S3
Class: Year 6
Date:TBA
Lesson: Extreme weather & the cause of cyclones
Duration: 1.5
hours
Objectives:
*For the students to extend their skills in inquiry as they make
predictions, investigate and draw conclusions
*For the students to gain an understanding of the causes of
cyclones and the necessary environmental conditions
Key Learning Area:
English
Maths
Sci & Tech
HSIE
PDHPE
Art
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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
ST3-9ES: 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)
Resources:
Organisation:
Interactive White Board
Have videos ready to go on Interactive White Board
Online videos: http://splash.abc.net.au/media?id=31131
Heat urn full of water several hours prior to lesson, to ensure
https://www.youtube.com/watch?v=SSx_gisp24w
warm water for experiment.
Experiment instructions-see page 2 of Information kiosk
Print copies of the Humidity recording table from Information kiosk
Humidity recording table-see page 3 of Information kiosk
2xDigital temperature and humidity penshttp://www.ebay.com.au/itm/like/171391296490?limghlpsr=true&hlpv=2&ops=true&viphx=1&hlpht=true&lpid=107&chn=ps
2x trays
Warm water & urn
2x electric fans
Key Scientific Knowledge:
Safety considerations:
Cyclones are low pressure systems that form over warm tropical waters and have gale force winds at the centre (www.bom.gov.au/cyclone/about/) *Remind students of the dangers of
The ingredients of a cyclone are: A cluster of thunderstorms and a warm body of water that provides energy to fuel this storm. The water under the electricity and water.
storm evaporates then condenses to form clouds, releasing heat in this process. The heat and moisture from this warm water is the source of
*Keep water trays well away from power
energy for cyclones. High relative humidity is also important as it reduces the amount of evaporation in clouds which maximises the latent heat
sources-teacher to demonstrate set-up of
released because there is more precipitation (http://earthsci.org/flood/j_flood04/cyclone/cyclone.html). The heat energy along with the rotation of
equipment.
the Earth enables the cyclone to spin and propel forwards. It is usually accompanied by heavy rain and strong winds
(www.australiangeographic.com.au). Cyclone systems rely on the circulation of the Earth, so they form at least 5 degrees away from the equator
(www.abc.net.au/news/2011-02-01/tropical-cyclones-explained/1926870). Cyclones can last for days and usually disperse over land or cooler
oceans (www.bom.gov.au/cyclone/about/).
La Nina events can cause an increase in cyclones experienced here in Australia during the cyclone season-Nov-April. La Nina is an extensive
cooling of the central and eastern tropical Pacific Ocean, which results in warmer sea surface temperatures in the western Pacific and to the north
of Australia (www.bom.gov.au/climate/glossary/lanina.shtml). Cyclones are important for re-distributing heat across colder parts of the ocean
(https://www.youtube.com/watch?v=SSx_gisp24w).
Outcomes &
Indicators
Rationale: This lesson introduces students to the environmental causes of extreme weather, specifically cyclones.
Building student’s understanding of the science behind cyclones provides an important stepping stone for leading
students to thinking of ways of managing such events (Skamp, 2012). Cyclones are relevant to the Australian context,
which allows for more meaningful learning as well (Bull, 2008).
Sequence number:1
Lesson Outline
Motivation: (5 mins) *Ask students: -What makes extreme weather conditions? Which extreme weather conditions are relevant in Australia and what parts are most affected?
(Adapted from scienceweb.acta.edu.au/years-5-6/unit3/lesson-one/yr56-unit3-lesson-one.html).
Introduction: (10 mins)
*Watch video on cyclone Yasi: http://splash.abc.net.au/media?id=31131
*Ask students if they have any ideas about how cyclones are caused
Experience: (1 hour, 10 mins)
*Watch documentary: https://www.youtube.com/watch?v=SSx_gisp24w
*Discuss documentary-ensure students are gaining a basic understanding of what causes cyclones
*Discuss La Nina and how this leads to an increase of cyclones here. Inform students about Indigenous ways of predicting high cyclone season-early flowering of the mango tree
(http://passingparade-2009.blogspot.com.au/2010/05/indigenous-weather-knowledge.html).Scientists now understand this is linked to La Nina. Emphasise with students how
Aboriginal people connect with their land to gather signs about the weather-these are often correct and can be supported by science (Green, Billy & Tapim, 2010;
www.bom.gov.au/iwk/climate_culture/index.shtml).
*Experiment- How do cyclones evaporate water vapour from the ocean’s surface: measuring humidity and observing evaporation with and without the presence of wind –see page2
of Information kiosk (Adapted from http://fcit.usf.edu/florida/teacher/science/mod2/cyclones.experiments.html).
-Half of class to write up experiment-aim, method, materials, whilst remaining students split into two smaller groups and conduct experiment. Groups then rotate.
*Students record data on either a printed worksheet from the information kiosk (page 3) or students can copy this table into their workbooks. Students write conclusions in their
workbooks
Conclusion: (5 mins)
*Discussion of findings: Warm water creates humidity. This humidity lowers with the wind as the air directly above the water is being moved horizontally away from its original
location. A thin layer of moist air is then spread over a large area. The humidity needs to be dispersed to increase the level of evaporation. Strong winds blowing over an ocean
surface will carry water vapour up into the atmosphere, where it will condense to form clouds and precipitation. This increase in precipitation is necessary for cyclones as it releases
heat and moisture.
Extension & Simplification:
Have students work in mixed ability groups, where students can co-construct knowledge with others
The illustration of the experiment set-up and voice recorded instructions in the information kiosk can assist students with additional needs or suit preferred learning styles of individuals
Teacher to move from group to group, providing assistance where necessary
The videos in this lesson can assist students who are visual or auditory learners
Extension- ask students to explain why cyclones can’t form in colder waters.