References

 References (Resources) 

 ABC Education. (n.d.). Volcanoes and People. https://www.abc.net.au/education/btn-volcanoes-and-people/13940840

Australian Institute for Disaster Resilience. (n.d.). The Ultimate Guide: Tsunami. https://knowledge.aidr.org.au/resources/the-ultimate-guide-tsunami/#/

Education Services Australia. (2017). The Earth's Structure. https://www.scootle.edu.au/ec/viewing/L5826/L5826/index.html#

Geoscience Australia. (n.d.). Earthquakes. https://earthquakes.ga.gov.au/

References (Images)

Cosmos. (2014). Tectonic plates on a world map. https://cosmosmagazine.com/earth/earth-sciences/how-the-earths-tectonic-plates-began-to-move/

CBS News. (2018). Photograph of earthquake in Alaska. https://www.cbsnews.com/news/earthquakes-anchorage-alaska-aftermath-recovery-cleanup-debris-road-damage-latest-2018-12-02/

Gizmodo. (2015). 15 years of earthquakes in four minutes. from: https://gizmodo.com/search?blogId=4&q=relive%2015%20years%20of%20earthquakes%20in%20four%20mesmerising%20minutes

USA Today. (2013). Tsunami breaching sea barrier in Japan 2011. https://www.usatoday.com/story/news/world/2013/01/02/tsunami-bomb-us-new-zealand/1804483/

Insider. (2014). How tsunamis form. https://www.businessinsider.com/what-is-a-tsunami-2014-4

Get Wallpapers. (n.d.) Volcanic eruption wallpaper. https://getwallpapers.com/collection/volcanic-eruption-wallpaper

International Business Times. (2015). Ash and lava spew from the Villarrica volcano, as seen from Pucon town in the south of Santiago. https://www.ibtimes.co.in/catastrophic-volcanic-eruption-can-wipe-out-human-civilisation-scientists-warn-629832  

Eskipaper. (2023). Photograph of volcanic eruption. https://eskipaper.com/volcano-8.html

References (Background) 

Australian Institute for Teaching and School Leadership. (2017). Australian Professional Standards for Teachers. All career stages. https://www.aitsl.edu.au/standards

Avsec, S., & Kocijancic, S. (2016). A path model of effective technology-intensive inquiry-based learning. Journal of Educational Technology & Society, 19(1), 308-320. https://www.jstor.org/stable/pdf/jeductechsoci.19.1.308.pdf

Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200). https://peer.asee.org/the-flipped-classroom-a-survey-of-the-research

Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overconfidence. Applied Cognitive Psychology, 35(4), 1082-1089. https://onlinelibrary.wiley.com/doi/abs/10.1002/acp.3814?casa_token=1PUEE-UA1ZgAAAAA:bQZ6kOaWlF9qJ1TY2ynuaLNbQ1tkzV8ylLhs7rGl_xFMOO25r7wNQJq6flyvW0qT1q2uWPJVr1N7XJPp

Feshbach, N. D., & Feshbach, S. (2009). Empathy and education. The social neuroscience of empathy, 85(98). https://www.google.com.au/books/edition/The_Social_Neuroscience_of_Empathy/KLvJKTN_nDoC?hl=en&gbpv=1&dq=considering+others+perspectives+empathy&pg=PA85&printsec=frontcover

Fine, M. S., & Minnery, B. S. (2009). Visual salience affects performance in a working memory task. Journal of Neuroscience, 29(25), 8016-8021. https://www.jneurosci.org/content/29/25/8016.short

Firman, M. A., Ertikanto, C., & Abdurrahman, A. (2019, February). Description of meta-analysis of inquiry-based learning of science in improving students’ inquiry skills. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022018). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1157/2/022018/meta

Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC medical education, 14(1), 1-9. https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-14-181%E2%80%8E

Gordon, K. R. (2020). The advantages of retrieval-based and spaced practice: Implications for word learning in clinical and educational contexts. Language, Speech, and Hearing Services in Schools, 51(4), 955-965. https://pubs.asha.org/doi/abs/10.1044/2020_LSHSS-19i-00001

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioural sciences, 31, 486-490. https://www.sciencedirect.com/science/article/pii/S1877042811030205

Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69, 101048. https://www.sciencedirect.com/science/article/pii/S0898589822000365?casa_token=rKkdqhK_weEAAAAA:gFPyBKP_jIis-RJ8RUvmbamc5b1A4NW-Y4NYnnXpyGVIMSBuuv8T7Ty5II4vdKuLxepF9Lv9Tg

Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educational psychology review, 19, 309-326. https://link.springer.com/article/10.1007/s10648-007-9047-2

Sankey, M., Birch, D., & Gardiner, M. W. (2010). Engaging students through multimodal learning environments: The journey continues. Proceedings of the 27th Australasian Society for Computers in Learning in Tertiary Education, 852-863. https://research.usc.edu.au/esploro/outputs/99449645202621?institution=61USC_INST&skipUsageReporting=true&recordUsage=false

Seufert, S., Guggemos, J., & Tarantini, E. (2020). Online professional learning communities for developing teachers’ digital competences. Technology Supported Innovations in School Education, 159-173. https://link.springer.com/chapter/10.1007/978-3-030-48194-0_9

 

Lesson Four: Volcanoes

 From: Volcanic Eruption Wallpaper (67+ images) (getwallpapers.com

please access this website: https://www.abc.net.au/education/btn-volcanoes-and-people/13940840 

At first the idea that people choose to live on or near volcanoes can seem nonsensical, however as you have learned through this resource volcanoes can have great benefits for people and animals alike. 

Once you have been able to access the website and taken your own notes an email will be sent to you that will inform you who your partner for the next exercise is and an invitation for a Zoom session. During this time, you can discuss how volcanoes affected the people living on or near them based on what you learned from the website. you will then have a chance to compile benefits and drawbacks of living near volcanoes which you can discuss with the class as a whole.

Write the benefits and disadvantages of living near volcanoes in this google document: https://docs.google.com/document/d/19l78KFbGoqnWIGiMqCIAowEYEXvXXCBOrCwnLxX4NEI/edit?usp=sharing

from: https://www.ibtimes.co.in/catastrophic-volcanic-eruption-can-wipe-out-human-civilisation-scientists-warn-629832

from: https://eskipaper.com/volcano-8.html

Lesson Three: Tsunamis

 

From: Report: U.S., New Zealand tested 'tsunami bomb' in WWII (usatoday.com)

Please access this website: https://knowledge.aidr.org.au/resources/the-ultimate-guide-tsunami/#/

Tsunamis can be devasting to the people that are affected by them. Using what you have learned about tsunamis from the website above write a journal entry of someone who is affected by a tsunami. 

your journal entry should be 300 to 400 words in length. 

Things to include in your entry include:

1. Where you live.

2. What time the tsunami occurred.

3. What warning if any did you have.

4. How has this tsunami impacted you.

5. How did living through this tsunami make you feel. 

Once your journal entry is completed a zoom call will be created that you can join to share your journal entry and what you found interesting and new from the resource. It would be advisable to write a list of questions you may still have about tsunamis that we can discuss as a class over the call. 

The link to the session will be emailed to you closer to the date.

from: https://www.businessinsider.com/what-is-a-tsunami-2014-4

Lesson Two: Earthquakes

 

From: https://www.cbsnews.com/news/earthquakes-anchorage-alaska-aftermath-recovery-cleanup-debris-road-damage-latest-2018-12-02/

Please access this website: https://earthquakes.ga.gov.au/

Attached is a document that you can download onto your computer, instructions are on the document. https://docs.google.com/document/d/1P53vd9mLxZr5GqbPp9DoAOX54FIfJ2KMF02SKx4X50o/edit?usp=sharing

once you have completed your research, Over zoom the class will reconvene and you will be paired with another student. you and this student will compare your findings regarding the relationship between earthquake depth and earthquake magnitude.

Things to consider when you compare data:

1. What was the average magnitude of your ten observations?
2. What changes did you make to your hypothesis when you considered the other student's data?
3. What might change if you included 100 observations rather than just ten each?
4. What might change if you collected your data on different days?
5. What does including more data mean for our results?

from: https://gizmodo.com/search?blogId=4&q=relive%2015%20years%20of%20earthquakes%20in%20four%20mesmerising%20minutes

Lesson One: Tectonic plate theory

From: How the Earth's tectonic plates began to move (cosmosmagazine.com)

Please access this website: Tectonics investigator (scootle.edu.au)

Read through the information on the website and answer the questions that are asked. 

this website will provide you the fundamental theories and evidence for the tectonic plate theory. once you have finished with this resource in your own words explain these concepts, you will be able to write down your explanations as a comment on this page.

1. Tectonic plate theory

2. Sea floor spreading 

3. Magnetic striping