ICONIC GAMESYEAR 4
TERM 3 · WEEK 1Disaster Detectives

TERM 3 · WEEK 1

Disaster Detectives

Year 4 Disaster Detectives investigating natural-hazard evidence inside an Aotearoa science command centre.

Investigate the clues. Read the data. Explain what the evidence suggests.

0 / 7 missions complete
Young Disaster Detectives building and comparing word parts in a natural-hazards word laboratory.

ENGLISH

Disaster Word Lab

01 · Disaster Word Lab

Welcome to the Disaster Word Lab. Scientists use meaningful word parts to unlock unfamiliar vocabulary before they investigate evidence.

WHAT AM I LEARNING?

Use roots, base words, prefixes and suffixes to infer the meaning of natural-hazard vocabulary.

Need help? See the steps
TEACH · LEARN THE IDEA

A morpheme is a meaningful part of a word. A prefix comes before a base word and a suffix comes after it. For example, re + build means build again, while move + ment turns the action move into the idea movement.

  1. STEP 1Read each whole word first.
  2. STEP 2Find the base word or root that carries the main meaning.
  3. STEP 3Look for a prefix or suffix and say what that part adds.
  4. STEP 4Put the parts back together and explain the whole word in your own words.
WE DO ONE TOGETHER

MODEL IT: re + build → rebuild. The prefix re- means again, so rebuild means build again. move + ment → movement. The suffix -ment turns the action move into the idea or result of moving.

NOW YOU TRY · YOUR MISSION

Build, break and explain: rebuild, movement, prediction, unsteady, observer, measurement.

INTERACTIVE WORD BENCH

Build the hazard word

1 / 6

Drag or tap the meaningful word parts into the two slots. Then match the completed word to its meaning.

MEANING CLUE
+
Build the first word to begin.
Young investigators observing a fictional Aotearoa volcano from a safe monitoring station using scientific equipment.

ENGLISH · SCIENCE

Read the Warning Signs

02 · Evidence Desk

You are at the evidence desk. Your job is not to guess an eruption — it is to read the monitoring log, compare clues and make only the conclusion the evidence supports.

WHAT AM I LEARNING?

Make an inference from a natural-hazard monitoring log and identify evidence that supports a cautious conclusion.

Need help? See the steps
TEACH · LEARN THE IDEA

An observation is something recorded or measured. Evidence is an observation that supports an idea. An inference is what you work out from the evidence. Good investigators also name what their evidence cannot prove.

  1. STEP 1Read all three days before deciding anything.
  2. STEP 2Compare the tremor count, gas reading and temperature across the days.
  3. STEP 3Choose at least two observations that support your inference.
  4. STEP 4Use cautious words such as suggests, may or could when the evidence is uncertain.
  5. STEP 5State one conclusion the short monitoring log cannot prove.
WE DO ONE TOGETHER

MODEL IT: Imagine a practice station records 1 tremor on Day 1 and 4 tremors on Day 2. The observations are the recorded numbers. They are evidence of a change. A careful inference is: “The readings suggest activity increased.” We still cannot say an eruption will happen.

NOW YOU TRY · YOUR MISSION

Which day suggests the greatest volcanic activity? Give two pieces of evidence. What can scientists not conclude from this three-day log alone?

MONITORING STATION

Inspect the warning signs

3 days

Tap each day, inspect the instruments, and collect evidence. Then decide what the evidence supports.

Your evidence cards

Inspect an instrument to collect evidence.

Observation, inference, or unsupported claim?

An observation is recorded. An inference is worked out from evidence. An unsupported claim goes further than the evidence allows.

How certain can we be?

Choose the language that best matches this three-day monitoring log.

Start by inspecting Monday's instruments.
Young investigators connecting observations, evidence and explanations on a collaborative science evidence board.

ENGLISH · SCIENCE

Explain the Evidence

03 · Explanation Studio

Turn your investigation into a scientific explanation. The goal is to connect observations to a careful conclusion, not to make the disaster sound dramatic.

WHAT AM I LEARNING?

Write an informative scientific explanation that links observations to evidence and uses cautious language for an uncertain natural-hazard conclusion.

Need help? See the steps
TEACH · LEARN THE IDEA

A strong evidence-based explanation follows a chain: OBSERVATION → EVIDENCE → WHAT IT SUGGESTS. Scientific explanations use precise data and cautious language when the evidence does not prove a certain outcome.

  1. STEP 1Plan the first paragraph: describe the pattern across the three days and include specific data.
  2. STEP 2Explain why those observations are evidence of increasing activity.
  3. STEP 3Plan the second paragraph: state what the evidence suggests using may, could or suggests.
  4. STEP 4Add a limitation — something this three-day log cannot prove or predict.
  5. STEP 5Read both paragraphs again and remove any claim that sounds more certain than the evidence allows.
WE DO ONE TOGETHER

MODEL IT: “The monitoring station recorded more tremors on the second day. This evidence suggests activity may be increasing because the number of recorded tremors rose. The short set of readings cannot prove what will happen next.” Notice the data → explanation → cautious conclusion → limitation pattern.

NOW YOU TRY · YOUR MISSION

Write two paragraphs explaining what the Maunga Kōwhai monitoring log suggests. Include at least three data details from the log, link evidence to your explanation, use words such as because, suggests, may or could, and state one thing the evidence cannot prove.

EXPLANATION BUILDER

Build the reasoning before you write

2 paragraphs

First arrange the reasoning chain. Then collect at least three real data details for your plan. After that, write the explanation in your own words.

1 · Put the explanation chain in order

2 · Collect evidence for your paragraphs

Sentence models

The evidence suggests… This may mean… However, the data cannot tell us…
Start by putting the four reasoning cards in order.
Young learners measuring simulated volcanic ash samples carefully using rulers and recording their observations.

MATHS

Ashfall Measurement Lab

04 · Disaster Data Centre

At the Disaster Data Centre you will treat ash depth as measured data. Read every value with its unit before comparing the set.

WHAT AM I LEARNING?

Interpret a small continuous numerical data set, use measurement units correctly and identify the type of variable being measured.

Need help? See the steps
TEACH · LEARN THE IDEA

Ash depth is continuous numerical data because it is measured. A measured value needs a unit. Frequency tells how many times a value appears. Highest and lowest values help describe the spread of the data.

  1. STEP 1Read the six ash-depth measurements and keep the millimetre unit with the values.
  2. STEP 2Find the highest and lowest measurements.
  3. STEP 3Count how often 6 mm appears.
  4. STEP 4Decide whether the variable is categorical, counted discrete data or measured continuous data.
WE DO ONE TOGETHER

MODEL IT with different practice data: 2, 3, 3, 5 mm. Highest = 5 mm. Lowest = 2 mm. The frequency of 3 mm = 2. Depth is continuous numerical data because it is measured, not counted into whole-number categories.

NOW YOU TRY · YOUR MISSION

Ash-depth measurements from six trays after a simulated ashfall (mm): 4, 6, 6, 8, 5, 6. 1) Highest depth 2) Lowest depth 3) Frequency of 6 mm 4) Is ash depth categorical, discrete numerical or continuous numerical data?

ASHFALL MEASUREMENT LAB

Measure the six ash samples

0–10 mm

Tap a sample to move the ruler beside it, read the depth, then choose the measurement. You can also drag the ruler across the bench.

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Now classify the variable

Categorical describes groups. Discrete numerical is counted. Continuous numerical is measured.

Measure Sample A first.
Young Disaster Detectives preparing a data briefing in a natural-hazards command room.

MATHS

Ashfall Data Briefing

05 · Hazard Briefing Room

Now brief the response team with a data visualisation. Build the dot plot first, then say what the data shows and what it cannot tell you.

WHAT AM I LEARNING?

Create a dot plot for measured data and draw a simple evidence-based conclusion while recognising what the data cannot show.

Need help? See the steps
TEACH · LEARN THE IDEA

A clear dot plot has a useful title, a labelled numerical scale and the measurement unit. Put one dot in the correct position for every measurement, stacking dots when the same value occurs more than once.

  1. STEP 1List the six values in order so none are missed.
  2. STEP 2Draw or build a scale from 4 to 8 and label it ash depth (mm).
  3. STEP 3Place one dot for each measurement: 4, 5, 6, 6, 6 and 8.
  4. STEP 4Write one conclusion that names a number or frequency from the plot.
  5. STEP 5Write one question the ash-depth data alone cannot answer.
WE DO ONE TOGETHER

MODEL IT with practice data 2, 3, 3, 5 mm: put one dot above 2, two stacked dots above 3, and one dot above 5. A supported conclusion is “3 mm occurred most often, with a frequency of 2.” The plot cannot tell us why the measurements were different.

NOW YOU TRY · YOUR MISSION

Use the simulated ash-depth measurements 4, 6, 6, 8, 5, 6 mm to build a dot plot with a clear title, labelled scale and millimetre unit. Then identify the minimum, maximum, frequency and spread, choose one conclusion supported by the graph, and identify something the data cannot tell you.

DATA BRIEFING

Build the ash-depth dot plot

6 readings

Drag or tap each measurement token onto the matching value. Repeated values stack. Then use the finished plot as evidence.

Simulated ash depth (mm)
Place the six measurements on the plot.
Young Disaster Detectives coordinating a safe natural-hazard response using a rover, radio, supplies and a community refuge map.

Hazard Sweep

06 · Hazard Map
GAME BREAK

Reveal safe tiles, use number clues to infer nearby hazard zones, place warning markers, collect six sensor readings and locate the marae community refuge. Your first reveal is always safe.

HAZARD SWEEP · FICTIONAL TRAINING MAP

Use the clues. Mark the hazard zones.

Reveal safe tiles to uncover number clues. Each number tells you how many hazard zones touch that tile. Use the evidence to decide where warning markers belong. A hazard hit costs one strike; three strikes reset this training board.

MARKERS0 / 8 SENSORS0 / 6 STRIKES0 / 3
Choose REVEAL, then tap a hidden tile. Safe tiles reveal number clues. If you hit a hazard, you lose a strike. Three strikes reset the training board.

Detective Debrief

07 · Detective Debrief

Finish at the debrief room. Check how the three main detective skills feel now: word parts, evidence and data.

WHAT AM I LEARNING?

Reflect on how confidently the learner used evidence, measurement and cautious conclusions.

Need help? See the steps
TEACH · LEARN THE IDEA

Good learners notice both what feels secure and what deserves another go. Reflection helps you choose the next useful practice instead of guessing what you need.

  1. STEP 1Rate yourself as a Word Detective, Evidence Detective and Data Detective.
  2. STEP 2Choose Got it, Needed help or Want another go for each skill.
  3. STEP 3Pick one skill you would most like to revisit next.
NOW YOU TRY · YOUR MISSION

Rate your confidence as a Word Detective, Evidence Detective and Data Detective, then choose one skill you would like to revisit.

How did this week feel?

There are no right or wrong answers. Choose what feels true for you.

YEAR 4 HOMEWORK CLUB

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Recommended next: Term 1, Week 1 →