Outcomes & Indicators
S3 Class: Year 6
Date:TBA
Lesson: Managing the impact of cyclones-group science fair projects. Sequence number:4
Duration: 1.5 hours
Rationale: Climate change is resulting in warmer sea temperatures which are increasing in
Objectives:
the amount of high category cyclones (http://www.abc.net.au/news/2011-02-01/tropical*For the students to gain an understanding of the different cyclone categories and the impacts
cyclones-explained/1926870). As well as minimising carbon emissions, we need to find ways they have on communities
of lowering the impact of cyclones on people and property (Skamp, 2012). This lesson
*For the students to extend their skills in designing, testing, and communicating innovative
consolidates student’s knowledge of cyclones and requires them to design innovative
ideas for minimising the impact of cyclones on people and property.
systems to minimise the impact of cyclones. The science fair offers the opportunity for
students to explore a real world problem and this inquiry pedagogy is effective for enhancing
student engagement in science learning (Ayre, 2004; Dionne, Reis, Trudel, Guillet, Klein &
Hancianu, 2008; Wilson,Codry & Uline, 2009).
Key Learning
English
Maths
Sci & Tech
HSIE
PDHPE
Art
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Area:
Learning Mode:
Engage
Explore
Explain
Elaborate
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ST3-4WS: Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence based conclusions and develop explanations
ST3-5WT: 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
ST3-14BE: Describes system in built environments and how social and environment factors influence their design
-develop designs and solutions to meet specific social or environmental needs of users, eg an energy-efficient building or high-traffic airport terminal/train station
ST3-9ES: Explains rapid change at the Earth’s surface caused by natural events, using evidence provided by advances in technology and scientific understanding.
-investigate a recent Australian example of the effect on the Earth's surface of extreme weather conditions, eg cyclones, droughts or floods
EN3-1A : communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
(ACELY1709)
MA3-9MG: Selects and uses the appropriate unit and device to measure lengths and distances , calculates perimeters, and converts between units of length
Resources:
Organisation:
15 ipads
*Set up ipads with disastermapper saved as a
IWB
favourite:
4 electric fans
http://disastermapper.ema.edu.au/#/category/4
4 troughs/trays
*Have digital resources ready to show on IWB
rulers
*Have materials ready
Sand, stones, cardboard, wood, acrylic, sticks, nails, screws, hammers, screw drivers
Safety masks and glasses
Glue gun
Information on current storm surge barriers- See pages 5-8 in Information kiosk
Key Scientific Knowledge:
*Cyclone categories-see page 4 of Information kiosk
*Storm surge is a massive dome of water that can come out of a cyclone that reaches land. A storm surge is approximately 60-80 km
wide and typically about 2-5 m higher than the normal tide level. A storm surge can be the most destructive phenomenon of a
tropical cyclone, as it not just causes flooding-but the actual force of the water travelling at very high speeds can cause extensive
damage (ABC, 2014; Australian Government Bureau of Meteorology, 2014).
Safety considerations:
*Remind students of the dangers of electricity and
water.
*Students reminded to use tools safely-hammers,
screwdrivers, and to wear safety masks and glasses
when constructing with wood or acrylic.
Lesson Outline
Motivation: (2 mins) Show students the cyclone category table-detailing the different attributes of each category (Adopted from ABC, 2014-See page 4 of Information kiosk).
Introduction: (13 mins) Students explore the interactive resource, disastermapper: http://disastermapper.ema.edu.au/#/category/4 in pairs on ipads.
Experience: (1 hr, 10 mins) Students asked to reflect on findings from disastermapper. Alert students to the fact that many recent cyclones have been category 4s or 5s and caused
extensive damage. Link to prior learning on climate change and how this is intensifying cyclones.
*Explain storm surges-see KSK.
*Set challenge- the Government has written to us asking for our help! We need to design systems to minimise the damage to people and properties caused by cyclones. Explain the
students will be working in groups-half the groups will look at ways of reducing the cyclonic swell/storm surge by creating barriers either in the ocean or on the shore. The other groups
will look at building designs-attempting to make them more cyclone proof. Show current designs aimed at reducing the impact of cyclones-see pages 4-8 of Information kiosk
Students to test ideas, come up with a solution and create a presentation to share with the school at a later date.
*Students assigned to groups and begin testing with chosen materials- students to consider the size of the swell and create a scale of this. Students to document ideas/findings as they
strive to find a solution.
Conclusion: (5 mins)*Discussion on progress. Students reminded they will have a few lessons to work on this project and may wish to conduct some research between now and the next
lesson. Students can request additional materials if required.
Extension & Simplification:
Have students work in ability groups, where students can co-construct knowledge with others and at a challenge level appropriate to them.
Teacher to move from group to group, providing assistance where necessary
Students reminded to review current designs in information kiosk for ideas if they are finding this task difficult
Ask open ended questions to further challenge students- are taller buildings at more risk than single storey buildings? Why/why not? Will more barriers reduce the swell further? Why/why not?