MA3-2WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations Data MA3-1WM describes and represents mathematical situations in a variety of ways mathematical terminology and some conventions MA3-3WM gives a valid reason for supporting one possible solution over another Describe and interpret different data sets in context VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world. VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways. VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks. VAS3.4 Communicates the ways in which subject matter is represented in artworks. 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. At the completion of Lesson 6 students are required to submit a scientific report that will be marked to a rubric. This piece of assessment will show the teacher as well as the student their understanding of the affects of different categories of cyclones on built structure. 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 by the students. This will provide the teacher with valuable information on the students summative knowledge on the topic. 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.
Essential Understandings Students will learn about… Tropical Cyclones. Cyclone categories. What to do in a cyclone. Safety strategies for cyclone situations. How cyclones 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 Built Environment materials that can withstand cyclone conditions. Government standards on soundly 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 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 Students will have free creative expression to use any of the following: Narratives, Information Reports, Explanations, Procedures, Persuasive Texts. LEARNING SEQUENCE Learning Engagements Resources and Preparation Outcome Sign-off
Explain/ Elaborate (Community Lesson Sustainability (60 mins) As a whole class, discuss the findings of the previous lesson. Talk 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. Students can then compare what real-life materials would withstand 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 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. iPads Computers Brick, Wood, Tin, Fibro ST3-1VA ST3-2VA ST3-3VA ST3-4WS ST3-5WT ST3-14BE ST3-9ES EN3-1A EN3-8D MA3-2WM MA3-3WM
Text KWL Chart Hazards house worksheet Factsheet/task card Category cards Checklist Example Individual Assessment Group Assessment Sheet “The Little Pigs” by J. O Halliwell- Phillips Audio/Visual Cyclone Tracy Aboriginal artwork IWB iPad Online/ Technology - YouTube Tropical Cyclones Hurricane season 2006 Hurricane Charley - - Computer - IWB - Apps: Tracing Lite iMovie - Google Maps Human Students, Teacher Guest speakers: Eora Peoples Community Member SES Guest Speaker Websites Fibonacci Sequence Interactive Game
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 brushes A3/A4 paper Hairdryer Playdough Blu-Tack Paddlepop sticks Sticky/masking tape Staples & stapler Paperclips Cardboard Brick, wood, tin, School Yard Classroom
Name: ___________________________ Class: ______________ Date: ________________ What is a tropical cyclone? If you were in the area of a built structure what would you do to stay safe? How do they impact on humans and environments? Where do they occur? How do humans prepare for a cyclone? Any information?
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 Stage 3 Number in class: 24 Contact details: m.dame@notredameps.com.au Activity Hazard Identification Type/Cause Risk Assessment Use matrix Elimination or Control Measures Who When Lesson 1: General misbehaving classroom behaviours - Students become distracted and misbehave resulting in injury of peers or self 4 Ensure that students understand their behavioural expectations given by the teacher. Teacher During activity Lesson 2: Students injured by vigorously shaking the plastic bottles Bump into another student or self, causing harm. 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 Lesson 3: Students incorrectly use the painting materials, such as paints and paint brushes Students consume the Injuring self or peer with end of paintbrush 5 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. Ensure that students understand behavioural expectations given by the teacher. Teacher Teacher During activity During activity Lesson 4: Students may become injured during the role play activity - Individuals hurting peers with props or through physical contact 5 Ensure that students understand their behavioural expectations given by the teacher. Teacher During activity Lesson 5: General misbehaving classroom behaviours - Students become distracted and misbehave resulting in injury of peers or self 4 Ensure that students understand their behavioural expectations given by the teacher. Teacher During activity Lesson 6: Use of electricity through a hair dryer Use of potentially dangerous materials during the No water to be around whilst using the appliance. Appliance is to have a regular safety 3 Hairdryer is to be set up in an isolated location that can only be accessed through teacher supervision. Students will be informed about the dangers and how to properly use a hairdryer at the commencement of the lesson. Teacher During activity
construction of the miniature houses. 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. 5 Ensure that students understand their behavioural expectations given by the teacher. Students should respect the materials and their peers. Teacher During activity Lesson 7: The presence of building materials such as, brick, tin and wood. Use of Ipads Injury caused by all building materials. Straining students eyes Broken Ipad screen result in students slicing themselves from the glass. 4 3 6 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 to rest their eyes. Students should be reminded to be respectful of the Ipads for example, not run and be ‘silly’. Teacher Teacher Teacher During activity During activity During activity Lesson 8: Use of 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 to rest their eyes. Students should be reminded to be respectful of the Ipads for example, not run and be ‘silly’. Teacher Teacher During activity During activity Lesson 9: Resources for the emergency kit such as, canned goods, laptop, batteries and torch could become a potential hazard. Student becomes injured by these resources. For examples; cut by canned good or poisoned by battery. 6 Ensure that students understand behavioural expectations given by the teacher. Students should respect the materials and their peers. Teacher During activity Lesson 10: Use of Straining students eyes - Broken Ipad screen result in students slicing themselves from the glass. 3 6 Teacher can remind students to have a ‘device to rest their eyes. Students should be reminded to be respectful of the Ipads for example, not run and be ‘silly’. Teacher Teacher During activity During activity Venue and safety information reviewed and attached: Yes / No Plan prepared by: Miss J, Durazza, Miss V, Durazza, Miss and Miss Bonnor Position: Year 6 teachers Date: Term 3 Prepared in consultation with: Assistant Principal, Principal. Communicated to: Assistant Principal, Principal. Monitor and Review - Monitor the effectiveness of controls and change if necessary. Review the risk assessment if an incident or a significant change occurs.