Aimee Eberhard

Science: Extreme Weather Events

Australian Curriculum:
Science Understanding:

Earth and space sciences

Sudden geological changes and extreme weather events can affect Earths surface (ACSSU096)
Elaborations
investigating major geological events such as earthquakes, volcanic eruptions and tsunamis in Australia, the Asia region and
throughout the world
recognising that earthquakes can cause tsunamis
describing how people measure significant geological events
exploring ways that scientific understanding can assist in natural disaster management to minimise both long- and short-term
effects
considering the effect of drought on living and non-living aspects of the environment

Science as a Human Endeavour

Use and influence of science

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)
Elaborations
considering how personal and community choices influence our use of sustainable sources of energy
investigating how understanding of catastrophic natural events helps in planning for their early detection and minimising their
impact
recognising that science can inform choices about where people live and how they manage natural disasters
considering how guidelines help to ensure the safe use of electrical devices
discussing the use of electricity and the conservation of sources of energy
researching the scientific work involved in global disaster alerts and communication, such as cyclone, earthquake and tsunami
alerts
investigating how electrical energy is generated in Australia and around the world
researching the use of methane generators in Indonesia
considering how electricity and electrical appliances have changed the way some people live

Science Inquiry Skills

Communicating
Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal
texts (ACSIS110)
Elaborations
discussing the best way to communicate science ideas and what should be considered when planning a text
using a variety of communication modes, such as reports, explanations, arguments, debates and procedural accounts, to
communicate science ideas
using labelled diagrams, including cross-sectional representations, to communicate ideas and processes within multi-modal texts

Evaluating
Reflect on and suggest improvements to scientific investigations (ACSIS108)
Questioning and predicting
With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
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Processing and analysing data and information
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or
relationships in data using digital technologies as appropriate (ACSIS107)
Compare data with predictions and use as evidence in developing explanations (ACSIS221)

Year 6 Achievement Standard

By the end of Year 6, students compare and classify different types of observable changes to materials.
They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another
when generating electricity. They explain how natural events cause rapid change to Earths surface. They describe and predict the
effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems
and inform decisions and identify historical and cultural contributions.
Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships.
They identify variables to be changed and measured and describe potential safety risks when planning methods. They
collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data.
They describe and analyse relationships in data using appropriate representations and construct multimodal texts to
communicate ideas, methods and findings.

Lesson 1 & 2:
Resources needed:
Books on geological events and extreme weather events
Video: https://www.youtube.com/watch?v=QVZExLO0MWA (Severe weather crash course kids)
Ipads
Scrap paper for exit cards

Lesson sequence:
Layout books on geological events and extreme weather events and ask students to browse (teacher to
float and ask guiding questions to get students thinking)
Come back together as a class and ask students what you think all of these topics represented in the books
have in common/could be called?

Inquiry Question

Introduce the inquiry question for the unit: How can sudden geological changes and extreme weather
events effect Earths surface?
Ask students to write this in book and highlight what they think the key concepts are
It is expected that students highlight; geological changes, extreme weather events and Earths surface.
(today we will explore the meanings of geological changes and extreme weather events.
Explain to students what we will be doing in the unit to explore these concepts and the assessment task we
will be working towards. (so they have understanding of the units direction)
Shift the focus to exploring geological events and extreme weather events.

TWLH Chart

Model to students how to set up a TWLH chart in their science book.

1: What we think we know, 2: What we want to learn, 3: What we learned, 4: How we know
The heading for this chart will be: Geological and Extreme Weather Events TWLH Chart
Have students explore the first two columns. What do they think they know and then what do they want to
learn.
Allow time for students to discuss responses and share with class.

Glossary Page

Have students set up a glossary page in their science books and explain how we are going to use it.
We are going to do some exploring as a class to create our own meaning for extreme weather events
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Video

Watch video: https://www.youtube.com/watch?v=QVZExLO0MWA

Are there any terms from video we can also add to our glossary? (atmosphere, biosphere, geosphere,
hydrosphere) how can we get definitions for these?
Record all definitions (stress it is good to do in own words, so it is your understanding) but nothing wrong
with just using the definition

Group exploring to find meaning of geological events

Then need to do some exploring in small groups to create a definition for geological events and obtain
examples (use ipads)

Exit Card

Complete an exit card questions: What is an extreme weather event? What is a geological event? What is the
earths surface?

Lesson 3:

Science Lesson 3: (Shari)

Resources needed:
Ipads
Video Link
Scrap paper for exit cards

Lesson sequence:
Recap/Warm Up

Glossary Page

Have students set up a glossary page in their science books, and explain how we are going to use it.
As a class we are going to create a meaning for extreme weather set up

Video

Watch video (highlight severe weather terminology used)

Go to meaning of severe weather how can we put this into our own words? (if you were to go home and
explain to a friend or family member what would you tell them)
Are there any other words in the video that we could explore? (atmosphere, biosphere, geosphere,
hydrosphere)

Group exploring:

In groups use ipads to gather meanings to words from the video.

Also need to come up with a meaning to describe geological events and give an example. (practice saying
geological!)
Share group meanings (of geological changed) as a class by one member from each group writing it on
board.
Highlight similarities.

Exit card:

Complete an exit card: Explain what the Earths surface is?

Science Lesson 3 (Kate)

Resources needed:
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Ipads

Lesson Sequence:
Recap/warm up

Group exploring:

In groups use ipads to gather meanings to words from the video.

Also need to come up with a meaning to describe geological events and give an example. (practice saying
geological)
Share group meanings as a class by one member from each group writing it on board.
Highlight similarities.

Earths Surface:

Select different items and people to come up and see if they can tell us what the surface of it is what is on
it what does it feel like, look like etc.?
Google the meaning of surface.
So were we correct?
So then if we apply this to Earth what would we say Earths surface is?
Draw a picture of Earths surface and everything you think you would find on it. represent it how you want.

Exit Card:

Question: How can extreme weather events and geological events affect the Earths surface?

Lesson 4:

Earths Surface
Resources:

Copies of layers of Earths surface worksheet per student

Video link: https://www.youtube.com/watch?v=eXiVGEEPQ6c&t=73s

Lesson Sequence:
What part of our inquiry question are we yet to explore?

Earths Surface:

Select different items and people to come up and see if they can tell us what the surface of it is what is on
it what does it feel like, look like etc.?
So if I told you surface means: the outside part or uppermost layer of something
So were we correct?
So then if we apply this to Earth what would we say Earths surface is?

Video:

Structure of the Earth: https://www.youtube.com/watch?v=eXiVGEEPQ6c&t=73s

- What is Earths surface? is it important to understand the layers of the Earth to have a good understanding
of its surface?
- Explore the layers of the earth to understand Earths surface

Layers of the Earth Activity:

Complete the activity (from PDF show on screen?)

Also: draw everything you think you would find on Earths surface around the Earth created in activity.
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Natural Disasters:

What is a natural Disaster? (use the books to come up with a definition for glossary) (occurs naturally)
Come up with a list of examples (highlight particular ones that can be used to create the list for choice of
assessment focus.)

home work to think about which one you would like to look at for assessment piece. Do some research to find
out about each one if you are not sure which one to choose.

Lesson 5 & 6:
Learning Area: Science (Earth & Space Sciences)

Unit Inquiry Question: How can sudden geological changes and extreme weather events effect Earths surface?

Duration: 85 Minutes (Double Lesson)

Lesson Focus: Creating class natural disaster meaning and creating a list of examples. The summative assessment task
will also be introduced and explained to students.

Lesson/Learning Outcomes
Students will be able to define a natural disaster.
Students will understand the expectations surrounding the summative assessment task for this unit.

References & Resources

Natural Disaster Science Fair Assessment Task Sheet (1 per student)
Natural Disaster Assessment Rubric (1 per student)
Timeline Planning Sheet (1 per student)
Ipads

Previous learning in this unit

Students have completed the following activities to this point:
The unit inquiry question identifying key concepts
TWLH chart students completed the T (what they think they know) and the W (what they want to know)
Glossary page students set up a glossary page and explored its use by adding some topical words
Explored concept of; extreme weather and geological events
Explored concept of; Earths surface and the layers of Earth

Student Diversity
The science assignment caters for student interest in allowing them choice in topic and presentation.
Students have the opportunity to work in groups, with the teacher and individually.
A recap of previous learning is used to re-orientate student thinking.

Student Assessment
Students will be introduced to the units assessment piece (summative).

Teaching Reflecting Questions

Was student organisation successful?
Did the lesson run effectively?
Were students on task the whole time? / Was the task engaging?
Was the lesson of appropriate difficulty for all students?
Was student diversity catered for effectively?
Are there any improvements that could be made to the lesson?
Did I move around the room efficiently?
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Teaching Procedure:
Class Assessment &
Time Steps & Time
Organisation Recording Strategies
Sitting at 5 Recap
tables mins Think-pair-share: students pair with students sitting around
them and discuss what they have covered so far in science to
refresh as science hasnt been completed for over a week due to
NAPLAN.
Students share with class to ensure that everyone remembers
what we have covered so far.
Working 10- Natural disaster meaning During this time
around the 15 Brainstorming in groups a definition and a list of different types move around the
room in mins of natural disasters room and check in
groups Have students feedback and create a mind map on the board of with student
definition key words and different types of natural disasters progress. Anecdotal
notes can be used to
https://emknowledge.org.au/multimedia/ (helpful website) record student
understanding.
Sitting on 60 Introduction of assessment piece
the floor mins Hand out assignment sheets and rubrics for students to cut and
glue into book
Students then move to the floor to go through the assignment
and expectations
Read through Your Task section and break down for students:
o Select one natural disaster: what strategies can you use
to help you make a decision?
o Complete all sections: why is it important? Reading each
question and ensure you understand what it is asking
what can you do if you dont understand?
o Drafting in science book: what should this look like?
o Checkpoint purpose: checking progress and direction.
o Presenting visually: explain science fair and how the
presentation will work (show photos and explain guests
they will be presenting for). Go through examples of
how they can present and set up their tables.
o Importance of understanding your research if you are
standing with your presentation and talking to guests.
o Keeping a list of all resources students actually use.
(Explain will have a lesson next week about reputable
sources and primary and secondary sources).
o Percentage of grade: so what is this saying? Where does
the focus/effort need to mainly go?
Read through section A and B
o Discuss what the questions are asking from students
Read through rubric
o Read through A expectations with students and explain
how they can achieve this grade in every area.
Allow adequate time for discussion and asking and answering
questions.
Floor then Setting up reference page and introducing planning timeline
moving to Students will set up a page to record their references. Reiterate Check in with
tables that they only need to record sources that they use. students during this
Hand out planning sheet to be cut and stuck into book. point to ensure they
Ask students what they think they might be able to use this have set up their
sheet to do. page correctly and
understand its
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Explain to students that it is really important to plan how they purpose, and check
will attack their assignment, both research and presentation. planning sheet for
Allow students time to work through task sheet and allocate student goals.
tasks to a week.
Allow any students who would like some help and guidance to
understand planning to come to the floor.
Time to work on assignment (selecting focus)
Students will have time to explore the natural disaster books
and select what they would like to investigate for their Create a class list of
assignment. what students have
Once they have selected their disaster they can add it to the list chosen to ensure
that will be on the computer. that everyone is on
Students who decide quickly can move onto beginning exploring track with their
their disaster and starting researching for their assignment. choice.
5 Closure
mins Recap expectations of assignment (student input).
Students to write homework in their diary:
o Science: Have a focus topic for my natural disaster
assignment.
Students pack up for home time.