UNIT PLAN
Unit Title “Weather” It’s a Disaster
Term: 3
Duration: 10 Weeks (1 hour lessons)
Stage 3 Year 6
Strand: Earth and Space
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 Tomlinson’s 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 (KLA’s) 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 “It’s a
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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
eight interconnected 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).
APPLICATION OF LITERATURE IN SCIENCE
Narrative/Dream time story:
 Munyourbarn!: Look and Learn An Aboriginal Elder’s 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: Earth’s 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
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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 Earth’s 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
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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
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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 twoway 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.
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GOALS AND ASSESSMENT
Formative (during learning engagements)
Summative (Take place at the end)
During the first seven lessons on the unit of work students
Summative assessment will take place in the last three lessons of the unit.
will be assessed through formative assessment. This can be
 Lesson Eight: Students will provided with a rubric of what they will
through during the lessons by:
be assessed on.
 Lesson One: Students will be anonymously adding what
 Lesson Nine: Students will continue to work with the rubric.
they think they know to the TWLH Chart. This gives the
 Lesson Ten: Using the rubric students will assess their peers.
teacher guidance of what to focus on in the coming
Students will also complete the TWLH Chart to finalise their
lessons.
understanding of the unit. This is also an indicator for the teacher to
 Lesson Two: Students conduct experiments and the
ascertain if students have understood the concept.
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.
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?
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



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)
STUDENTS
S
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.
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 Earth’s surface
that result from natural processes and human activity ST2-8ES
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.
› Describes how relationships between the sun and the Earth cause
regular changes ST2-9ES
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.
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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.
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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.
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LEARNING SEQUENCE
Learning Sequence
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.
Resources and Preparation
Outcome
- Interactive Whiteboard (IWB)
- YouTube clip from:
http://www.youtube.com/watch
?v=Vn4BELi7Sro
- Sound of cyclone from:
https://www.youtube.com/watc
h?v=P3PJjdcL6cQ
Sign- Off
ST3-9ES
ST3-5WT
ST3-4WS
ENS-1A
- Fan
- Water
- Spray Bottle
- Wet soil in a box
- Cardboard for the TWLH
- Permanent markers
- Post-it notes
- Pens
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
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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.
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.
-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
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
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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.
Differentiation/Variation:
 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.
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.
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-IWB
-Scootle activity
http://www.scootle.edu.au/ec/vi
ewing/L10381/index.html
- Website for latent heat
http://www.kidsgeo.com/geogra
phy-for-kids/0071-latentheat.php
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ENS-3A
SC4-5WS
Experiment Materials
- Hot Water
- Glass/Plastic bottle
- Peeled boiled egg
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 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.
Differentiation/Variation:
 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.
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 Wright’s 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 people’s 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.
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- Indigenous music from:
http://www.youtube.com/watch
?v=1DwlqDmIAII
- Online story from:
http://www.kullillaart.co
m.au/default.asp?PageID
=61&n=Weemulee+the+
Owl
ST3-9ES
ST3-5WT
ST3-4WS
VAS3.1
Indigenous perspective
from:
http://literatico.com/feat
ures-and-opinion/slowreading/slow-readingfor-reconciliation-week
Indigenous art from:
http://art.girringun.com.
au/girringunartists/tonya-grant/
http://art.girringun.com.
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
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.
Differentiation/Variation:
 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.
au/girringunartists/tonya-grant/
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
- A3 cardboard
- Permanent markers
- Laptops and iPads
CARLA SASSINE (20112609)
-paint
-cotton buds
-paper
CHRISANTHY ELLIOTT (20111612) STEPHANIE AFONSO (20111850)
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and justify why each cyclone is at a certain category.
Differentiation/Variation:
 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.
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 iPad’s 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.
CARLA SASSINE (20112609)
-Question Box
-Post-it notes
- Prepared questions by teacher
- iPad’s specifically inspiration
app
CHRISANTHY ELLIOTT (20111612) STEPHANIE AFONSO (20111850)
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Differentiation/Variation:
 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.
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 can’t 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.
-2x 1 or 2L bottles
- Dishwashing liquid
ST3-9ES
ST3-5WT
ST3-4WS
ENS-2A
Differentiation/Variation:
 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.
CARLA SASSINE (20112609)
CHRISANTHY ELLIOTT (20111612) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
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?
- iPads connected to the Internet.
- Information books about the
different Australian cyclones
- Workbooks: To create the script
they will use.
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 didn’t previously know.
Differentiation/Variation:
 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.
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.
CARLA SASSINE (20112609)
- Props/costumes
- Video recorder
- Script
CHRISANTHY ELLIOTT (20111612) STEPHANIE AFONSO (20111850)
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AMY DIXON (20111644)
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.
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.
Differentiation/Variation:
 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.
CARLA SASSINE (20112609)
- IWB
- The recordings should be
uploaded onto the computer and
ready to be played
- Marking criteria sheets for the
students
CHRISANTHY ELLIOTT (20111612) STEPHANIE AFONSO (20111850)
ST3-9ES
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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: Earth’s 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 Elder’s 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
http://www.kullillaart.com.au/default.asp?PageID=61&n=Weemu
lee+the+Owl
- 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/slowreading/slow-reading-for-reconciliation-week
-Indigenous art from:
http://art.girringun.com.au/girringun-artists/tonya-
Human
-Indigenous elder/community member
-Classroom teacher
-Librarian
-Teacher’s aide
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
grant/
http://art.girringun.com.au/girringun-artists/tonyagrant/
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
Experiment 3 Materials
- Hot Water
- Glass/Plastic bottle
- Peeled boiled egg
Experiment 4 Materials
- 6 x 2L bottles
- Dishwashing Detergent
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
ASSESSMENT TASKS
New Report Rubric – Year 6
Knowledge and
understanding of chosen
cyclone
Excellent
Shows an excellent
understanding and
knowledge of the attributes
of a cyclone.
Good
Shows a thoughtful
understanding of cyclones
and their effects.
Fair
Shows a moderate view of
cyclones and their features.
Poor
Shows little or no
understanding of a specific
cyclone.
Presentation
Demonstrates an excellent Demonstrates an adequate
range of skills for acting and understanding of how to
recoding a news bulletin.
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.
Actively involved in all
aspects of activities. Took
leadership role in creation
of tasks and content.
Displays a moderate
understanding of ICT skills
when using technology,
including camera angles,
props etc.
Moderate involvement in
the groups creation of tasks
and contributed some
ideas.
Shows little or no awareness
of ICT skills when using
technology, including
camera angles, props etc.
Group Participation
Shows a suitable
knowledge of ICT skills
when using technology,
including camera angles,
props etc.
Participated in the
collection of information
and shared some ideas in
the creation of all tasks.
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
group’s tasks
Little or no input in the
creation of activities..
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
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 it’s properties
Find specific region of the cyclone and the Indigenous
heritage behind that area.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
APPENDIX
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: One
Name of investigation: Welcome to tropical cyclones!
Risk
Category
-High risk
-Medium risk
-Minimal risk
SOIL (potting Minimal risk
mix)
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.
Other
Soil
Wash hands after use
Don’t 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.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Two
Name of investigation: Linking the learning to the vocabulary
Risk
Hand
sanitiser
Category
-High risk
-Medium risk
-Minimal risk
Medium risk
Boiling water High risk
Mirror
Minimal
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.
Other
Bottle
- Do not consume or inhale
Physical
physical
Boiling water
-sharp edges
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.
-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.
-do not play with mirrors
-do not throw mirrors
-have sweeper to clean up
any broken glass
In the event that a
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
student/students cut
themselves from a broken
mirror, clean up any broken
pieces and commence first
aid.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Three
Name of investigation:
Risk
Fire
Tissue
paper
on fire
Glass
Category
-High risk
-Medium
risk
-Minimal
risk
High risk
High risk
High risk
Type of risk
-Chemical
-Micro organism
-Physical
-Other
Physical
Physical
Physical
Procedure/
Equipment
used in
experiment
e.g. scissors,
glass
Matches
Tissue Paper
Glass bottle
Precaution/Control
e.g. wear goggles, lab coat etc.
- 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.
- 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.
- Be sure to move around carefully
- Do not run with the bottle in hand or from
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
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.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Four
Name of investigation: Incorporating Indigenous Perspectives
Risk
Paint
Category
-High risk
-Medium risk
-Minimal risk
Minimal
Type of risk
-Chemical
-Micro
organism
-Physical
-Other
Procedure/Equipment
used in experiment
e.g. scissors, glass
Precaution/Control
e.g. wear goggles, lab coat
etc.
-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.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Five
Name of investigation: What do you still want to know?
Risk
Internet
“Cyber
safety”
Category
-High risk
-Medium risk
-Minimal risk
Medium-High
Type of risk
-Chemical
-Micro
organism
-Physical
-Other
Procedure/Equipment
used in experiment
e.g. scissors, glass
Precaution/Control
e.g. wear goggles, lab coat
etc.
Other
Computer
-Ensure children are
informed of the school’s
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 school’s safe
computer use policy. If a
student/s are “stalked”
online then the teacher
must exercise appropriate
action and notify another
staff member.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Six
Name of investigation: Categorise
Risk
Internet
“Cyber
safety”
Category
-High risk
-Medium risk
-Minimal risk
Medium-High
Type of risk
-Chemical
-Micro organism
-Physical
-Other
Other
Procedure/
Equipment used in
experiment
e.g. scissors, glass
Computer
Precaution/Control
e.g. wear goggles, lab coat etc.
-Ensure children are informed of the
school’s 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.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Seven
Name of investigation: Mini Cyclone Experiment
Risk
Dishwashing
Liquid
Category
-High risk
-Medium
risk
-Minimal
risk
MediumHigh
Type of risk
-Chemical
-Micro
organism
-Physical
-Other
-Chemical
Procedure/
Equipment used
in experiment
e.g. scissors, glass
Dishwashing
liquid, bottle
Precaution/Control
e.g. wear goggles, lab coat etc.
-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
Mediumhigh
-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.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Eight
Name of investigation: Investigate a cyclone
Risk
Computers
“Cyber
Safety”
Category
-High risk
-Medium risk
-Minimal risk
Medium-High
Type of risk
-Chemical
-Micro organism
-Physical
-Other
Other
Procedure/Equipment
used in experiment
e.g. scissors, glass
Computer and internet
Precaution/Control
e.g. wear goggles, lab coat
etc.
- Ensure children are familiar
with the school’s
internet/computer use policy.
- Ensure children do not
engage with other people
online in forums etc.
- Ensure children do not click
on ad’s or “pop-ups” of any
kind.
- 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.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Nine
Name of investigation: Time to report!
Risk
Video
recorder
Category
-High risk
-Medium risk
-Minimal risk
Medium-High
Type of risk
-Chemical
-Micro organism
-Physical
-Other
Other
Procedure/Equipm
ent used in
experiment
e.g. scissors, glass
Video camera
Precaution/Control
e.g. wear goggles, lab coat etc.
-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.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
Appendix A
Risk Assessment Form
Lesson: Ten
Name of investigation: what tropical cyclones have affected Australia?
Risk
Computer
Category
-High risk
-Medium risk
-Minimal risk
Medium-High
Type of risk
-Chemical
-Micro organism
-Physical
-Other
Other
Procedure/Equipment
used in experiment
e.g. scissors, glass
Computer
Precaution/Control
e.g. wear goggles, lab coat etc.
-Ensure children do not log on
to the internet where they are at
risk of cyber bullying or
predators.
- 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.
CHRISANTHY ELLIOTT (20111612) CARLA SASSINE (20112609) STEPHANIE AFONSO (20111850)
AMY DIXON (20111644)
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AMY DIXON (20111644)