Students independently develop questions for scientific investigation, conduct scientific investigations based on fair testing and collect, record and analyse the resulting data. They identify trends in data, evaluate findings and prepare possible explanations. Students use, select and evaluate equipment, computer-based technology and other resources to meet the requirements and constraints of investigations.
Students independently plan, implement and manage the design process and evaluate the results using design criteria. They consider the implications of design and production in relation to environmental, aesthetic, cultural, ethical safety and functional factors. Students select, safely use and evaluate equipment, computer-cased technology and other resources to meet the requirements ad constraints of design tasks.
Students identify, describe and evaluate interdependent relationships between living things and the environment within ecosystems. They identify and describe various sources, forms, uses, transfers and changes in forms of energy. Students explore how natural forces and human interaction cause changes to the Earth over time. They recognise that the Earth is the source of most materials, and resources must be managed for sustainability.
Students recognise that built environments are systems created to meet the needs and requirements of people and communities. They identify techniques used to engage audiences and convey meaning when creating information products. Students explain how production processes have changed over time and model systems used to manufacture products and provide services.
English
Demonstrating ways of taking notes from an address by guest speaker or during an excursion. Exploring the purpose and features of written explanations. Jointly constructing explanations of natural phenomena.
Mathematics
Exploring aspects of position, focusing on mapping. Measuring temperature, volume and wind speed using both formal and informal units.
Human Society and its Environment
Investigating the influences of natural phenomena on lifestyles and environments as part of cultural study on a current affairs issue.

INV S3.7
Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing
conclusions.
DM S3.8
Develops and resolves a design task by planning, implementing, managing and evaluating design processes.
UT S3.9
Evaluates, selects and uses a range of equipment, computerbased technology, materials and other resources to meet the requirements and constraints of investigating and designing tasks.
ES S3.6
Recognises that the Earth is the source of most materials and resources, and describes phenomena and processes, both natural and human, that form and change the Earth over time.
Indicators
• Researches information on the causes and effects of catastrophic events such as earthquakes and cyclones.
• Uses a thermometer, rain gauge, wind gauge to record local weather and compare this with data from another area.
• Devises an experiment to simulate the effects of significant weather changes on flora and vegetation, eg extreme cold, and reports on conclusions.
• Devises a fair test to determine the rate of crystal formation in different conditions, using a saturated salt solution and presents findings.
• Uses a range of magnifying devices to identify, describe and classify different types of rocks and crystals.
• Works collaboratively to design a storyboard and produce a five-minute sci-fi adventure video based on factual knowledge of a prehistoric period.
• Uses e-mail to contact a museum when researching techniques used to gain information from fossils
• Plans and constructs a model and evaluates a system designed to overcome wind or water erosion.
• Designs a presentation to demonstrate a sequence of changes to the Earth's surface over time, eg the formation of mountains.
• Creates a database using relevant information about landforms selected from a range of electronic and printed references.
Library books, posters and videos on weather.
• Have students predict the weather for various times of the future year.
• Students can demonstrate the windspeed device to successfully measure the wind’s speed/direction.
• In conferences, students could be encouraged to justify explanations supporting or disproving results of weather predictions.

 What do we already know about weather? Brainstorm using mind map, etc.
 Share a story, visual text, sites on the internet based on the Unit to build up background knowledge. Encourage children to share what they already know about the unit with others.
 What are our Outcomes? What do we hope to learn by the conclusion of the Unit?
 Title Page.
 Discuss the need to measure natural conditions, eg to warn of changes.
Research and identify the ways that natural conditions are measured.
Decide on requirements of the device, eg must demonstrate wind
direction and strength, and be clearly visible.
 Brainstorm ideas about how the indicator will work. Use examples from the environment as models. Draw a plan of the design. Discuss it with others. Trial selected materials for visibility, durability. Make the device and trial it.
 Observe weather patterns over time by collecting weather information/maps from newspapers, TV or radio. Discuss observations of temperatures, wind direction and cloud patterns in different areas.
Research methods used to measure weather patterns, eg gauges, weather balloons, satellites. Record and graph rainfall readings over time and in different parts of the state/country.
 Predict wettest/driest areas or times of year. Test predictions by comparing readings with other months of same year and same month in other years. Note which months are the wettest, driest, windiest etc.
Visit a local weather station and observe the ways weather information is gathered and disseminated.
 Define the information required, eg temperature, wind speed, wind direction, rainfall. Write the message to be used. Use the bulletin board to post a message to schools in NSW. Log in and read replies. Analyse the data received.
 Compare similarities and differences around the state. Propose explanations regarding patterns that emerge. Continue data collection to support/disprove proposed explanations.

 Identify the sorts of details required in weather reports. Gather information from around the state, over a period of time. Provide each group with identical information. Select details to be included. Design and prepare graphics, text and method of presentation. (Extension: try to predict tomorrow’s weather.)
 Assign roles to be filled, eg graphics creation, director, presenter. Class presentation: compare each group’s report and note similarities and differences.
 Research natural occurrences that may cause a disaster, eg earthquake, volcano, flood, cyclone. Use books, slides, videos, a guest speaker.
Include causes, variations in force, areas most likely to be affected, early warning systems, occurrences in Australia.
 Discuss what makes a natural phenomenon become a disaster, eg its effect on the environment and people. Reflect on whether an earthquake in an unpopulated area or cyclone in the middle of the ocean, would be considered a disaster. List phenomena that may occur in Australia.
 Identify areas most likely to be affected by each variety. Research whether any disasters have occurred in your local area. If so, describe the damage sustained. Research organisations and systems involved in dealing with disasters in Australia, eg SES. Visit their headquarters or invite a member to visit the class.
 Identify a phenomenon that may affect the local area, eg flood, fire, earthquake. Discuss the action that will need to take place. Include alerting people, evacuation, accounting for everyone, communicating with the outside, aiding the injured, equipment that may be required, informing everyone of procedures.
 Evaluate technologies, which could aid communication.
 Make a plan of the action to be undertaken. Consult with other classes to ensure their needs are considered.
 Discuss the plan with a friend. Can they identify any important steps that you have missed? Conduct a drill to trial the plan and evaluate its success.
 Reflect on the mind map, etc from Week 1. Now, in another colour, add what else the class has learnt on this topic.
 Evaluate unit and allow time for children to reflect over their work and to summerise in their own words what their greatest learnings were throughout this unit.