ICONIC GAMESYEAR 5
TERM 3 · WEEK 1Disaster Detectives

TERM 3 · WEEK 1

Disaster Detectives

Year 5 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?

I can use subject-specific vocabulary accurately.

TEACH · LEARN THE IDEA

Technical vocabulary is useful when it makes an explanation more exact. Define unfamiliar terms through context and use them consistently.

  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

A habitat is the place an organism lives and gets what it needs to survive.

NOW YOU TRY · YOUR MISSION

Which term means material thrown into the air during an eruption?

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
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Build the first word to begin.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CHECK THE CORE IDEA

Which term means material thrown into the air during an eruption?

Complete this final Year 5 application when you are ready.
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?

I can distinguish fact, opinion and claims that need evidence.

TEACH · LEARN THE IDEA

A reliable claim can be checked against evidence. Look for named sources, data, direct observations and whether the writer separates fact from viewpoint.

  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

‘The river rose 42 cm’ is checkable data. ‘It was the worst day ever’ is a viewpoint unless a measure is provided.

NOW YOU TRY · YOUR MISSION

Which claim is most responsible?

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.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

READ FOR EVIDENCE

Monitoring Station A recorded increased small earthquakes over three days. Gas measurements also rose, while the lake temperature stayed almost unchanged. Scientists note that these signals can indicate changing volcanic activity, but they do not prove exactly when or whether an eruption will occur.

Fluency check: read the source aloud once at a natural pace, pausing where the punctuation tells you to.

CHECK THE CORE IDEA

Which claim is most responsible?

Complete this final Year 5 application when you are ready.
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?

I can explain how or why something happens using a logical sequence and precise vocabulary.

TEACH · LEARN THE IDEA

Explanations organise causes, processes or relationships. Use technical vocabulary where it adds precision and link ideas with cause-and-effect language.

  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

Rain enters the drain, then flows into the stream. Because the drain connects to the waterway, litter can reach the moana.

NOW YOU TRY · YOUR MISSION

Explain what the evidence suggests and clearly state one limit on what can be concluded.

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.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Explain what the evidence suggests and clearly state one limit on what can be concluded.

Minimum guide: 110 words. Quality matters: make the reasoning, evidence or design decision clear.
□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
Complete this final Year 5 application when you are ready.
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?

I can interpret and compare data, describe patterns and justify conclusions.

TEACH · LEARN THE IDEA

Read scales carefully, compare categories or time points and distinguish the data from your explanation of why a pattern might exist.

  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

If one category rises from 24 to 36, the increase is 12. The graph shows the change; another source may be needed to explain its cause.

NOW YOU TRY · YOUR MISSION

1) Station A records 12 mm and Station B records 18 mm. How many millimetres more did Station B record? 2) Measurements are grouped as 0–9 mm: 2 readings; 10–19 mm: 5 readings; 20–29 mm: 3 readings. Which group has the greatest frequency?

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.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CORE YEAR 5 QUESTIONS

Complete this final Year 5 application when you are ready.
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?

I can use evidence to recommend an action.

TEACH · LEARN THE IDEA

A recommendation should link evidence to a decision. State the evidence, explain what it means, then justify the action you propose.

  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

Because the busiest area has twice as many visitors, placing an extra sign there is supported by the data.

NOW YOU TRY · YOUR MISSION

Recommend one sensible monitoring action using the evidence, while avoiding a claim the data cannot support.

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.
YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Recommend one sensible monitoring action using the evidence, while avoiding a claim the data cannot support.

Minimum guide: 80 words. Quality matters: make the reasoning, evidence or design decision clear.
□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved
Complete this final Year 5 application when you are ready.
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.
YEAR 5 DEEP DIVE · REQUIRED Finish the game, then prove the learning in the final rounds.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YEAR 5 GAME CHECK

Finish the game first, then use the learning from this week to clear these three final rounds.

Station A 12 mm, Station B 18 mm. Difference?
Evidence can prove exact eruption time?
Which grouped interval has the most readings: 0–9: 2, 10–19: 5, 20–29: 3?
Complete this final Year 5 application when you are ready.

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 independence, challenge level and the next useful Year 5 practice step.

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

How did you avoid turning evidence into a stronger claim than it supported?

How did this week feel?

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

YEAR 5 HOMEWORK CLUB

Your Year 5 progress

Your work saves on this device.

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