ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Unit Title
‘Building away from natural disasters’
Term
3
Duration
10 weeks
Stage
3 (Year 6)
Strand
Science and Technology
Sub-Strand
Built Environments
RATIONALE
The unit ‘Building away from natural disasters’ allows students to critically think about the effects of Tropical Cyclones on the built
environment. Students will be challenged to use higher order thinking to solve scientific issues and problems, which are prevalent in the
Australian environment. The use of the Science & Technology K-10 Syllabus for the Australian Curriculum (2012) in addition with the Inquiry
Based Learning model and the Constructivist learning model allows the students to become real life scientist.
Students draw on their prior knowledge and real life experiences to extend and reflect on their learning. Students will be provided with a safe
and secure environment, which supports all learners’ needs. This unit incorporates this by supporting all styles of learning such as Visual,
Kinaesthetic and Auditory by providing students with multiple modes of delivery in an engaging environment. It also extends and values
students who are gifted and talented, while offering consistent support to those with learning difficulties. Students with cultural backgrounds
such as Aboriginal and Torres Strait Islander are supported throughout the unit through the 8 ways model of Aboriginal Learning (2014).
Through the use of the 5Es model (2014) students are able to create their own in depth and authentic understanding of the scientific concepts by
engaging, exploring, explaining, elaborating and evaluating. In addition students use the constructivist approach to guide their learning, this is
done through hands on activities and collaborative learning, which elaborates on students prior knowledge.
This unit incorporates a classroom environment that will be divided into whole class, group and individual activities, which allows for all kinds
of learners to be involved in authentic learning experiences. Vygotsky’s (1978) ‘Zone of Proximal Development’ theory is taken into
consideration throughout this unit to assist those students with learning difficulties in their learning journey.
This unit incorporates the necessity of involving technology into the curriculum, by supplying students with constant use of information
communication technology (ICT). Throughout this unit students are regularly involved in using technology such as: Interactive Whiteboard
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
(IWB), iPads, various apps, computers/laptops, cameras and video cameras. These tune into students Working Technological skills as seen in the
K-10 Science and Technology Syllabus (2012) in order to maximise their learning potential.
Throughout this unit students will learn about Built Environments in the Australian community. Students further their understanding by
exploring the materials used to create structures, which are made to withstand multiple Tropical Cyclone categories. Students undertake the
position of an engineer and use their higher order thinking skills to plan and design a suitable Tropical Cyclone proof house.
This unit incorporates Science and Technology as well as other various Key Learning Areas (KLAs) such as:
 English – Quality literature, metalanguage, scientific reports, talking and listening, communicating and producing texts.
 Mathematics – Measurement, Space and Geometry, Position, Patterns and Algebra.
 Creative Arts – Dramatic movement, Role-plays, Aboriginal Artworks, creative expression through various modes.
In conclusion this unit will engage students to become involved in their learning by drawing on prior knowledge, becoming involved in authentic
real life experiences and adapting scientific skills to assist with life long learning.
GOALS
KLA: Science and Technology
Outcomes & Performance
Indicators
Values and Attitudes
ST3-1VA shows interest in and enthusiasm for science and technology,
responding to their curiosity, questions and perceived needs, wants and
opportunities
ST3-2VA demonstrates a willingness to engage responsibly with local,
national and global issues relevant to their lives, and to shaping
sustainable futures
ST3-3VA develops informed attitudes about the current and future use
KLA: English
Outcomes & Performance
Indicators
Speaking and Listening
EN3-1A communicates effectively for a variety of audiences and
purposes using increasingly challenging topics, ideas, issues and
language forms and features


Compare and justify the ways in which spoken language differs
from written language according to purpose,
audience and context
Understand that patterns of language interaction vary across
social contexts and types of texts and that they help to signal
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
and influence of science and technology based on reason
Working Scientifically
ST3-4WS investigates by posing questions, including testable
questions, making predictions and gathering data to draw evidencebased conclusions and develop explanations
Working Technology
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
Built Environments
ST3-14BE describes systems in built environments and how social and
environmental factors influence their design



Identify elements that work together as a system to serve and
support built environments and how they are designed to meet the
needs of people, eg transport systems that provide access for people
to get to work or systems that provide electricity to sites
Draw a plan of, or model, a built environment that includes a range
of systems to meet the needs and wants of a specific group of users,
eg shade for a playground
Consider ways that the design or use of places and spaces have
changed over time and the social and/or environmental factors that
have influenced these changes, eg changes in the design and use of
a library due to technological developments or the design of

social roles and relationships
Use appropriate metalanguage to identify and describe
relationships between and among text
Writing and Representing
EN3-2A composes, edits and presents well-structured and coherent
texts





Identify and explore underlying themes and central storylines in
imaginative texts
Explore and analyse the effectiveness of informative and
persuasive devices in texts
Understand and use the key elements of planning, composing,
reviewing and publishing in order to meet the increasing
demands of topic, audience and language
Plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate
to purpose and audience
Compose imaginative and informative texts that show evidence
of developed ideas
Expressing Themselves
EN3-8D Identifies and considers how different viewpoints of their
world, including aspects of culture, are represented in texts
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
buildings after an earthquake
Earth and Space
ST3-9ES explains rapid change at the Earth’s surface caused by natural
events, using evidence provided by advances in technology and
scientific understanding

Consider how texts about local events and issues in the media
are presented to engage the reader or view

Make connections between students' own experiences and those
of characters and events represented in texts drawn from
different historical, social and cultural contexts

Investigate a recent Australian example of the effect on the Earth's
surface of extreme weather conditions, eg 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, eg detection systems for tsunamis, floods
and bush fires
KLA: Mathematics
Outcomes & Performance
Indicators
Patterns and Algebra
MA3-8NA analyses and creates geometric and number patterns,
constructs and completes number sentences, and locates points on the
Cartesian plane

Create, with materials or digital technologies, a variety of
patterns using whole numbers, fractions or decimals

Length
MA3-2WM selects and applies appropriate problem-solving strategies,
KLA: Creative Arts
Outcomes & Performance
Indicators
Drama
DRAS3.1 Develops a range of in-depth and sustained roles.
DRAS3.2 Interprets and conveys dramatic meaning by using the
elements of drama and a range of movement and voice skills in a
variety of drama forms.
DRAS3.3 Devises, acts and rehearses drama for performance to an
audience.
Visual Arts
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
including the use of digital technologies, in undertaking investigations
VAS3.1 Investigates subject matter in an attempt to represent likenesses
of things in the world.
Data
MA3-1WM describes and represents mathematical situations in a
variety of ways using mathematical terminology and some conventions
VAS3.2 Makes artworks for different audiences, assembling materials
in a variety of ways.
MA3-3WM gives a valid reason for supporting one possible solution
over another
VAS3.3 Acknowledges that audiences respond in different ways to
artworks and that there are different opinions about the value of
artworks.

Describe and interpret different data sets in context
GOALS
Assessment: Formative
During the progression of the unit the teacher is required to form
informal observations, anecdotal records and collect work samples to
determine the students progress of the topic. The teacher will be able to
slightly tailor the remainder of the units’ lessons for optimal learning.
VAS3.4 Communicates about the ways in which subject matter is
represented in artworks.
Assessment: Summative
Students will be assessed at the end on their final knowledge of
cyclones impact on built environments. This will be done through the
brief completion of the “Learnt” section on the KWL chart.
The "What do I know about Cyclones” assessment will be completed
At the completion of Lesson 6 students are required to submit a
by the students. This will provide the teacher with valuable information
scientific report that will be marked to a rubric. This piece of
on the students summative knowledge on the topic.
assessment will show the teacher as well as the student their
understanding of the affects of different categories of cyclones on built
structure.
Work Sample
Throughout most lessons the students will complete different types of work samples, such as: scientific reports, drama skits and undertaking
experiments. These work samples will provide valuable information for the teachers that will allow for future teaching and learning. The
students will benefit from work samples as they are able to review and reflect on their own knowledge and understanding.
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
STUDENTS
Number: 24 Students
Differentiation needs:
Learning Difficulties (1 student) (LD)
One child has Autism and responds well to explicit scaffolding and
visuals.
Gifted and Talented (5 students) (GT)
Students are provided with extension activities throughout the unit. For
example: Students are given opportunities to extend their knowledge
and understanding of each lesson by taking their own learning to cater
for their own interests and skills.
Visual (V)
Students are provided with videos, pictures, diagrams and interactive
games throughout the unit in order to engage and challenge Visual
learners.
Kinaesthetic (K)
Students are provided with hands on activities throughout the unit,
which they can manipulate in order to improve their own
understandings of the topics.
Auditory (A)
Students are provided with auditory explanations throughout the unit
through discussions, videos and interactive games in order
Skills, Interests and Prior Knowledge
Students have prior work within Stage 2 on both Built Environments
and Earth & Space. These include:
ST2-14BE: describes how people interact within built environments
and the factors considered in their design and construction
A range of factors needs to be considered when designing and
constructing built environments
 describe how the design and construction of a built
environment may be modified to better suit the needs of users
ST2-8ES: describes some observable changes over time on the Earth’s
surface that result from natural processes and human activity
Earth's surface changes over time as a result of natural processes and
human activity.
 use appropriate tools and equipment to collect and record data
about some changes in natural conditions, e.g tides, daily
temperature, rainfall and wind
 research changes that have occurred in a local environment in
Australia or an Asian region as a result of human activities, e.g
increasing erosion, construction of built environments and
regeneration of an area
During Stage 3, students will have worked towards the Earth and
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Aboriginal Learners (2 students) (AL)
The 8 ways model of Aboriginal Learning framework (2014) has been
included into the program, and can be seen on the left side of the
learning sequence.
Environment outcomes, which include:
ST3-9ES: explains rapid change at the Earth’s surface caused by
natural events, using evidence provided by advances in technology and
scientific understanding
Sudden geological changes or extreme weather conditions can affect
Earth's surface.
 investigate a recent Australian example of the effect on the
Earth's surface of extreme weather conditions, eg 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, eg detection systems for tsunamis,
floods and bush fires
Because of this prior knowledge and understanding, students should be
able to come to the classroom excited and engaged within their
learning, as it is an extension on the work previously completed.
Metalanguage about cyclones and the natural disaster that surrounds
them should be used, as students have worked with them previously in
stage 2.
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
LEARNING MATTER
Essential Understandings
Students will learn about…
 Tropical Cyclones.
 Cyclone categories.
 What to do in a cyclone.
 Safety strategies for cyclone situations.
 How cyclones occur.
 How to build a cyclone safe society.
 The difference between a cyclone, hurricane and typhoon.
 Cyclones impact on the environment.
 Being safe in disaster prone areas.
 How to use ICT to assist in learning tasks.
 Built Environment materials that can withstand cyclone
conditions.
 Government standards on soundly built structures.
Essential Skills
Students will learn to…
Investigate, predict, observe, classify, explore, discover, document,
plan, design, make and record findings in relation to Tropical Cyclones
and the Built Environment. Examples will include:
 Investigating structures and materials of houses in cyclone
prone areas.
 Predicting what structures can withstand various conditions.
 Classifying the different cyclone categories and materials
suitable for cyclone safe structures.
 Exploring the Aboriginal perspective and Dreamtime stories
relating to cyclones.
 Discovering the effects of cyclones on built environments such
as houses, trees, power lines, sheds, boats, furniture.
 Documenting/Recording the results of the student’s scientific
findings on cyclone safety standards.
 Planning/ Designing/ Making emergency routes to safe areas,
emergency kits as well as structurally sound buildings.
Related Text-types
Students will have free creative expression to use any of the following:
Narratives, Poems, Information Reports, Explanations, Procedures, Persuasive Texts.
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
LEARNING SEQUENCE
Learning Engagements
Engage
Lesson One: Introduction to Cyclones (60 min)
To introduce this unit the teacher will read the story “The Three Little
Pigs” by J. O Halliwell- Phillips. The teacher will ask engaging
questions such as;
- Why did the straw house blow down?
- Why did the brick house withstand the force of the
wind?
Gather the students in front of the interactive whiteboard and watch a
video of a cyclone.
(YouTube: CNN Explains: Tropical Cyclones)
Resources and
Preparation
Book- “The Three Little
Pigs” by J. O HalliwellPhillips
YouTubeCNN Explains: Tropical
Cyclones
(Macquarie Video)
Outcome
ST3-1VA
ST3-2VA
ST3-4WS
ST3-9ES
EN3-1A
EN3-2A
EN3-8D
VAS3.2
(Story Sharing)
Think/Pair/Share
Students talk about two things they learnt from this video. Students
then discuss something they found very interesting from the video.
As a class bring the students back from their pair discussion to a class
discussion. Prompt a class discussion on the video. Possible questions
could include:
- What is a cyclone?
- What is the difference between a cyclone, hurricane and
typhoon?
- What range of categories of cyclones was discussed in this
video?
Students then think about their ‘Most Memorable Weather
Experience’. Students share their stories with the class (In an
Sign-off
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Aboriginal Yarning Circle), through their own mode (E.g. Drawn,
written, spoken, video, PowerPoint).
Differentiation
LD- Extra explanation will be needed with tasks.
GT- Students choose how they go about their presentations.
V- Use of the IWB, and videos.
K- Ability to bring in their own experiences, however they like.
A- Use of think/pair/share, and class discussions/presentations.
AL- Students will get a chance to share their stories in an Aboriginal
Yarning Circle (Story Sharing).
Lesson Two: Cyclone Experiment (60 mins)
Students are given a KWL chart, and need to answer the questions in
relation to what they know about Cyclones.
Engage
(Non-Verbal)
Students are then provided with the following resources:
- 2 bottles
- Masking Tape
- Food Colouring
- Water
- Clock/Stopwatch
Students are then asked to create their own cyclone using the
resources provided. This encourages students to be immersed in
inquiry based learning, however if needed the teacher may assist,
KWL Chart (Appendix G)
Bottles
Masking Tape
Food Colouring
Water
Clock Stopwatch
ST3-1VA
ST3-2VA
ST3-3VA
ST3-4WS
ST3-5WT
ST3-9ES
EN3-2A
EN3-8D
VAS3.1
MA3-2WM
MA3-3WM
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
After completion of the task students observe what happens with their
cyclone. Students are asked to create a list of observations:
o
o
o
o
What happened?
How quickly did the water drain to the bottom bottle?
What did it look like?
Write any more interesting observations and findings.
Students are then asked to just turn the bottles, without swirling them,
and observe:
o What happened this time?
o How quickly did the water drain?
Students then add information into their KWL charts, including what
they learnt from the experiment.
As a class discuss all the events that took place in the experiment.
Allow students to share what they learnt from the experiment.
Differentiation
LD- Students will need a designated friend (special helper) to assist
them with creating their own cyclone.
V- Students observe and view the created cyclone to allow them to
make meaning.
K- Students get physically involved with the task by creating their
own cyclone.
A- Students discuss with their peers what happens throughout the
experiment.
AL- Students use hands-on non-verbal learning to help them create
meaning.
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Explore
(Land Links)
Lesson Three: Aboriginal Perspectives (60 mins)
An Aboriginal guest speaker from the Eora Peoples Community will
come in to talk to the students about what perspective they had on
cyclones, which was included in things like ‘Dreamtime’ stories. The
guest speaker will also talk about what kinds of structures they
created in order to survive in the event of a cyclone.
Students then appreciate an Indigenous Artwork, which represents a
cyclone. They then create their own Aboriginal style artwork using
dot painting, of a cyclone.
Differentiation
LD- Teacher can sit with the Autistic student to assist with taking
in knowledge while the speaker is present.
GT- Students who are talented with creative arts can extend their
own skills by creating an artwork.
V- Students are engaged through artworks.
K- Students are physically involved in creating their own artwork.
A- Students engage through listening to the Indigenous
Community Members speech.
AL- Students make links with their land, this is done through
dreaming, story telling and a sense of place.
Call and arrange a guest
speaker from the Eora
Centre in Redfern
(02) 9217 4878
ST3-1VA
ST3-2VA
ST3-3VA
ST3-9ES
Printed copy of the Rover
Thomas (1991) ‘Cyclone
Tracy’ Aboriginal Artwork EN3-1A
EN3-8D
Red Paint
Black Paint
VAS3.1
Brown Paint
VAS3.2
Orange Paint
VAS3.3
Yellow Paint
VAS3.4
Paintbrushes
Paper
A3 Paper
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Lesson Four: Characteristics of a Cyclone (60 mins)
As a class gather the students on the floor to watch the Hurricane
Season interactive Video.
Interactive Video:
Hurricane Season 2006
http://www.npr.org/news
/specials/hurricane/ap/
ST3-1VA
ST3-2VA
ST3-3VA
ST3-4WS
ST3-14BE
ST3-9ES
Explore
(The video looks at the stages and characteristics of a
hurricane/cyclone)
(Deconstruct/Recon
struct)
Students discuss the possible events that could happen at each
cyclone category.
EN3-1A
Students then break up into groups of four and role-play what they
would do in their school/house at those stages of a cyclone
(Categories 1-5).
DRAS3.1
DRAS3.2
DRAS3.3
Differentiation
LD- Through group work this student’s peer can model the
learning expectations.
GT- These students are given the opportunity to express
themselves in a manner that will challenge their understanding.
V-Interactive video tunes in to students understandings.
K- Students are catered for through class and group discussions.
AL- Students are involved in Deconstruct/ Reconstruct as they are
involved in dialogue and role-plays.
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Explore/
Explain
Lesson Five: Cyclone Hazards (60 mins)
Gather students on the floor in front of the interactive whiteboard.
Students will watch the YouTube video on ‘Hurricane Charley’.
Students are then given a picture of a house, which has numerous
(Community Links) objects that could be potential hazards in an event of a cyclone.
Students need to identify these hazards by circling and labelling them
in their groups (Appendix D).
‘Hurricane Charley (Part
2) extreme Eyewall
Category 5 Wind Gust!”
YouTube Video.
Hazards House Worksheet
(Appendix D/ E)
ST3-1VA
ST3-2VA
ST3-3VA
ST3-4WS
ST3-5WT
ST3-14BE
ST3-9ES
A4 Paper
Students are given an answer sheet after they have labelled all of the
possible risks, in order to compare their answers (Appendix E)
Students are given a fact sheet, which explains the government
standards for housing in cyclone prone areas (this may include,
Colorbond roofing etc.)
Students will be given a task card that asks them to become an
engineer and design a cyclone proof house.
(Appendix C) Using the iPad app ‘Tracing Paper Lite’ students draw
a design of their house. They are required to label the features of the
house (such as wind locks).
Differentiation
LD- The task cards will provide a constant scaffold that students
can refer to for help. The teacher will assist the student with any
tasks, which may cause difficulties. The use of iPad incorporation
will allow this student to become involved in the task.
GT- The use of open-ended tasks will allow these students to take
themselves to their own limits.
Fact Sheet/
Task Card
(Appendix C)
iPads
App: Tracing Paper Lite
EN3-1A
EN3-2A
EN3-8D
VAS3.1
VAS3.2
MA3-8NA
MA3-2WM
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
V- The use of a video and incorporation of the iPads will engage
these students.
K- Students are hands-on when creating their own houses.
A- The video and group discussion will further students
understandings.
AL- Students are given the opportunity to design their own house,
which could be a part of their Indigenous Community. .
Lesson Six: Characteristics of a Cyclone Safe House (60 mins)
Students are provided with a range of resources (such as play dough,
cardboard etc.). With these resources students will be required to plan
and make miniature houses, in order to discover how to make a good
structured house that will withstand a cyclone.
Explore/
Explain
(Story Sharing)
To test their houses students will use a hairdryer at different settings,
which will represent the different categories of a cyclone (Category
1-5). Students will make a variety of houses, some which could
represent a fibro house (styrofoam), brick house (playdough) or a
timber house (paddle pop sticks). Students will also be asked to
modify the structure of their house to compare the strength of their
house in their chosen category. Using the category cards given to
students, they will classify which types of houses will withstand
different categories of cyclones.
As students plan their houses they complete the ‘make your own
house’ worksheet in order to predict what will happen. This allows
students to think about the scientific process of planning, predicting,
carrying through and then reflecting on their experiments. A
formative assessment will take place during this lesson. We will be
Hairdryer
Playdough
Blutack
PaddlePop Sticks
Sticky Tape
Staples/ Stapler
Paper Clips
Masking tape
Cardboard
Category Cards
(Appendix B)
Individual Assessment
Rubric (Appendix H)
ST3-1VA
ST3-2VA
ST3-3VA
ST3-4WS
ST3-5WT
ST3-14BE
ST3-9ES
EN3-2A
EN3-8D
MA3-2WM
MA3-3WM
VAS3.1
VAS3.2
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
looking at the student’s higher order thinking when selecting
materials and constructing their house.
Differentiation
LD- This student will be provided with headphones for the
experiment to avoid loud noises. This student will be assigned a
special helper who can assist with the tasks.
GT- This open-ended task will allow students to extend their own
knowledge to their own limits.
K- This activity is hands-on to allow these students to become
engaged.
A- Group discussions will allow these students to become fully
involved in their learning.
AL- Students share their own knowledge of their cultural
perspective on cyclone house safety.
Lesson Seven: Sustainability (60 mins)
As a whole class, discuss the findings of the previous lesson.
Explain/ Elaborate
Talk about what materials are easy to blow over and which were
more stable during the activity. For this activity the teacher will bring
in materials such as brick, wood, tin and fibro. Students will be able
to feel the materials to determine their strengths.
iPads
Computers
ST3-1VA
ST3-2VA
ST3-3VA
ST3-4WS
ST3-5WT
ST3-14BE
ST3-9ES
Brick, Wood, Tin, Fibro
Students can then compare what real-life materials would withstand
(Community Links) different category cyclones (for example, what material would be
best to sustain a category 2 cyclone?)
In groups, students can then go and research a particular category
EN3-1A
EN3-8D
MA3-2WM
MA3-3WM
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
allocated to them. They are to research what real-life materials would
be best to sustain their particular category when building a house and
how it would be constructed. Students would consider things like
length, depth, double brick etc.
Students will then present their findings to the class.
Differentiation
LD- The Autistic student is placed in a group with a special helper
to better his learning.
GT- Can go more in depth when thinking about the construction of
a sustainable house. For example, considering measurements.
V- Use of iPads and computers will assist in engaging these
students.
K- Teacher will provide real-life materials for students to touch
and see what is durable, for example a brick.
A- Whole class discussion and presentation will assist these
students.
AL- Students are able to research the traditions of the Aboriginal
culture in surviving a cyclone and how those can be used today
(Community Links).
Explain/ Explore
Lesson Eight: SES Guest Speaker (60 mins)
A representative from the State Emergency Services will come in and
talk to the students about ways to keep safe during the event of a
cyclone.
SES Guest Speaker
IWB
(Story Sharing)
A class map of the local area is put up on the interactive whiteboard
Google Maps
ST3-1VA
ST3-2VA
ST3-3VA
ST3-4WS
ST3-5WT
ST3-14BE
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
using Google Maps.
Students brainstorm some areas of safety in their community which
they would go to in the event of a cyclone. Students need to justify
why these areas are safe (e.g less trees in the area, away from water).
Students break up into groups of four and discuss possible safety
routes to follow in the event of a cyclone. Students get an iPad per
group and take a screenshot of a map of their local area. Students use
the App ‘Tracing Paper Lite’ to create a variety of routes to a safe
location in their area. Students then share these with the class.
As a class discuss which routes would be the most appropriate and
why?
Differentiation
LD- This student will be seated next to the teacher during the
presentation to keep him on task. During the group tasks the
teacher will be present in his group to keep him on task.
V- The use of iPads and the IWB will engage these students.
K- By using trial and error to discover the best routes of safety,
students will be becoming physical involved in their learning.
A- Being involved in class discussion during the SES Guest
Speaker, these students will become involved in their learning.
AL- These leaners can share their story of their community during
the SES Guest Speaker. During the group tasks these students
could also share their background knowledge of safety routes.
iPads
App: “Tracing Paper Lite”
EN3-1A
EN3-8D
MA3-1WM
MA3-2WM
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Lesson Nine: Preparing for Cyclones (60 minutes)
Emergency Kits
Students are given the following resources and need to sort the items
into essential (E) and not essential (NE) to create an Emergency
Relocation Kit. Things could include:
 Torch, Batteries (E)
 Water bottle (E)
 Unperishable goods (canned foods) (E)
Elaborate
 Perishable goods (fruits, vegetables) (NE)
 Makeup (NE)
(Community Links)
 Ipod (NE)
 Whistle (E)
 Gloves (E)
 First Aid Kit (E)
 Water Proof Bags (E)
 Laptop (NE)
Emergency Plan
From this students think about a checklist they could design for their
own house, as a checklist in preparation for a Cyclone. In their
checklist students need to draw on their knowledge from the lesson
prior to determine a safe place in their area in which they would take
shelter. Students are given an example emergency list for guidance
(Appendix K).
Differentiation
LD- Through scaffolding and examples he will be able to follow
on with his peers.
Emergency Kit
resources:
(See left)
Checklist Example
(Appendix K)
ST3-1VA
ST3-2VA
ST3-3VA
ST3-4WS
ST3-5WT
ST3-14BE
EN3-1A
EN3-2A
EN3-8D
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
GT- These students will be able to use critical thinking to create an
in-depth and practical emergency plan.
K- The students are physically becoming involved in their learning
as they are sorting out the items.
A- These students will further their knowledge through group
discussion.
AL- Students make links to their community through community
knowledge of where to go in a cyclone.
Lesson Ten: Assessment (60 minutes)
Students will be involved in an individual and group assessment,
which will evaluate their understanding on their overall knowledge of
Tropical Cyclones.
iPad
App: iMovie
Evaluate
(Community Links/
Story Sharing)
The individual assessment will include a worksheet which will be
used a concrete evidence of their understanding on Tropical Cyclones
Individual Assessment
Sheet (Appendix A)
The group assessment will require students to create their own
iMovie in groups of four, describing what a cyclone is, and tips on
how to prepare and stay safe in the unlikely event of a cyclone
occurring. This movie will be an informative advertisement to
educate travellers on how to stay safe in Australia when a Tropical
Cyclone occurs.
Individual Assessment
Rubric (Appendix J)
Differentiation
LD- The teacher will explain each question in the Individual
assessment to the student, the student could draw pictures instead
of writing answers.
GT- These students could go more in depth with the ‘Any other
Group Assessment Rubric
(Appendix I)
ST3-1VA
ST3-2VA
ST3-3VA
ST3-4WS
ST3-5WT
ST3-14BE
ST3-9ES
EN3-1A
EN3-2A
EN3-8D
MA3-1WM
MA3-2WM
MA3-3WM
MA3-8NA
DRAS3.1
DRAS3.2
DRAS3.3
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
information’ question given in the Individual Assessment Task.
V- The use of iPads in the Group task will engage these students
and allow for their skills to be exercised.
K- The group assessment is a hands-on-task, which will engage
these learners to show their true potential.
AL- These students will be grouped together for the group
assignment and will be able to make community links, and share
their stories while filming their videos.
Extension
Free Time/ Homework Tasks
Homework Resources
Gifted and Talented:
Students can research in their own time how the Fibonacci sequence
can be seen through a cyclone.
Fibonacci Sequence
http://www.goldenspiralcr
eative.com/story/goldenratio
Special Needs:
Students can play the interactive game, which challenges then to
prepare and keep safe in the event of a cyclone.
Interactive Game
http://www.gamesforchan
ge.org/play/youngmeteorologist-program/
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
RESOURCES
Text








KWL Chart
Hazards house worksheet
Factsheet/task card
Category cards
Checklist Example
Individual Assessment Sheet
Group Assessment Sheet
“The Three Little Pigs” by J. O Halliwell- Phillips
Audio/Visual
 Cyclone Tracy Aboriginal artwork
 IWB
 iPad
Online/ Technology
- YouTube Video
 Tropical Cyclones
 Hurricane season 2006
 Hurricane Charley
Human
Students, Teacher
Guest speakers:
 Eora Peoples Community Member
 SES Guest Speaker
- iPads
- Computer
- IWB
Websites
- Apps:
 Tracing Paper Lite
 iMovie
- Google Maps
Fibonacci Sequence
http://www.goldenspiralcreative.com/story/golden-ratio
Interactive Game
http://www.gamesforchange.org/play/young-meteorologist-program/
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Materials/ Real life
 Torch, Batteries (E)
 Water bottle (E)
 Unperishable goods (canned foods) (E)
 Perishable goods (fruits, vegetables) (NE)
 Makeup (NE)
 Ipod (NE)
 Whistle (E)
 Gloves (E)
 First Aid Kit (E)
 Water Proof Bags (E)
 Laptop (NE)
 Bottles
 Masking tape
 Food colouring
 Water
 Stopwatch
 Paint
 Paint brushes
 A3/A4 paper
 Hairdryer








Playdough
Blu-Tack
Paddlepop sticks
Sticky/masking tape
Staples & stapler
Paperclips
Cardboard
Brick, wood, tin,
Place


School Yard
Classroom
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Name: ___________________________ Class: ______________ Date: ________________
What is a tropical cyclone?
If you were in the area of a built How do they impact on humans
structure what would you do to
and built environments?
stay safe?
Where do they occur?
APPENDIX A
How do humans prepare for a
cyclone?
Any other information?
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Category 1 (Tropical Cyclone)
 Little house and crop damage
 Strongest winds are GALE of
90-125km/h
Category 5 (Severe Tropical Cyclone)
 Extremely dangerous with
widespread DESTRUCTION
 Strongest winds are VERY
DESTRUCTIVE winds with gusts of
more than 280 km/h
APPENDIX B
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Category 4 (Severe Tropical
Cyclone)
 Significant roofing loss and
structural damage
 Dangerous flying objects
 Widespread power failures
 Winds are VERY DESTRUCTIVE
with gusts over 225-279 km/h
APPENDIX B
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Category 3 (Severe Tropical Cyclone)
 Some roof and structural damage
 Power failures likely
 Winds are VERY DESTRUCTIVE
with 165-224km/h
Category 2 (Tropical Cyclone)
 Minor house damage
 Winds are DESTRUCTIVE with
gusts of 125- 164km/h
APPENDIX B
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor
(20111685) Jessica Durazza (20123961)
Building Standards Fact Sheet
Structure of Housing
 ColorBond roofing is a must as it is made to withstand harsh weather
conditions.
 No roller doors as they can blow off during gale force winds.
 Screws and bolts must be kept tight to prevent debris from flying around.
 Sheds need to be fastened to the ground.
 Fences, gutters and water tanks must not be made out of materials that
could be dangerous.
 Your house should be secure enough to withstand wind forces from more
than one angle.
 Use durable materials that avoid UV degradation, corrosion, rusting and
timber rot.
 Install doors that have ‘wind locks’ to resist gale force winds.
Maintaining your House
 Trim overhanging branches.
 Fasten loose roof cladding and gutters.
 Secure unfastened garden furniture.
 Remove dangerous debris such as garden tools
 Put away children’s toys.
Engineer Task Card
You are an engineer that has been hired to build a house for a young family living in
an area where tropical cyclones occur.
Using the “Building Standards Fact Sheet” design a house that meets the standards
of the government as well as the family. The family’s standards:
 We have a pet dog so she needs a kennel.
 My husband wants a shed.
 Our children always have toys in the backyard.
 We will need a garage for two cars.
APPENDIX C
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Looking at the picture below, label potential hazards this
house could have within a cyclone prone area.
APPENDIX D
ED3009 Science & Technology 3
HAZARDS ANSWER SHEET
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
APPENDIX E
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor
(20111685) Jessica Durazza (20123961)
APPENDIX F
Make your own house
Cyclone Category: __________________
MATERIALS
RESULTS
IMPROVEMENTS
HOW?
WHY?
APPENDIX G
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor
(20111685) Jessica Durazza (20123961)
KWL Chart
Topic: __________________________________
WHAT I KNOW
WHAT I WANT TO
KNOW
WHAT I LEARNT
What happened?
How quickly did the water
drain to the bottom
bottle?
What did it look like?
Write any more
interesting observations
and findings.
APPENDIX H
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Individual Assessment Rubric
Characteristics of a Cyclone Safe House
Name:
Class:
Date:
Students have little to basic
knowledge on this area of
learning.
Knowledge of materials that
would withstand a cyclone.
Understands how materials
should be constructed for
best results.
Suggests changes to modify
results.
Students effectively record
in the ‘Make your own
house’ worksheet.
Students have sound
knowledge on this area of
learning.
Students have outstanding
knowledge on this area of
learning.
APPENDIX I
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Group Presentation Assessment Rubric
Name:
Class:
Students completed the task in
a weak manner.
Stated the characteristics of a
cyclone.
Showed ways to stay safe
during an event of a cyclone.
Created an engaging and
informative video for the
students audience.
Date:
Students completed the task in
a sound matter.
Students completed the task in
an outstanding manner
APPENDIX J
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Individual Assessment Rubric
What Do I Know About Cyclones?
Name:
Class:
Date:
Students have little to basic
knowledge on this area of
learning.
Understanding of what a
Tropical Cyclone is. Such as
characteristics and
locations.
Impact of tropical cyclones
on humans and built
environments.
How do humans prepare for
tropical cyclones. Such as
kits, checklists, appropriate
built structures.
Suggests ways for humans
to stay safe during tropical
cyclones, whilst in the
location of a built
environment.
Students have sound
knowledge on this area of
learning.
Students have outstanding
knowledge on this area of
learning.
APPENDIX K
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor
(20111685) Jessica Durazza (20123961)
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor
APPENDIX L
(20111685) Jessica Durazza (20123961)
Reference List
Australian Academy of Science. (2014). 5Es Teaching and Learning Model.
Retrieved July 4, 2014 from https://primaryconnections.org.au/about/teaching
Australian Government Attorney- General’s Department, AEMI. (2014). My Cyclone
Assignment. Retrieved July 1, 2014 from:
http://schools.aemi.edu.au/cyclones/my-cyclone-assignment
Australia Policy Online. (2014). 8 Aboriginal Ways of Learning. Retrieved July 4,
2014 from http://apo.org.au/website/8-aboriginal-ways-learning.
CNN. (2012). CNN Explains: Tropical Cyclones. Retrieved July 4, 2014 from
http://educmoodle.ltc.mq.edu.au/course/view.php?id=572
Cyclone Testing Station. (2009). Cyclones… Is Your House Ready?. Retrieved July 1,
2014 from: http://www.hpw.qld.gov.au/sitecollectiondocuments/newsflash-406homeowners-guide.pdf
Department of Fire & Emergency Services. (2014). Tropical Cyclone Program.
Retrieved July 1, 2014 from:
http://www.dfes.wa.gov.au/educationandheritage/teachersandschools/Pages/Tro
picalCycloneProgram.aspx
Dreamtime Kullila- Art. (n.d). Weemulee the Owl. Retrieved July 1, 2014 from:
http://www.kullillaart.com.au/default.asp?PageID=61&n=Weemulee+the+Owl
Education Service Australia. (2014). Unit 3: Weather Extremes. Retrieved July 1,
2014 from: http://scienceweb.asta.edu.au/years-5-6/unit3/overview/yr56-unit3overview.html
Franchesca Cubillo and Wally Caruana (eds). (2010). Aboriginal and Torres Strait
Islander Art: Collection Highlights. National Gallery of Australia, Canberra.
Golden Spiral. (2014). The Golden Ratio. Retrieved July 1, 2014 from:
http://www.goldenspiralcreative.com/story/golden-ratio
NPR. (2006). The Saffir- Simpson Scale. Retrieved July 1, 2014 from:
http://www.npr.org/news/specials/hurricane/ap/
New South Wales Board of Studies (BOS). (2012). Science K-10 (Incorporating
Science and Technology K-6 Syllabus. Sydney: Board of Studies NSW.
NSW Government, SES . (2012). Storm Safe. Retrieved July 1, 2014 from
http://www.ses.nsw.gov.au/communitysafety/stormsafe/
Plan It Now. (2012). Young Meteorologist. Retrieved July 1, 2014 from:
http://www.youngmeteorologist.org/game/index.html
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor
(20111685) Jessica Durazza (20123961)
Unknown. (2014). 8 Aboriginal Ways. Retrieved July 1, 2014 from:
http://8ways.wikispaces.com/
Vygotsky, L. (1978). Interaction between learning and development. Cambridge:
Harvard University Press
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
APPENDIX M
Science Unit Risk Management Plan: Year 6
Name of school: Notre Dame Public School
Name of principal: Mrs Dame
Date(s) of unit: Term 3
Activity
Hazard Identification
Type/Cause
Group/class: Stage 3
Number in class: 24
Contact details: m.dame@notredameps.com.au
Risk
Assessment
Elimination or Control Measures
Who
When
Teacher
During
activity
Use matrix
Lesson 1: General misbehaving
classroom behaviours
Lesson 2: Students injured by
vigorously shaking the plastic
bottles
Lesson 3: Students incorrectly
use the painting materials, such
as paints and paint brushes
- Students become
distracted and misbehave
resulting in injury of peers or
self
- Bump into another
student or self, causing
harm.
4
5
- Teacher is to warm students to behaviour in a correct
safe manner. Students should be aware of their peers
and surroundings
Teacher
During
activity
- Students consume the
paint.
- Injuring self or peer with
end of paintbrush
5
- Non- toxic paint is to be used. Students are expected to
behave in a correct way that wouldn’t result in the
consumption of this paint.
Teacher
During
activity
Teacher
During
activity
Teacher
During
activity
Teacher
During
activity
Teacher
During
activity
- Ensure that students understand their behavioural
expectations given by the teacher.
5
- Ensure that students understand their behavioural
expectations given by the teacher.
-
Lesson 4: Students may become
injured during the role play
activity
- Individuals hurting their
peers with props or through
physical contact
5
Lesson 5: General misbehaving
classroom behaviours
- Students become
distracted and misbehave
resulting in injury of peers or
self
- No water to be around
whilst using the
4
Lesson 6:
- Use of electricity through a
- Ensure that students understand their behavioural
expectations given by the teacher.
- Ensure that students understand their behavioural
expectations given by the teacher.
3
- Hairdryer is to be set up in an isolated location that can
only be accessed through teacher supervision. Students
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
hair dryer
- Use of potentially dangerous
materials during the
construction of the miniature
houses.
Lesson 7:
- The presence of building
materials such as, brick, tin
and wood.
- Use of Ipads
Lesson 8: Use of Ipads
Lesson 9: Resources for the
emergency kit such as, canned
goods, laptop, batteries and
torch could become a potential
hazard.
Lesson 10: Use of ipads
appliance. Appliance is to
have a regular safety
check conducted by a
certified electrician.
- Some materials such as,
paddle pop sticks and
paper clips may contain
sharp edges that could
injure the child.
- Injury caused by all
building materials.
- Straining students eyes
- Broken Ipad screen could
result in students slicing
themselves from the
glass.
will be informed about the dangers and how to properly
use a hairdryer at the commencement of the lesson.
- Ensure that students understand their behavioural
5
4
3
6
expectations given by the teacher. Students should
respect the materials and their peers.
- Ensure that students understand their behavioural
expectations given by the teacher. Students should
respect the materials and their peers.
- Teacher can remind students to have a ‘device break’ to
rest their eyes.
- Students should be reminded to be respectful of the
Ipads for example, not run and be ‘silly’.
- Straining students eyes
- Broken Ipad screen could
result in students slicing
themselves from the
glass.
- Student becomes injured
by these resources. For
examples; cut by canned
good or poisoned by
battery.
3
6
- Straining students eyes
- Broken Ipad screen could
result in students slicing
themselves from the glass.
3
6
- Teacher can remind students to have a ‘device break’ to
rest their eyes.
- Students should be reminded to be respectful of the
Ipads for example, not run and be ‘silly’.
6
- Ensure that students understand their behavioural
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
During
activity
During
activity
During
activity
During
activity
During
activity
Teacher
During
activity
Teacher
During
activity
During
activity
expectations given by the teacher. Students should
respect the materials and their peers.
- Teacher can remind students to have a ‘device break’ to
rest their eyes.
- Students should be reminded to be respectful of the
Ipads for example, not run and be ‘silly’.
During
activity
Teacher
ED3009 Science & Technology 3
Victoria Durazza (20112756) Tiffany Perry (20111547) Morgan Bonnor (20111685) Jessica Durazza (20123961)
Venue and safety information reviewed and attached: Yes / No
Plan prepared by: Miss J, Durazza, Miss V, Durazza, Miss Perry and Miss Bonnor
Prepared in consultation with: Assistant Principal, Principal.
Communicated to: Assistant Principal, Principal.
Position: Year 6 teachers
Date: Term 3
Monitor and Review - Monitor the effectiveness of controls and change if necessary. Review the risk assessment if an incident or a significant change occurs.
Risk Assessment Matrix
How serious
could the injury
be?
Death or
permanent injury
Long term illness or
injury
Medical attention &
several days off
First aid
needed
How likely is it to be that serious
Very
Likely
Likely
Unlikely
Very
Unlikely
1
1
2
3
1
2
3
4
2
3
4
5
3
4
5
6
Severity – is how
seriously a person could
be harmed
1 and 2
3 and 4
5 and 6
Likelihood – is an estimate of
how probable it is for the
hazard to cause harm.
Legend
Extreme risk; deal with the hazard immediately
Moderate risk; deal with the hazard as soon
possible
Low risk; deal with the hazard when able.