41175315/stage_3_ear… · web...

UNIT PLAN

Unit Title Weather Its a Disaster

Stage 3 Year 6

Term: 3

Strand: Earth and Space

Duration: 10 Weeks (1 hour lessons)

Sub-strand: Tropical Cyclones

RATIONALE

This unit of work outlines the Earth and Space strand in the K-10 NSW Science and Technology Syllabus. The unit of work places an emphasis on the weather unit specifically tropical cyclones. The process of science is understanding and this unit of work is designed in way for students to find out about the weather so they can therefore understand the weather. This unit of work encompasses the constructivist learning theory along with Tomlinsons differentiation model.

This unit recognizes the individual knowledge and experiences that children bring to the classroom. As such, the unit is centered around building the prior knowledge of each child as they progress throughout each learning activity. Indeed, Muir & Slater (2000, p.68) agree that; human development begins long before the outside world has impressed its influence on a child.

As this unit incorporates various educational approaches that stress the value and importance of collaboration, it is therefore essential that students are provided with the opportunity to work in groups where students can easily discuss, provide feedback and ask questions in classroom activities.

Through the use of the TWLH chart students are able to write about what they think they know, this enable students to make claims without the fear of being criticised as answers are provided anonymously. Students are provided with the opportunity to write about what they would like to learn about in the topic. Towards the end of the unit students can revisit the chart and can add what they have learnt and how they know they have learnt it. The layout of the unit enables students to enhance their thought processes and challenge their original claims from the beginning of the unit.

This unit of work recognizes the value of Information Communication Technology (ICT) resources in teaching science. Indeed, students will have the opportunity to utilize computers, the internet, the interactive whiteboard (IWB) among other resources. (quote)

The unit will be integrated using other Key Learning Areas (KLAs) which include:

Mathematics Focus on measurement, speed and time. Students will also be working mathematically.

English Speaking and listening, writing through text types and using multimodal texts.

Art - Create their own interpretations of Aboriginal artworks as well creating diagrams.

Drama -Recording and presenting using ICT devices.

The 5E Model created by Bybee 1997 centres on the notion that students should be actively engaged in their learning.

Teaching and learning progresses through five phases: Engage, Explore, Explain, Elaborate and Evaluate (Bybee, 1997).The unit Its a Disaster has been designed to enabled to learn using this model. This is evident through an overview of the unit which encompasses all five phases:

Engage: In the introduction of the unit students will be engaged using the senses of touch, hearing and smell. A diagnostic assessment will be used in the form of the TWLH Chart.

Explore: The following lessons focus on the formation of cyclones, technical terminology, air pressure and latent heat. During the explore phase students will be conducting experiments which will enable them to investigate the concept of cyclones. Formative assessments will take place.

Explain: Students are presented with real life scenarios of cyclones that have occurred throughout history. They will be able to build on their knowledge through a case study. Formative assessment through a checklist will take place.

Elaborate: Students further their learning through conducting another experiment and extending their knowledge through answering questions using a question box. Summative assessment will take place, as students will be reporting their answers to the class.

Evaluate: Students demonstrate their learning through creating and filming a news bulletin in relation to a specific cyclone. They then present this to the class who will have a marking criteria to assess their peers. TWLH Chart will be completed as a whole class activity. Summative assessment will take place.

Within this unit we consider the Aboriginal 8 Ways of Learning as a learning tool. This Aboriginal pedagogy framework is expressed as eightinterconnected pedagogies involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community (Tangient LLC, 2014).

Narrative/Dream time story:

Munyourbarn!: Look and Learn An Aboriginal Elders Stories by Vi McDermott

Cyclone Yasi extract by Alexis Wright

Weemulee the owl story by Michael J Connolly

Factual

Weather and climate: Extreme Weather by Robin Birch

Weather and climate: How Weather Works by Robin Birch

Weather and climate: Watching Weather by Robin Birch

Weather and climate: Earths Climate by Robin Birch

Weather and climate: Living With Weather by Robin Birch

The Science in a glass of water by Anna Claybourne

The Science Library: Planet Earth by John Farndon

Science Projects: Weather by Joel Rubin

Understanding cycles and systems by Andrew Solway

APPLICATION OF LITERATURE IN SCIENCE

GOALS

Science

Values and Attitudes

Develop an appreciation of the contribution of science to finding solutions to personal, social and global issues relevant to their lives now and in the future

Develop a willingness to use evidence and reason to engage with and respond to scientific and technological ideas as informed, reflective citizens.

Skills, Knowledge and Understanding

Develop knowledge, understanding of and skills in applying the processes of Working Scientifically

Develop knowledge of the Physical World, Earth and Space, Living World and Chemical World, and understanding about the nature, development, use and influence of science.

EARTH AND SPACE

OUTCOME

A Student: Explains rapid change at the Earths surface caused by natural events, using evidence provided by advances in technology and scientific understandings ST3-9ES.

Sudden geological changes or extreme weather conditions can affect Earth's surface (ACSSU096).

Students:

Describe using examples how natural geological events cause rapid changes to the Earth's surface, e.g. earthquakes, volcanic eruptions or tsunamis in the Asian region or throughout the world

Research how some discoveries or inventions have increased scientific knowledge and provided evidence about natural events that cause rapid changes at the Earth's surface

Investigate a recent Australian example of the effect on the Earth's surface of extreme weather conditions, e.g. cyclones, droughts or floods

Identify ways that advances in science and technology have assisted people to plan for and manage natural disasters to minimise their effects, e.g. detection systems for tsunamis, floods and bush fires

WORKING TECHNOLOGICALLY

OUTCOME

A student:

plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints ST3-5WT.

CONTENT

Students explore and define a task by:

Exploring needs for, or opportunities to undertake, the task

Identifying the users' needs and wants using techniques, eg observations, surveys, interviews and market research

Developing a design brief individually and in collaboration with others

Students generate and develop ideas by:

Selecting and using creative thinking techniques, including mind-mapping, brainstorming, sketching and modelling

Selecting and using research techniques appropriate to the task

Selecting and using techniques for documenting and communicating design ideas to others, e.g. drawings, plans, flow charts, storyboarding, modelling and presentations, using digital technologies

Identifying a range of appropriate materials for the task

Students evaluate by:

Self or peer assessing the final product by using the established design criteria

WORKING SCIENTIFICALLY

OUTCOME

A student:

Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations ST3-4WS

CONTENT

Students question and predict by:

With guidance, posing questions to clarify practical problems or inform a scientific investigation (ACSIS231, ACSIS232)

Predicting what the findings of an investigation might be (ACSIS231, ACSIS232)

Applying experience from similar situations in the past to predict what might happen in a new situation

Students plan investigations by:

With guidance, planning appropriate investigation methods to test predictions, answer questions or solve problems including surveys, fieldwork, research and fair tests

Collaboratively and individually selecting suitable methods for gathering data and information first-hand and from reliable secondary sources

Students conduct investigations by:

Working individually and collaboratively in conducting a range of appropriate investigation methods, including fair tests, to answer questions or solve problems

Using suitable equipment and materials, checking observations and measurements by repeating them where appropriate

Using equipment and materials safely, identifying potential risks

Accurately observing, measuring and recording data, using digital technologies as appropriate

Using formal units and abbreviations for measuring and recording data

Suggesting improvements to the methods used to investigate a question or solve a problem

Students process and analyse data and information by:

Constructing and using a range of representations, including tables, graphs (column, picture, line and divided bar graphs) and labelled diagrams

Drawing conclusions and providing explanations based on data and information gathered first-hand or from secondary sources

Comparing gathered data with predictions, and using as evidence in developing explanations of events and phenomena

Reflecting on their gathered evidence in relation to:

The process used to gather, process and analyse their data and information

Their own prior knowledge as well as accepted scientific explanations

Their own and others' conclusions

Students communicate by:

Constructing and using a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data including using digital technologies as appropriate.

Using a variety of ways to honestly and accurately communicate ideas, explanations and processes, including multi-modal texts, labelled diagrams, as well as written and oral factual texts as appropriate

STAGE FOUR OUTCOME FOR THOSE STUDENTS WORKING ABOVE STAGE LEVEL

OUTCOME

Collaboratively and individually produces a plan to investigate questions and problems SC4-5WS.

ENGLISH

OUTCOMES

Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features ENS-1A

Composes, edits and presents well-structured and coherent texts ENS-2A

Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies ENS-3A

MATHEMATICS

OUTCOMES

Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM.

Uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables MA3-18SP

CREATIVE ARTS

VISUAL ARTS

OUTCOME

VAS3.1. Investigates subject matter in an attempt to represent likenesses of things in the world.

DRAMA

OUTCOME

DRAS3.1 Develops a range of in-depth and sustained roles

DRAS3.3 Devises acts and rehearses drama for performance to an audience.

GOALS AND ASSESSMENT

Formative (during learning engagements)

During the first seven lessons on the unit of work students will be assessed through formative assessment. This can be through during the lessons by:

Lesson One: Students will be anonymously adding what they think they know to the TWLH Chart. This gives the teacher guidance of what to focus on in the coming lessons.

Lesson Two: Students conduct experiments and the teacher observes the students. Teacher monitors student participation in the word wall.

Lesson Three: The teacher will assess through questioning and an outcome checklist.

Lesson Four: Students will explain their Aboriginal artwork to symbolize their understanding of the lesson.

Lesson Five: Teacher will provide the students with a checklist of what they need to include in their poster.

Lesson Six: Teacher can write anecdotal records of where the students are at, at this stage.

Lesson Seven: Teacher will observe students as they complete their experiments.

Summative (Take place at the end)

Summative assessment will take place in the last three lessons of the unit.

Lesson Eight: Students will provided with a rubric of what they will be assessed on.

Lesson Nine: Students will continue to work with the rubric.

Lesson Ten: Using the rubric students will assess their peers. Students will also complete the TWLH Chart to finalise their understanding of the unit. This is also an indicator for the teacher to ascertain if students have understood the concept.

WORKSAMPLE to achievement and understanding of outcomes

(This will be completed if the actual unit were to take place).

Evaluation of Unit

Did the students achieve the primary outcomes and indicators?

What additional learning will be needed for certain students?

Why did these children struggle/ why do they need extra assistance?

What did/ did not work well in each lesson? (Introduction, middle, conclusion)

Were the students motivated? Why/ Why not? What could be done to improve this?

How effective was the format and structure of each lesson?

Did the students enjoy themselves and learn during each lesson?

What could be done overall to improve each lesson?

What would I do differently next time?

Did the unit of work follow the 5E model?

Was the 8 ways Aboriginal Pedagogy framework addressed throughout the unit? How?

Did the lesson and unit sequence flow and build upon the previous lesson?

(Perhaps mention at the END that these questions would be answered in a teaching journal by the teacher)

Number: 24 students in the class.

Differentiation Needs

Within this classroom there are 24 students, which include two with an Aboriginal Torres Straight Islander background.

There is a special needs student that is on the autism spectrum that also has issues with behaviour.

There are currently three students that are working below stage level.

There are three gifted students who are currently working above stage level and need more assistance in extending their work to better meet their requirements.

Students will be grouped according to mixed ability, so that aid can be given to the less able students by students who are working above stage level. Vygotsky Zone of Proximal Development (1978)

Students will be engaged in learning experiences, which are both whole group and small group, depending on the nature of the various activities.

Students who are below and above stage level will be catered for through modification of activities to meet their learning needs.

Activities will cater to the different learning styles of students, which include visual, kinesthetic and auditory learners.

Using the Tomlinson model of differentiation (2010), students will be differentiated according to the content, process and product, through their readiness, interest and learning profile.

Skills, interests and prior knowledge

During the unit of work lessons will be modified to suit the differing skills, interests and knowledge of students in the class.

Describes some observable changes over time on the Earths surface that result from natural processes and human activity ST2-8ES

Describes how relationships between the sun and the Earth cause regular changes ST2-9ES

STUDENTS

S

CARLA SASSINE (20112609)CHRISANTHY ELLIOTT (20111612)STEPHANIE AFONSO (20111850)AMY DIXON(20111644)

LEARNING MATTER

Essential understandings

Students will learn about.

How their original claims can be challenged throughout ongoing investigations about cyclones

The different types of extreme weather conditions that can occur.

The formation of cyclones

The attributes of a cyclone: Latent heat, condensation, evaporation and air pressure.

Aboriginal understanding of a cyclone

Case studies of cyclones

News bulletins and how to communicate facts using different technologies.

Essential skills

Students will learn to

Hypothesise, conduct experiments and record results using scientific terminology.

Work collaboratively in both small group and whole class settings.

Reasoning and problem solving

Oral presentations

Use ICT and other technologies to conduct research and use them in appropriate ways.

Related text types

Scientific Method: Students will be conducting experiments and writing up scientific procedures. These procedures incorporate the aim of the experiment, materials needed, hypothesis, procedure, results and conclusion.

Script Writing: Students will be creating a script for a news bulletin therefore students will need to be aware of the language they use when speaking and writing.

Lesson Links to the Aboriginal 8 Ways of Learning

Lesson 1: In this lesson the 8 ways learning framework is shown through non-verbal connections to the land such as when students are using their own body and senses (with soil, water and fan) in order to experience the learning.

Lesson 2: In this lesson the 8 ways learning framework is shown through learning maps. During this lesson, students begin with the start and work in a consistent pattern from learning the definitions and terminology early, so that they are able to use this in there explanations.

Lesson 3: In this lesson the 8 ways learning framework is shown through the non-linear perspective. Students use the knowledge from life and prior experiences to understand how the experiment works and why this is so. The learning is non-linear in that students are understanding the steps of the experiment after the learning and not prior.

Lesson 4: In this lesson the 8 ways learning framework is shown through symbols and images, story sharing, community links and land links. This lesson is focused on the symbols and images of the Aboriginal culture that students use in their artwork, they also discover a dreamtime story, an Aboriginals perspective on the cyclones and using symbols to represent elements of the land.

Lesson 5: In this lesson the 8 ways learning framework is shown through land links. Students are able to link the languages of the land, such as the places to where these Australian cyclones have occurred.

Lesson 6: In this lesson the 8 ways learning framework is shown through deconstruct-reconstruct. Students are taking their current, whole knowledge of cyclones and deconstructing it for further questioning and learning. This will then be reconstructed in the learning.

Lesson 7: In this lesson the 8 ways learning framework is shown through non-verbal perspectives. Students are using physical connections to materials, in order to gain understanding of its representation and the learning.

Lesson 8: In this lesson the 8 ways learning framework is shown through land links. In this lesson, students can research and gain knowledge of cyclones that have occurred in various regions of the land.

Lesson 9: In this lesson the 8 ways learning framework is shown through non-verbal perspectives and story sharing. Students film their news bulletin using elements of their own body as well as story sharing, applying their culture, vocabulary and grammar to the presentation.

Lesson 10: In this lesson the 8 ways learning framework is shown through learning maps. Students are ending the journey of the learning, as they have known the process of the learning from day one. The TWLH chart helps to plan this learning map.

CARLA SASSINE (20112609)CHRISANTHY ELLIOTT (20111612) STEPHANIE AFONSO (20111850) AMY DIXON (20111644)

LEARNING SEQUENCE

Learning Sequence

Resources and Preparation

Outcome

Sign- Off

Lesson 1: Welcome to Tropical Cyclones! (Pre Assessment) ENGAGE

The first part of the lesson will simply be watching a short YouTube on cyclones.

Give a scenario to the class where they will be in a cyclone. Ask them to sit on the floor and close their eyes. Turn all the lights out and:Put cyclone sound on in the background (wind blowing found at:

Put a fan on so that it blows in their faces

Spray water across them (only sprinkles)

Have a box full of soil for them to feel and smell

Ask questions to prompt an understanding of their knowledge. These should be a combination of broad and narrow, give a clear understanding of where they need to be taken and give them time to sufficiently answer the questions. They should along the lines of: What did you see? How did this make you feel? Why do you think this happened? What caused this? Have you heard/seen something like this before?

Prepare a TWLH chart, with two columns, what children want to know and what they do not know. Give each child two post-it notes and send them off to write down what they think they know and what they want to know.

When they are done have them stick their notes in the sections that fit so that all questions are anonymous.

Go through these questions and have a class discussion. Are some the same? Are some different? What is interesting? Will anything be difficult to find information for? Why?

Ensure students have recorded

the experiment. This can also be used as an assessment tool.

Differentiation/Variation:

The lesson promotes sensory, hands on and practical activities to cater for those of Aboriginal and Torres Straight Islander decent as they learn best through doing.

Gifted students will be extended through choice and questioning. They have the opportunity to express themselves and put forth a variety of questions so aspects of cyclones they will like to be answered during the topic. This will promote further thinking and later research to future lessons.

Special needs student will be catered for through the use of hands on and interactive activities. Furthermore, the autistic child will be able to keep his eyes open in the first activity where students will use their senses so he knows what he will he touching, smelling and hearing.

- Interactive Whiteboard (IWB)

- YouTube clip from: http://www.youtube.com/watch?v=Vn4BELi7Sro

- Sound of cyclone from: https://www.youtube.com/watch?v=P3PJjdcL6cQ

- Fan

- Water

- Spray Bottle

- Wet soil in a box

- Cardboard for the TWLH

- Permanent markers

- Post-it notes

- Pens

ST3-9ES

ST3-5WT

ST3-4WS

ENS-1A

Lesson 2: Linking the learning to the vocabulary. EXPLORE

As students enter the classroom, provide them with a small drop of hand sanitiser on their hands. Ask them to wave their hands in the air and think about what they are feeling and what is happening to the hand sanitiser.

Ask students to explain to the class what has happened and why they think this has occurred.

Students may know the technical terminology, for example evaporation, write this on a card and place at the front of the class.

Students then conduct an experiment: The cup and mirror experiment.

In this experiment students work in groups and are given 2 cups, one with hot water in it and one with normal cool temperature water.

Students are to predict what they think may happen when the mirror/glass is faced over the top of the two glasses separately.

After predicting, they then place the mirror/glass on the cool cup for a few seconds, and then turn it back over again. They discuss what they see on the mirror.

They repeat this but with the heated cup and find that a round circular appearance of moisture has appeared.

After reviewing their predictions, students consider why this may be the result.

Result:

The particles have more energy in hot water and so they break through the surface faster. However, some particles are transferred/shared to the glass therefore these particles have less energy. The particles with less energy stay on the glass (condensation) and the particles that have more energy will continue to travel on as a gas particle.

Then the moisture disappears after a few seconds, known as evaporation, because there is more energy in the surrounding air.

This terminology is written on cards and placed on a word wall, available for refer to. A class definition of these words is also placed on the wall.

Relating this to a cyclone.

Students are shown a diagram of the stages of a cyclone and how a cyclone is formed.

http://www.weatherwizkids.com/weather-hurricane.htm

Students tell a partner how they think these new words relate to cyclones. They share.

The teacher elaborates on the formation of a cyclone and what is needed for a tropical cyclone to occur.


Aboriginal and Torres Strait Islander students can be catered for as Indigenous words can be added to the word wall.

Gifted students have the opportunity to extend their vocabulary and provoke ongoing questioning through stimulated curiosity.

Special needs students will be catered for through physically demonstrating how the experiment is done and having the opportunity to explore will provoke students interest and gauge involvement.

-Hand Sanitiser

- Cards for definitions

- Blu-tac for the word wall

-Permanent marker

Experiment materials

- hot and cold water

- two cups

-mirror/glass

ST3-9ES

ST3-5WT

ST3-4WS

ENS-1A

Lesson 3: Air pressure and Heat EXPLORE

Students use a resource activity from Scootle.

Students work on this as a whole class, with the interactive whiteboard.

This interactive activity shows that within a chamber, the more volume that exists, the less number of collisions amongst particles are present and so the air pressure is less.

It also shows the more air particles there are, the higher the air pressure is.

Students are shown a website on latent heat and link this to the activity they have just completed on air pressure.

What does this have to do with a tropical cyclone?

Tropical cyclones begin over warm tropical seas in areas of low atmospheric pressure. The warm, moist air begins to spiral and becomes a strong, circling, windstorm. In the center of a cyclone, there is a calm area called the 'eye'. In the eye, the sky is clear and there is only a light wind blowing.

Explanation of latent heat: No matter what the average temperature of the ocean is there is a certain amount of energy a particle can hold. The remaining energy is evaporated into the atmosphere.

The students then complete an experiment, which consolidates the learning of the heat and air pressure.

The egg experiment which shows air pressure.

Pour hot water in the bottom of a bottle, and place egg at the nozzle.

Watch how the egg is sucked into the bottle. Girst there is high pressure in the bottle due to the heat. As it cools inside the bottle the high pressure outside the bottle, pushes the egg into the bottle.


Visual stimuli will be used to cater for students who are visual learners as this is they way they learn best. Furthermore, this is also the best stimulus used for the Indigenous students in the class.

Gifted and Talented: To extend this lesson for gifted and talented students we will provide the students with a challenge: As the groups have successfully sucked the egg into the jar, it will be their job to work out how to get the egg without breaking it.

Special Needs: Give the special needs student will a lead role in the experiment e.g. he can prepare the egg by peeling the egg.

-IWB

-Scootle activity http://www.scootle.edu.au/ec/viewing/L10381/index.html

- Website for latent heat

http://www.kidsgeo.com/geography-for-kids/0071-latent-heat.php

Experiment Materials

- Hot Water

- Glass/Plastic bottle

- Peeled boiled egg

ST3-9ES

ST3-5WT

ST3-4WS

ENS-3A

SC4-5WS

Lesson 4: Incorporating Indigenous Perspectives EXPLORE

Aboriginal music will be played on the smart board during this time.

The story the Weemulee the owl will be read to the students.

The students will be informed of how Aboriginal spirituality explores the concept of tropical cyclones. After the story is read, students discuss as a class. Questions will be asked such as; Why do you think Aboriginal people tell this story today? and Why might Weemulee have large, round and staring eyes?

The students will be shown an extract of one Indigenous individuals perspective of Cyclone Yasi. Alexis Wrights personal opinion of the cyclone will be read aloud by the teacher.

The students will discuss in small groups what this extract means by answering questions such as; What does this extract say about Aboriginal spirituality and in particular, Aboriginal peoples connection to the land?

After the discussion of the above extract, students will be shown an Aboriginal artwork of a cyclone by Tonya Grant. The class will discuss the painting. Questions will be asked such as; How do you know this is an Aboriginal artwork? Why did Tonya depict the cyclone in this way? What might be the purpose of this art work? and so on.

The students will be required to take the inspiration of this artwork and tie it with that of the following Indigenous symbols.

The task is for students to utilize the above symbols as a way of demonstrating how a cyclone is created by painting Aboriginal inspired symbols. Their work will then be explained through an oral explanation to the class.


Indigenous students have been catered for as the lesson is based on elements of Aboriginal spirituality such as; oral story telling and dot painting. This lesson recognizes and acknowledges Aboriginal perspectives within the science and technology context and enables Indigenous students to reconnect with their spirituality.

Kinesthetic learners will be catered for as the lesson is designed in a way, as there are many hands on activities. As well as this students imagination will be challenged, as they will be creating their own Aboriginal artworks using signs and symbols.

Gifted and talented students are presented with the opportunity to put forth open-ended questions. Students can also create a story explaining the artwork they have created.

- Indigenous music from:

http://www.youtube.com/watch?v=1DwlqDmIAII

- Online story from:

http://www.kullillaart.com.au/default.asp?PageID=61&n=Weemulee+the+Owl

Indigenous perspective from:

http://literatico.com/features-and-opinion/slow-reading/slow-reading-for-reconciliation-week

Indigenous art from:

http://art.girringun.com.au/girringun-artists/tonya-grant/


-paint

-cotton buds

-paper

ST3-9ES

ST3-5WT

ST3-4WS

VAS3.1

Lesson 5: Categorise EXPLAIN

Give students a piece of A3 cardboard with four sections divided on it. These are Name, Category, Speed and Drawing of the Devastation. Do this prior to the lesson and only fill out the names of the following Australian cyclones.

Katrina,

Yasi

Tracey

Anthony

Ingrid

Larry

In groups of three give students the name of a cyclone and send them off to research on computers and fill out the information in the columns.

When students are in groups they will be assigned to an aspect of the column, as well as having a monitor to help and follow through with the information. Each student will be responsible for filling out a part of the column and presenting it to the class.

Writings, diagrams, labeled diagrams and so on are all acceptable.

Once research has been done and the table has been filled out the children are to present this to the class and to present this to the class as an oral presentation and justify why each cyclone is at a certain category.


Students of Aboriginal and Torres Strait Islander background will be catered for through land links and the ability to research cyclones that are relevant to them and their heritage.

Gifted students have the ability to work with other students and have the ability to research as much as they can, their work will be limitless. They can research as deeply and accurately as possible.

Special needs students will have the ability to work with other students and collaborate ideas to form more complex answers. This will allow them to express their ideas and collaborate with others.

- A3 cardboard

- Permanent markers

- Laptops and iPads

ST3-9ES

ST3-5WT

ST3-4WS

ENS-3A

ENS-1A

ENS-2A

MA3-1WM

MA3-18SP

Lesson 6 What do you still want to know? Formative Assessment ELABORATE

From what the students have learnt in previous lesson and gauging from the first lesson, do the students still have any questions.

Send them off into groups of 4 and have them compile at least 2 questions per group written on two separate pieces of A6 paper

Once students have done this, put questions in a box. Also have 8 questions you have put in, to prompt students in the right direction and allow for further learning. These are:What is an extreme weather event?What is a cyclone?What are their categories?

What causes cyclones?Where and when do cyclones occur?The impact of cyclones on people and the environment

How do scientists monitor and track cyclones?

How can people prepare for cyclones and attempt to reduce their impact?

Discuss these as a class and have students pick in their groups three cards each. Some will have four use this at your discretion.

Send students off into groups for them to research the questions given and compile some answers they have found or different views they have found.

Use Inspiration either on iPads or the computers to build a brainstorm of what they found out.

Present these as a group to the class and prompt discussion.

Print these out and have them displayed around the classroom so they have something to refer to later.


Aboriginal students will be catered for as they can research what Aboriginal country the cyclone hit and how it was affected.

Gifted and talented students have the opportunity to extended their learning through opened-ended questioning and reasoning. They can also choose a category 1 cyclone and a category 5 cyclone and compare them.

Special needs students will be catered for through the use of hands on and group work activities.

-Question Box

-Post-it notes

- Prepared questions by teacher

- iPads specifically inspiration app

ST3-9ES

ST3-5WT

ST3-4WS

ENS-3A

Lesson 7: Mini Cyclone Experiment ELABORATE

Refine their understand and talk about what the bottle represents which is air pressure

Provide students with materials and allow them to predict how they create a cyclone from these materials. For example, I think this will happen and this is why it will happen

The students will be working in groups of four in order to figure out how to create a cyclone using these materials.

By connecting the two ends of bottles together using masking tape (which have holes so liquid can run through both bottles). Students have to experiment with how to move the bottle around to create a cyclone effect.

Students will compare their bottles of how they made the cyclone. One bottle will have normal water and the other will have dishwashing liquid and they will see the differences. The substances change the formation of how the cyclone looks. E.g. dishwashing liquid they cant see the formation and with water you can. This represents the cyclone.

Students write a scientific method about what they have gathered including the results and conclusion of the experiment. They can draw a labelled diagram to represent this.


Indigenous Students will be using non-verbal perspectives where they can apply hands on activities to their learning.

Gifted and Talented students can together with other class members to resolve the experiment of how to create a cyclone in a bottle.

Special needs students can aid their peers in their learning.

-2x 1 or 2L bottles

- Dishwashing liquid

ST3-9ES

ST3-5WT

ST3-4WS

ENS-2A

Lesson 8: Investigate a Cyclone ELABORATE

This lesson is the introduction lesson, which will guide students for the next three lessons. Students will be placed into groups of 4 for this task; there will be six groups in the class as there are 24 students. During this lessons students will be researching about a tropical cyclone, which they are interested in. During this lesson students will answer key questions, which include:

1. What is the name of the cyclone you are reporting about?

2. Where did it form and which places did it hit?

3. What is a tropical cyclone? And how is it formed?

4. What does air pressure have to do with cyclones?

5. What category was the cyclone you are learning about? Did the citizens have time to evacuate before it hit?

6. What devastation was caused by the cyclone?

After students have researched and found out information about their chosen cyclone they can as a group write the script that they are going to use for their news report.

Think-pair-share: To end the class the students can tell a member of their group something new they learnt in the lesson that they didnt previously know.


Indigenous students are catered for as the task requires an Indigenous perspective that acknowledges Aboriginal spirituality.

Gifted and talented students are provided with the opportunity to research as extensively as they wish and pose additional research questions, which challenges them.

Students working below stage level will be able to wok with students who are more capable to help them understand the concept being learnt.

- iPads connected to the Internet.

- Information books about the different Australian cyclones

- Workbooks: To create the script they will use.

Lesson 9: Time to Report! ELABORATE /EVALUATE

During this lesson students will record their news bulletins. They will need to consider:

Props they will need e.g. appropriate clothes that a reporter wears.

Eyewitness account: A group member can as a person who was a witness to the cyclones. Do a mini interview on them.

Videographers: Need to record the bulletin as the other students are acting.

During this time the teacher can go around the class and see how students are interacting with each other and to make sure they have understood the concept about cyclones that the class is investigating.

Differentiation/Variation

Indigenous students can help research an Indigenous perfectives of a cyclone.

Gifted and talented students have been catered for as they can put forth different perspectives of the differing people involved in the cyclone e.g. Indigenous perspective.

Special needs will be given lead roles in the creating process.

- Props/costumes

- Video recorder

- Script

ST3-9ES

ST3-5WT

ST3-4WS

ENS-2A

ENS-3A

Lesson 10: What tropical cyclones have affected Australia? EVALUATE

The class will watch the news bulletins that each group has created.

As students will have a thorough understanding of the marking criteria they will have the ability to assess their peers work and to see if they have met the their needs.

After all groups have presented their news bulletins the class will complete the TWLH chart. The students will complete the What we learnt and the How we know columns together as they correspond with each other. All entries made in the third column can be documented in the fourth to show how the claims have been justified.

Look at the TWLH chart as a whole. As a class reflect on what students have learnt throughout the unit and discuss how their thoughts have changed and evolved from the beginning of the unit. Encourage students to reflect on their learning journey.


Gifted students can provide feedback for their peers and have the opportunity to showcase what they have learnt and reflect on their findings.

Special needs students can have a modified rubric for them to assess their peers.

- IWB

- The recordings should be uploaded onto the computer and ready to be played

- Marking criteria sheets for the students

ST3-9ES

ST3-5WT

ST3-4WS

ENS-3A

ENS-1A

DRAS3.1

DRAS3.3

CARLA SASSINE (20112609)CHRISANTHY ELLIOTT (20111612)STEPHANIE AFONSO (20111850)AMY DIXON (20111644)

RESOURCES

Texts

-Weather and climate: Extreme Weather by Robin Birch

-Weather and climate: How Weather Works by Robin Birch

-Weather and climate: Watching Weather by Robin Birch

-Weather and climate: Earths Climate by Robin Birch

-Weather and climate: Living With Weather by Robin Birch

-The Science in a glass of water by Anna Claybourne

-The Science Library: Planet Earth by John Farndon

-Science Projects: Weather by Joel Rubin

-Understanding cycles and systems by Andrew Solway

Indigenous dream time stories/sources:

-Munyourbarn!: Look and Learn An Aboriginal Elders Stories by Vi McDermott

-Cyclone Yasi extract by Alexis Wright

- Weemulee the owl story by Michael J Connoll

Audio/Visual

-http://www.sciencekids.co.nz/videos/weather/tornadoes.html

-http://www.miamisci.org/hurricane/weatherstation.html

-YouTube clip from: http://www.youtube.com/watch?v=Vn4BELi7Sro

-Scootle activity http://www.scootle.edu.au/ec/viewing/L10381/index.html

-Website for latent heat

http://www.kidsgeo.com/geography-for-kids/0071-latent-heat.php

-Wind Sound

https://www.youtube.com/watch?v=P3PJjdcL6cQ

On-line

-Online Aboriginal Story


- Indigenous music from:

http://www.youtube.com/watch?v=1DwlqDmIAII

- Online story from:


-Indigenous perspective from:

http://literatico.com/features-and-opinion/slow-reading/slow-reading-for-reconciliation-week

-Indigenous art from:



Human

-Indigenous elder/community member

-Classroom teacher

-Librarian

-Teachers aide

Place

- School Library

-Computer lab

-Science room/classroom

Materials/Real-life items

- Interactive Whiteboard (IWB)

- Charged laptops and iPads

- Video Recorder

- Questions Box

- Cardboard for the TWLH

- Permanent markers

- Post-it notes

- Pens

- Cards for definitions

- Blu-tac for the word wall

Experiment 1 Materials

- Fan

- Water in Spray Bottle

- Wet Soil in box

Experiment 2 materials

- Hot and cold water

- Two cups

- Mirror/glass


- Hot Water

- Glass/Plastic bottle

- Peeled boiled egg


- 6 x 2L bottles

- Dishwashing Detergent

[Type text][Type text][Type text]

CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)

AMY DIXON (20111644)

ASSESSMENT TASKS

New Report Rubric Year 6

Excellent

Good

Fair

Poor

Knowledge and understanding of chosen cyclone

Shows an excellent understanding and knowledge of the attributes of a cyclone.

Shows a thoughtful understanding of cyclones and their effects.

Shows a moderate view of cyclones and their features.

Shows little or no understanding of a specific cyclone.

Presentation

Demonstrates an excellent range of skills for acting and recoding a news bulletin.

Demonstrates an adequate understanding of how to portray a news bulletin.

A moderate understanding of how to create and present a news bulletin.

Shows little or no knowledge to depict a news bulletin.

Use of ICT

Demonstrates a high level of different ICT skills using technologies, including camera angles, props etc.

Shows a suitable knowledge of ICT skills when using technology, including camera angles, props etc.

Displays a moderate understanding of ICT skills when using technology, including camera angles, props etc.

Shows little or no awareness of ICT skills when using technology, including camera angles, props etc.

Group Participation

Actively involved in all aspects of activities. Took leadership role in creation of tasks and content.

Participated in the collection of information and shared some ideas in the creation of all tasks.

Moderate involvement in the groups creation of tasks and contributed some ideas.

Little or no input in the creation of activities..

Contribution

Collected a great range of information and contributed to all group tasks. Appropriate suggestions made to create meaningful responses to tasks.

Adequate input and collection of group ideas and had sufficient participation in creating group tasks.

Reasonable input collection of ideas of group activities. Provided some contributions to create responses to the tasks.

Minimal contribution to ideas in creation of the groups tasks

Checklist Lesson 6

Categorise!

Category

Yes

No

Found relevant information on a specific cyclone

Participated and worked with the group

Effectively filled out all columns of the A3 piece of paper

Used a combination of writing and diagrams to express work.

Able to articulate why each cyclone is at a certain category

Used prior knowledge to research information

Used proper terminology when writing about the cyclone and its properties

Find specific region of the cyclone and the Indigenous heritage behind that area.

APPENDIX

Appendix A

Risk Assessment Form

Lesson: One

Name of investigation: Welcome to tropical cyclones!

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

Procedure/Equipment used in experiment

e.g. scissors, glass

Precaution/Control

e.g. wear goggles, lab coat etc.

SOIL (potting mix)

Minimal risk

Other

Soil

Wash hands after use

Dont inhale or consume

In the event that a student/students inhale or consume the soil (or potting mix) the student/s should be taken to the office and the parent/guardian should be contacted. In the meantime, the staff should contact the NSW Poison Helpline 13 11 26 or call the Ambulance.

Appendix A


Lesson: Two

Name of investigation: Linking the learning to the vocabulary

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical



Precaution/Control


Hand sanitiser

Medium risk

Other

Bottle

- Do not consume or inhale

In the event that a student/students excessively inhale or consume the hand sanitiser the school sick bay should be notified and student/s will be asked to make their way to the office to receive first aid whilst being accompanied by a buddy. The student/s parent/guardian will be contacted.

Boiling water

High risk

Physical

Boiling water

-do not run with hot water

-do not leave hot water unattended

-keep hot water in one area in the classroom

-hot water is not to be administered without teacher permission

In the event of a burn do not leave students unattended and place the student/s hand/arm/limb etc. under COLD running water from the tap for 30 minutes. Commence first aid and seek medical attention if necessary.

Mirror

Minimal

physical

-sharp edges

-do not play with mirrors

-do not throw mirrors

-have sweeper to clean up any broken glass

In the event that a student/students cut themselves from a broken mirror, clean up any broken pieces and commence first aid.

Appendix A


Lesson: Three

Name of investigation:

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

-Other

Procedure/

Equipment used in experiment


Precaution/Control


Fire

High risk

Physical

Matches

- Supervise children on the use of the matches

- Brief the children before hand on the proper use of the matches

- Have a safety plan in place if something does go wrong

- Do not touch the fire or play with the fire

- Act sensibly

- In the event of a burn do not leave unattended and place under running water from the tap COLD for 30 minutes. Seek medical attention and first aid.

In the event that a student/students do burn themselves, the school sick bay should be notified and student/s will be asked to make their way to the office to receive first aid whilst being accompanied by a buddy. The student/s parent/guardian will be contacted.

Tissue paper on fire

High risk

Physical

Tissue Paper

- Do not move from your spot with the tissue paper

- Hold well away from your body

- Do not make fast movements

- Act sensibly

- Be sure to brief on the proper use of what is supposed to be done with the tissue paper.

- In the event of a burn do not leave unattended and place under running water from the tap COLD for 30 minutes. Seek medical attention and first aid.

In the event that a student/students do burn themselves, the school sick bay should be notified and student/s will be asked to make their way to the office to receive first aid whilst being accompanied by a buddy. The student/s parent/guardian will be contacted.

Glass

High risk

Physical

Glass bottle

- Be sure to move around carefully

- Do not run with the bottle in hand or from the area of use

- Once experiment has been completed do not allow students to move bottle from table

-have a broom and sweeper to clean up broken glass if necessary.

-a plastic bag to place broken glass

In the event that a student/students cut themselves, any broken glass should be swept up by a broom and sweeper and disposed into a plastic bag that will be placed into the bin. The student/s will receive first aid in the school sick bay and the parent/guardian will be contacted.

Egg

High risk

other

Egg carton

-Ensure no students are allergic to eggs prior to the lesson.

In the event that a student/students suffer an anaphylactic shock, commence CPR and alarm the school office or fellow staff member next door for further assistance.

Appendix A


Lesson: Four

Name of investigation: Incorporating Indigenous Perspectives

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

-Other



Precaution/Control


Paint

Minimal

-Chemical

Paint bottle

Use non-toxic paint.

Ensure children have not inhaled or consumed paint.

In the event that a student/students inhale or consume the paint student/s should be taken to the office and the parent/guardian should be contacted. In the meantime, the staff should contact the NSW Poison Helpline 13 11 26 or call the Ambulance.

Appendix A


Lesson: Five

Name of investigation: What do you still want to know?

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

-Other



Precaution/Control


Internet

Cyber safety

Medium-High

Other

Computer

-Ensure children are informed of the schools internet/computer use policy and warn children of the consequences of breaking these rules.

In the event that a student/students are off task and breaking school rules they will be asked to immediately log off the computer and will be sent to the Principal for breaching the schools safe computer use policy. If a student/s are stalked online then the teacher must exercise appropriate action and notify another staff member.

Appendix A


Lesson: Six

Name of investigation: Categorise

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

-Other

Procedure/



Precaution/Control


Internet

Cyber safety

Medium-High

Other

Computer

-Ensure children are informed of the schools internet/computer use policy and warn children of the consequences of breaking these rules.

- Be sure when researching the topics students choose relevant cites and know the difference between worthwhile information and irrelevant information.

- In the event of an instance where a child is in an unsafe area of the internet, it is logical to brief them before hand to warn them about the dark spots of the internet. In the occurrence of this though it is important to talk to them about what had happened and follow up any unresolved issues.

Utensils

Minimal risk

Physical

Pencils, pens, scissors and paper

- Be sure students use all of these utensils with caution.

- In the event that someone is injured with an item found around the classroom such as a pencil, scissors and so on it is evident to take first aid actions and be sure to follow up any incidents with reports and notifying someone.

Appendix A


Lesson: Seven

Name of investigation: Mini Cyclone Experiment

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

-Other

Procedure/



Precaution/Control


Dishwashing Liquid

Medium-High

-Chemical

Dishwashing liquid, bottle

-Ensure children do not inhale or consume.

-Ensure children do not uncap bottle.

-Ensure children do not run whilst handling food colouring.

- In the event that a child consumes or has bodily contact with food colouring, it is important to try and get as much as possible off their skin. It is not a toxic substance but it is not pleasant to deal with. If on clothes send the child to the office to change and rinse clothes.

Lamp oil

Medium-high

-Chemical

Lamp oil bottle

-Ensure children do not inhale or consume.

-Ensure children do not handle the lamp oil without teacher permission.

- In the event that lamp oil has had contact with the children, enhaled or bodily contact it is important to take first aid precautions.

- Check the bottle for instructions if the product has been consumed. Follow instructions, contact the office and have them contact necessary people.

- If on body, also follow instructions and be sure to wash with cold water with no additives.

Appendix A


Lesson: Eight

Name of investigation: Investigate a cyclone

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

-Other



Precaution/Control


Computers

Cyber Safety

Medium-High

Other

Computer and internet

- Ensure children are familiar with the schools internet/computer use policy.

- Ensure children do not engage with other people online in forums etc.

- Ensure children do not click on ads or pop-ups of any kind.


Appendix A


Lesson: Nine

Name of investigation: Time to report!

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

-Other



Precaution/Control


Video recorder

Medium-High

Other

Video camera

-Ensure children handle video recorder with care.

-Ensure children inform teacher of any malfunctions or frayed electrical cords.

-Do not run whilst handling video recorder.

-The teacher should safely tape down any loose cords from extension wires onto the carpet.

- In the event that something does go wrong with technology, it is important to make sure that all children are in a safe distance away from harm. If something does happen to them it is important to seek first aid attention. If something goes wrong with the technology, do the best in your power to fix it otherwise it is important to leave it and have a professional solve the problem.

Appendix A


Lesson: Ten

Name of investigation: what tropical cyclones have affected Australia?

Risk

Category

-High risk

-Medium risk

-Minimal risk

Type of risk

-Chemical

-Micro organism

-Physical

-Other



Precaution/Control


Computer

Medium-High

Other

Computer

-Ensure children do not log on to the internet where they are at risk of cyber bullying or predators.


Reference List

Aboriginal Art Online Pty Ltd (2000). Aboriginal Art and use of symbols. Retrieved from http://www.aboriginalartonline.com/culture/symbols.php

ACARA. (n.d). Science Understanding: Earth and space sciences. (Literacy and numeracy outcomes) Retrieved from http://www.australiancurriculum.edu.au/science/Curriculum/F-10#cdcode=ACSSU096&level=6

ALTEC. (2008). Rubistar: Create rubrics for your Project-Based learning activities. Retrieved from http://rubistar.4teachers.org/

Australian Academy of Science. (2014). 5ES Teaching and Learning Model. Retrieved from https://primaryconnections.org.au/about/teaching

Birch, R. (2009). Weather and climate: Extreme Weather. South Yarra: Macmillan Library.

Birch, R. (2009).Weather and climate: How Weather Works. South Yarra: Macmillan Library.

Birch, R. (2009). Weather and climate: Living with weather. South Yarra: Macmillan Library.

Birch, R. (2009). Weather and climate: Watching Weather. South Yarra: Macmillan Library.

Birch, R. (2009). Weather and climate: Earths Climate. South Yarra: Macmillan Library.

Claybourne, A. (2008). The Science in a glass of water. London: Franklin Watts.

Dreamtime Kullilla-Art. (n.d.). Dreamtime Stories: Weemulee the owl. Retrieved from http://www.kullillaart.com.au/default.asp?PageID=61&n=Weemulee+the+Owl

Education Services Australia Ltd. (2013). Air pressure: particles and volume. Retrieved from http://www.scootle.edu.au/ec/viewing/L10381/index.html

Education Services Australia. (2013). Background Information: Year 6, Unit 3 Weather Extremes. Retrieved from http://scienceweb.asta.edu.au/verve/_resources/asta_4-3-1_bi_weather_yr6_v3-2.pdf

Farndon, J. (2004). The Science Library: Planet Earth. Essex, London: Miles Kelly Publishing Ltd.

Grant, T. (n.d.). Tonya Grant: Jirrbal Traditional owner weaver and painter. Retrieved from http://art.girringun.com.au/girringun-artists/tonya-grant/

ILuvMe802. (2010). Sound Effects- Winds Howling Heavily. [Video File]. YouTube. Retrieved from http://youtu.be/P3PJjdcL6cQ

Incredible Science. (2013). Cyclone Tube Tornado I n A Bottle~ Incredible Science. [Video File]. YouTube. Retrieved from http://www.youtube.com/watch?v=0LfZFGcGc_I

KidsGeo.com. (2014). Latent Heat. Retrieved from http://www.kidsgeo.com/geography-for-kids/0071-latent-heat.php

Macquarie University. (n.d). Education-Moodle Server. Retrieved from https://educmoodle.ltc.mq.edu.au/login/index.php

McDermott, V. (2007). Munyourbarn!: Look and Learn An Aboriginal Elders Stories. QLD: Keeaira Press.

MissLark9. (2007). Condensation and Evaporation Experiment. [Video File]. YouTube. Retrieved from http://www.youtube.com/watch?v=6dpC_oNrIM0

NSW Government. (2014). Science k-10 (Incorporating science and technology k-6). Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/

NSW Government. (2014).Mathematics. Retrieved from http://syllabus.bos.nsw.edu.au/mathematics/

NSW Government. (2014). English. Retrieved from http://syllabus.bos.nsw.edu.au/english/

NWSICT. (2007). Egg and Pressure Experiment. [Video File]. YouTube. Retrieved from https://www.youtube.com/watch?v=2VHneRg0mhI

Royal Society of Chemistry. (n.d.). Assessing safety is science experiments. Retrieved from http://media.rsc.org/Health%20safety%20risk/Hsaf-riskassess.pdf

Rubin J. (2008). Science Projects: Weather. East Sussex, London: Heinemann.

Science Kids. (2014). Amazing Tornado Footage. [Video File]. Science Kids. Retrieved from http://www.sciencekids.co.nz/videos/weather/tornadoes.html

Science Kids. (2014). Make a Tornado in a Bottle. Retrieved from http://www.sciencekids.co.nz/experiments/makeatornado.html

Solway, A. (2010). Understanding cycles and systems. London: Raintree Publishers.

Spangler, S. (2013). Tornado in a Bottle-Tornado Tube. Retrieved from http://www.stevespanglerscience.com/lab/experiments/tornado-in-a-bottle

Tangient LLC. (2014). 8 Aboriginal Ways of Learning. Retrieved from http://8ways.wikispaces.com/

Watts, N. (2013). Reconciliation Week. Retrieved from http://literatico.com/features-and-opinion/slow-reading/slow-reading-for-reconciliation-week

Weather Wiz Kids. (2013). Hurricanes. Retrieved from http://www.weatherwizkids.com/weather-hurricane.htm

Yas. (2009). Beautiful Australia: with didgeridoo music.[Video file]. YouTube. Retrieved from http://www.youtube.com/watch?v=1DwlqDmIAII

teachertechnet.weebly.comteachertechnet.weebly.com/.../1/7/41175315/stage_3_ear… · web...

Documents