Ring of Fire
Focus Questions
1.
2.
3.
4.
5.
6.
7.
Explain the BtN story to another student.
Describe the recent events in Samoa and Sumatra.
Where is the Ring of Fire and what is it?
What percentage of earthquakes happens in the Ring of Fire area?
What are tectonic plates?
How fast do they move?
Why do earthquakes and volcanoes happen where tectonic plates
meet?
8. Why is understanding tectonic plates important?
9. Describe the devastation earthquakes and tsunamis cause.
10. What do you understand more clearly since watching the BtN
story?
Ring of fire
Students will investigate earthquakes and tsunamis. Negotiate with
students how many activities they need to complete.
EPISODE 28
13TH OCTOBER 2009
Learning Area
Science
Key learning
Students will
develop a deeper
understanding of
how and why
earthquakes and
tsunamis occur.
Remember and understand

Create a timeline showing major earthquakes and tsunamis in the
Ring of Fire area. Record the magnitude of each.

Make 10 question and answer quiz cards about earthquakes
and/or tsunami facts.

Find out what the Richter and Mercalli scales are and how they
relate to earthquakes.
.
Apply and Analyse

Research the work of a seismologist. Write a journal entry of a
typical day for a seismologist.

What are plate tectonics and how do they work? Research the
types of plate movement; divergent, convergent and lateral
slipping. Create a diagram and explanation for each. What does
the Ring of Fire have to do with plate tectonics?

Research and collect information for a brochure to help people
survive an earthquake.
Evaluate and create
.

How are tsunamis formed? Research and create a detailed
labelled diagram to show how a tsunami is formed. To extend
the activity, students can make a model of their diagram.

Design a house that is able to survive an earthquake. What
special technologies are included in the design? Illustrate and
label the new technologies.

How do natural disasters like earthquakes and tsunamis affect
people? Write a personal response to a news story and share your
response with another student.
 Related Research Links
ABC News – Two quakes, hundreds dead, one day…just a coincidence,
say
scientists
http://www.abc.net.au/news/stories/2009/10/01/2701632.htm
ABC Behind the News – China quake
http://www.abc.net.au/news/btn/story/s2244743.htm
Iris – Seismic monitor
http://www.iris.edu/seismon/
National Geographic – Earthquakes
http://www.nationalgeographic.com/forcesofnature/interactive/index.htm
l?section=e
US Geological Survey – Earthquakes for kids
http://earthquake.usgs.gov/learning/kids/
Plate tectonics – Earthquakes
http://www.plate-tectonics.org/earthquakes/
Kids Encyclopaedia – Plate tectonics
http://encyclopedia.kids.net.au/page/pl/Plate_tectonics
Volcano live website
http://www.volcanolive.com/australia.html
China Quake
One of the biggest earthquakes for more than
thirty years has hit China. Thousands of
people have been killed and many more are
still missing.
Focus Questions
1] Describe in your own words the devastation the earthquake has caused
in China?
2] Where in China did the quake occur?
3] Why is time a crucial factor when searching for victims?
4] What have rescue workers been using to help with the search for
victims?
5] What has made it difficult to reach injured people?
6] What is an after shock?
7] How do they make buildings more resistant to earthquakes?
8] Why do building regulations in China need to be investigated after this
earthquake.
9] How has Australia offered to help China?
10] What do you think are the short and long term needs of the people
affected by the earthquake?
What is a quake?
Students will be writing an information report about earthquakes. Begin
with a class discussion to establish what they already know about
earthquakes and what they want or need to find out. Before students
begin their report ask them to consider the following:

What is the purpose of an information report?

Who will read the information? Parents, other students the same age,
younger students etc. They need to write with the audience in mind.
Develop a glossary
Ask students to develop a glossary of special language associated with
earthquakes to help them write the report.
Structure of an information report
An opening statement or definition
Description

Important facts about the subject

Begin with a topic sentence and then follow up with facts to support the
topic
EPISODE 12
20TH MAY 2008
Learning Area
Society and
Environment,
English
Key learning
Students will
develop an
understanding of
how and why
earthquakes occur.
Students will also
write an
information
report.
Key words
earthquake
epicentre
fault
continental drift
magnitude
Richter scale
plate tectonics
plate boundary
seismic
seismograph
There are some web links at
the end of this activity sheet
that may help students with
their research

Include photos, pictures, maps or pictures.
Conclusion – summary or comment
Language features of an explanation report

Usually written in the third person

Present tense often used

Use of factual, descriptive adjectives

A formal, factual style is required

Technical and scientific language used.
Students can write and publish their information report online using the
text organisers at the following website:
http://www.teachers.ash.org.au/jeather/writingfun/writingfun.html
Further investigation
How do natural disasters, like earthquakes affect people? Students write a
personal response to a news story of an earthquake. Present their response
to another student.
 Related Research Links
ABC News – Strong quake hits China
http://www.abc.net.au/news/stories/2008/05/12/2242426.htm
ABC News – Death toll rises in China quake
http://www.abc.net.au/news/stories/2008/05/14/2243940.htm
Global seismic monitor – monitor global earthquakes
http://www.iris.edu/seismon/
CBBC website – What’s happening in China and Burma?
http://news.bbc.co.uk/cbbcnews/hi/newsid_7390000/newsid_7398900/73
98904.stm
CBBC website – Earthquake quiz
http://news.bbc.co.uk/cbbcnews/hi/newsid_4140000/newsid_4146100/41
46125.stm
US Geological Survey – Earthquakes for kids learning activities
http://earthquake.usgs.gov/learning/kids/
Burma Cyclone
Cyclone Nargis has devastated Burma, killing
tens of thousands of people with millions more
without food, shelter or clean water. The
Burmese Government doesn’t like other
countries getting involved in its business so it
has been difficult getting aid in to where it’s
needed.
Focus Questions
1.
2.
3.
4.
What is the name of the cyclone that has devastated Burma?
Where is Burma located?
Why was the cyclone particularly devastating?
Even if people survive the cyclone, they are faced with other
challenges. What are some of these challenges?
5. What is the first thing your body needs to survive? Why is it a huge
problem for people in Burma?
6. What are aid agencies?
7. How does the way the Burmese Government operate affect
international aid getting into the country?
8. What impact do the delays of aid have on Burmese people?
9. How has the Australian Government responded to the situation?
10. What do you think needs to happen next?
What is aid?
Student’s will be exploring what international aid is and developing a
profile of an international aid agency. Begin with a class brainstorm to
establish what students know about aid and aid agencies.
Students choose an aid agency such as Oxfam, Save the Children Fund,
Red Cross or World Vision. Ask them to research the following
information:
Use the agencies official website (website links at the end of this activity
sheet) to find the vision/mission statement. List the key words from this
statement.
Draw the agencies logo and describe its meaning.
Summarise what the organisation is doing for the Burma (Myanmar)
cyclone relief.
How does the organisation provide/distribute relief for those in need?
EPISODE 11
13TH MAY 2008
Learning Area
Society and
Environment
Key learning
Students will
develop an
understanding of
the issues facing
Burma at the
moment and how
international aid
agencies operate
Ask students to present their profile of the aid agency to the class using
one of the following formats:

Powerpoint presentation

Video

Written or oral report
Further investigations
Think of ways your class or school can help Burmese people affected by the
cyclone.
Search online for information about location, physical features, the
Government and economic situation in Burma.
 Related Research Links
ABC News – Thousands killed in Burma cyclone
http://www.abc.net.au/news/stories/2008/05/06/2236190.htm
ABC News - UN ready to send help to Burma
http://www.abc.net.au/news/stories/2008/05/05/2235364.htm
ABC News – Australia pledges $3m for Burma
http://www.abc.net.au/news/stories/2008/05/07/2237524.htm
World Food Program official website
http://www.wfp.org/english/
Children’s BBC website – information about cyclone in Burma
http://news.bbc.co.uk/cbbcnews/hi/newsid_7390000/newsid_7394600/73
94684.stm
Red Cross official website
http://www.redcross.org.au/ourservices_aroundtheworld_emergencyrelie
f_MyanmarCycloneNargis.htm
Oxfam official website
http://www.oxfam.org.au/about/
Save the Children fund official website
http://www.savethechildren.org.au/index.html
World Vision official website
http://www.worldvision.com.au/index.asp
Volcanoes
Around the world, millions of people live in
the shadow of volcanoes. Recently in Chile,
thousands of people living near a volcano had
to be evacuated.
Focus Questions
Where does the word `volcano’ come from?
Where is Mount Vesuvius?
What is an extinct volcano?
When was the last time Vesuvius erupted?
Describe a pyroclastic flow.
Why is it more dangerous than lava?
What happened to the city of Pompeii when Vesuvius erupted 2000
years ago?
8. Why are scientists worried about Vesuvius?
9. What are they doing to avoid a disaster?
10. How would you feel living in the shadow of a volcano?
1.
2.
3.
4.
5.
6.
7.
Choose your own adventure!
After watching the BtN story, ask students to describe what they know
about volcanoes that they didn’t know before. Students will then research
information about volcanoes based on the activities they choose.
Negotiate with students how many activities they will need to complete.
Remember and understand

Create a 10 question and answer quiz about volcano facts.

Describe the difference between active, dormant and extinct volcanoes.

Draw a labelled diagram of a volcano.
Apply and Analyse

Design a poster that shows the warning signs of volcanic activity.

Create a model of a volcano. The following websites have step by step
instructions.
http://school.discoveryeducation.com/lessonplans/programs/understandi
ng/ http://www.volcanolive.com/model.html
EPISODE 16
17TH JUNE 2008
Learning Area
Society and
Environment
Key learning
Students will
develop a deeper
understanding of
volcanoes through
research.

Investigate the recent volcanic eruption in Chile. Write a paragraph
describing the impact the eruption had on the people living near the
volcano.
Evaluate and create

What are the positive and negative aspects of the job of volcanologist?

Create a newspaper article about a famous volcanic eruption.

View the images of erupting volcanoes at the following website
http://www.inglaner.com/volcan_chaiten.htm Choose your favourite
eruptions and describe them.
 Related Research Links
ABC News –Chile volcano shuts town for three months
http://www.abc.net.au/news/stories/2008/05/15/2245282.htm
ABC Behind the News – story about volcanoes
http://www.abc.net.au/tv/btn/stories/s1596954.htm
Children’s BBC – Guide to volcanoes
http://news.bbc.co.uk/cbbcnews/hi/newsid_1760000/newsid_1768500/17
68595.stm
National Geographic –Information and animations of volcanoes erupting
http://www.nationalgeographic.com/forcesofnature/interactive/index.htm
l?section=v
Pyroclastic flows
http://vulcan.wr.usgs.gov/Glossary/PyroFlows/description_pyro_flows.ht
ml
Photos of volcanoes
http://www.inglaner.com/volcan_chaiten.htm
Questions about volcanoes
http://volcano.und.nodak.edu/vwdocs/frequent_questions/group12_new.h
tml
Find a volcano in the world
http://www.volcano.si.edu/world/find_regions.cfm
Bushfire season
For many Australians, it’s time to start
preparing for possible bushfires. Fire experts
say it’s vital that every family has a bushfire
plan.
EPISODE 35
2ND DECEMBER 2008
Learning Area
Focus Questions
1.
2.
3.
4.
5.
6.
7.
8.
What was the main point of the story?
Why is it important to have a bushfire plan?
What are the two basic options when a bushfire strikes?
What did the Macindoe family do to prepare for a bushfire?
What did they choose to do during the 2006 bushfires?
What role did Connor and Devon play?
Describe the experience of the Savige family during the bushfires?
Choose 3 adjectives to describe how Courtney and Laura might
have felt during the fires.
9. How do the two families feel about the future threat of bushfires?
10. What do you understand more clearly since watching the BtN story
about bushfires??
Society and
Environment
Key learning
Students will
deepen their
understanding of
bushfires in
Australia and
their social and
environmental
impact
Understanding bushfires
Students will investigate key questions about bushfires. Ask them to
brainstorm the topic to determine what they know about bushfires and
what they would like to find out. Possible key questions include:
 What is a bushfire?
 What key information needs to be included in a bushfire plan?
 What effects do bushfires have on people and the built and
natural environment?
 Where do bushfires occur in Australia? Why?
 What is a bushfire prediction system?
 How do Aboriginal people use fire to manage the land?
Ask students to complete the following chart as they go through the
inquiry process.
What do I
know?
What do I want
to know?
How will I find
out?
What I have
learnt?
Negotiate with students how
many key questions they need
to investigate.
Students then research the questions/issues generated from the
brainstorming task. The websites at the end of this activity sheet will
support students with their research.
Students can present their research findings in one of the following ways:

Create a webpage or webquest

Give an oral presentation

Create a poster/brochure
Self assessment
Create a plus, minus and interesting chart about the inquiry process.
Parts of the inquiry I
enjoyed
Parts of the inquiry I
found challenging
Parts of the inquiry I
found interesting
Further investigation
How do bushfires affect people? Write a personal response to a news story
about a bushfire. Present your response to another student.
 Related Research Links
ABC Adelaide – Bushfire links
http://www.abc.net.au/adelaide/features/bushfire/default.htm
ABC Local – Find your local site
http://www.abc.net.au/local/
Emergency Management Australia – Bushfire Action Guide
http://www.ema.gov.au/agd/ema/emainternet.nsf/Page/RWP07C6046B9
8D07DB8CA256C5A00230553
Country Fire Service – Bushfire safety
http://www.cfs.sa.gov.au/site/fire_safety/general_information/bushfire_s
afety.jsp
CSIRO – Bushfires
http://www.csiro.au/org/BushfiresOverview.html#2
Fire and Emergency Services Authority – Prepare for bushfires
http://www.fesa.wa.gov.au/internet/default.aspx?MenuID=325