Understanding by Design Backward Design
Title: What are cyclones and how do they impact humans, environments, and change the Earths surface?
Year Level: 6
Teacher: Jeremy Cox
Focus Curriculum Areas: Science, English, the Arts
Duration: 4 weeks (6 lessons)
Australian Curriculum
General
Literacy
Numeracy
ICT
Capabilities
Ethical
Personal and
Intercultural
Understanding
Social
Understanding
Crosscurriculum
Priorities
Aboriginal and TSI
Histories and Culture
Asia and Australias
Critical and Creative Thinking
Sustainability
Engagement with Asia
Content Descriptors
Science
English
Science Understanding
Literacy
Earth and space sciences
Interacting with others
Sudden geological changes or extreme weather conditions
Plan, rehearse and deliver presentations, selecting and
can affect Earths surface (ACSSU096)
sequencing appropriate content and multimodal elements for
Science as a Human Endeavour
defined audiences and purposes, making appropriate choices for
Use and influence of science
modality and emphasis (ACELY1710)
Creating texts
Scientific knowledge is used to solve problems and inform
Plan, draft and publish imaginative, informative and persuasive
personal and community decisions (ACSHE100)
texts, choosing and experimenting with text structures, language
Science Inquiry Skills
features, images and digital resources appropriate to purpose and
Questioning and predicting
audience (ACELY1714)
With guidance, pose questions to clarify practical problems
or inform a scientific investigation (ACSIS232)
The Arts
Planning and conducting
Identify, plan and apply the elements of scientific
Media Arts
investigations to answer questions and solve problems using
Plan, produce and present media artworks for specific audiences
equipment and materials safely and identifying potential risks
and purposes using responsible media practice (ACAMAM064)
(ACSIS103)
Communicating
Communicate ideas, explanations and processes in a variety
of ways, including multi-modal texts (ACSIS110)
Achievement Standards
Science
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 prob lems
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.
English
Productive modes (speaking, writing and creating)
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and
contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understandi ng of
grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate
spelling and punctuation for clarity and make and explain editorial choices based on criteria.
The Arts
Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story
principles to shape points of view and genre conventions, movement and lighting.
Stage 1Desired Results
Learning Outcomes
Students will be able to......
Observe and compare the changes and conditions in elements that result in cyclones;
Explain how cyclones rapidly change the Earths surface;
Predict and describe the effects cyclones have on humans, living things, and environments;
Recognise and explain how science is used to make decisions related to preparing for cyclones; and
Follow procedures in order to investigate, observe, and report on the simulation of a cyclone.
Acquisition
Knowledge
Skills
Students will know...
Students will be able to...
1. The definition of the term extreme weather.
1. Demonstrate an understanding of what cyclones are.
2. The features of cyclones.
2. Simulate a cyclone in a bottle.
3. The necessary conditions for cyclone formation.
3. Recognise the differences between simulated cyclones and real
4. The impacts cyclones have on people,
ones.
environments, and the rapid changes to Earths
surface.
4. List the ways in which science can help prepare people for
cyclones.
5. What steps to take in preparation for cyclones.
5. Prepare for cyclones to create the safest possible conditions and
environment to remain in.
Stage 2 - Evidence
Assessment Recording
Summative Assessment
Assessment Evidence
Performance Tasks:
o Rubrics
o Video recording
1. Students, individually, write a newspaper article for the local newspapers
readers on the impacts of a past cyclone, using images, diagrams, facts
and figures to communicate the extent of the cyclones impacts on
o Photographs
Formative assessment
humans, the environment, and how the cyclone contributed to changing
o Checklist
Earths surface. The assessment is due in week four of the unit on the
o Anecdotal records (Confer App)
day of presentation. Students will present their article to the class,
o Video recording
displaying a copy in the room, and posting it to the class website.
o Photographs
2. Students, in groups of four, will create an informative presentation to
o General assessment form
deliver instructions on what the public should do to prepare for a cyclone.
o Focussed assessment form
There should be filmed to create an informative TV advert.
Self-assessment
The
assessment is due in week four of the unit on the day of presentation.
o Pre-flight Checklists
Students will present their advert to the and then post it to the class
o Self-assessment form
website.
Assessment Criteria
Feedback
Feedback components:
Demonstrate an understanding of what cyclones are;
1. Feed up (To clarify goals)
Describe the difference between the model cyclone and real cyclones;
2. Feed back (To respond to students
Explain how cyclones cause rapid change to the Earths surface;
Research and present the ways in which science is used to make
work)
3. Feed forward (To modify teaching)
Descriptive feedback:
1. Reminder prompts
2. Scaffold prompts
3. Example prompts
decisions related to preparing for cyclones; and
Create an informative television advert to inform the public of the
dangers of cyclones and the specific measures to be taken to stay safe.
Self-Assessment
Students will self-assess and reflect upon their completed performance tasks and the presentation of these tasks using the guided
questions in the self-assessment form.
Stage 3 Learning Plan
Formative
Assessment
Learning Experiences
What are cyclones?
Pre-flight
Resources
Pre-flight
Class discussion: Memorable weather experiences.
Checklist (AOL)
Think-Pair-Share What is extreme weather?. Create class-agreed
What Do You
Worksheet
definition.
See? (ELT)
Images of
Introduce pre-flight checklist for unit.
Whole class: Show cyclone destruction images (What do you see?) and
discuss their alternate names.
Two by Four: Pairs What do we know about cyclones? KWL Charts used
to record current understanding and knowledge.
Pairs join with an additional pair, share knowledge, and write four sentences
about cyclones drawing concept maps.
Groups present their sentences and maps with the class.
Vocabulary review: Cyclone vocabulary is reviewed.
Students complete exit slips.
Think, Pair, Share
Cyclone
(ELT)
Yasis effects
KWL Chart
ABCD cards
(AOL)
KWL Chart
Exit slips
Concepts Maps
(ELT)
Two by Four
(AIR)
Checklists
Exit slips (FLF)
What are cyclones made of and how do they form?
Students view images of cyclones taken in space, discussing and giving
explanations for what they can see. Teachers uses ABCD question cards.
As a class, a series of questions relating to cyclones definition, formation,
necessary conditions, characteristics, parts, and composition substances is
Students use iPads to research their questions writing answers and
drawing diagrams on separate pieces of paper for each question.
Students are divided into one group per question, where they collate and
ABCD Cards
(FLF)
Class set of
Flexible Grouping
iPads
Links to
Gallery Walk
relevant
(FLF)
websites
Concepts Maps
Paper
Instruction
(ELT)
refine each students answer into a single answer with necessary
diagrams.
(ELT)
devised.
ABCD Cards
Thirty-Second
Share (CLI)
Groups present their responses to the class, displayed around the room for
Muddiest
Point(AOL)
gallery walk.
After each, students discuss in pairs their understanding of the questions
answer.
Students then demonstrate their understanding by individually writing a
response describing what cyclones are, their characteristics, and how they
form, using the questions for structure.
What are the differences between real and simulated cyclones?
Always,
Always, Sometimes, Never: Cyclone related questions.
Sometimes,
Misconception Check: Check for cyclone misconceptions.
Never (ELT)
sheets
Organised into co-operative learning groups, each team is given cyclone in
a bottle instruction sheet and asked to read them asking any questions.
Students are given the cyclone in a bottle observation sheet for recording
Teams conduct the activity to create cyclones making and recording
Students summarise the process drawing a cartoon.
Observations and the formation and features of cyclones, covered in the
previous lesson, are discussed as a class.
Students write and draw diagrams responding individually to two questions:
a) How did the activity model a real cyclone? b) How is the model different?
Flexible Grouping
Students discuss responses in small groups before finally discussing
Observation
sheets
(ELT)
observations using the questions as prompts.
Check (CLI)
observations, reading it for understanding and asking questions.
Misconception
Large drink
bottles
Cartooning
Glitter
(AOL)
Water
Traffic Lighting
Strong glue
(AOL)
Strong tape
3-2-1
Large nails
Chart(AOL)
Hammers
Remembering
End of Session
Questions(AIR)
conclusions as a class.
How can cyclones impact people and environments, and change the
surface of Earth?
Individual White
Boards (FLF)
Tracy video
Students watch the Remembering Tracy video.
Blind Vote (FLF)
As a class, the impacts the cyclone had on the Darwins population, given
Jigsaw(AIR)
impacts
through personal accounts in the video, are discussed.
Flexible Grouping
worksheet
Students use the images from the first lesson to describe and discuss the
visible effects.
(ELT)
Rubric discussion
(CLI)
Cyclone
Images from
the 1st lesson
Allocated to groups of four, each team member reads a single impact
section of the worksheet (wind damage, rainfall damage, storm surge
Project exemplar
(CLI)
Class set of
iPads
damage, or other damage).
C3B4ME (AIR)
Students are then re-arranged into groups of their single impact, where
What did we learn
task
today? (AIR)
instruction
students read the text, together, again, discussing the information the
answers to the two questions relating to the impacts on people and the
Performance
sheet
Earths surface.
Students record their answers to the two questions, finding additional
information to record using iPads to research.
Students then regroup with their original team, taking turns to summarise
the piece they have read and the research they have done.
Groups then discuss each component using the questions in prompts
ensuring that each member understands each of the impacts, finishing with
a class discussion.
The performance task is introduced, where students pick a past cyclone
and write a newspaper article on its impacts using images, diagrams, facts
and figures.
How can cyclones be prepared for?
Think-Pair-Share: Students are asked: What can be done to prepare for
cyclones? and What is the role of science in preparing for a cyclone?
Think, Pair, Share
(ELT)
Cyclone
preparation
worksheet
Students consider the questions, discuss in pairs and then share their
(Turn and Talk)
Students are given the cyclone preparation worksheet, which considers the
(AOL)
Students are arranged into groups of four, discussing their answer and
deciding on the top six things people should do in preparing for cyclones,
Large sheets
of paper
Performance
The class discusses and compare each groups top six, debating the
C3B4ME (AIR)
task
importance of each and deciding on the classs top six.
Thirty-Second
instruction
The class discusses the different ways science contributes to preparing for
Share (CLI)
cyclones, creating a class list, and considering the implications if science
sheet
were not available for studying, predicting, and tracking cyclones.
Relevant
website links
Project exemplar
(CLI)
Class set of
iPads
Rubric discussion
(CLI)
writing these on a large piece of paper.
Talk Partners
answers with the class.
above questions, for which they then research using iPads and complete.
Project
exemplar
The second performance task is introduced to students. Students, in
groups of four, create a video explaining how to prepare for a cyclone.
Presenting evidence of learning
Presentations: Students take it in turns to read and present both of their
performance tasks. Students ask questions to presenters and give
feedback.
Students display their performance tasks in the class and on the classs
website page.
I Used to Think...
iPads
(AOL)
Two Stars and a
Wish (FLF)
Class set of
Smartboard
Assessment Strategy Codes
Assessment Strategy
Strategy
Code
Clarifying, sharing, and understanding learning intentions and criteria for success
CLI
Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning
ELT
Providing feedback that moves learning forward
FLF
Activating learners as instructional resources for one another
AIR
Activating learners as owners of their own learning
AOL
(ACARA, 2016; Leahy, Lyon, Thompson, & Wiliam, 2005, p. 20)
