Drones in DisasterManagement

LESSON PLAN

Developed by Shai Coggins, MTeach© Lumination 2021

©Lumination 2021

Task Summary: Students are to map thedisaster areas on a grid and create a simple management plan.

Subject: Science, Maths Digital Technologies, Design and Technologies

Year Level: Year 4-6

Kit: Drone Kit

Duration: 3 x 90 minute lessons

Drones are increasingly being used as an important part of disaster management. One of the documented uses of drones in disasters happened during the 2015 earthquake in Nepal.

On the 25th of April 2015, Nepal was struck with what is known as the Gorkha earthquake. It killed nearly 9,000 people and injured nearly 22,000. The earthquake had a magnitude of 7.8Mw or 8.1Ms and a maximum Mercalli Intensity of VIII (Severe).

In this activity, students are going to emulate the use of drones in disasters by learning how to map a disaster zone and come up with a plan to manage the situation.

• Ensure the Tello app is installed onthe mobile devices - this isrequired to record video from thedrone and also provides updateand troubleshooting capabilities(Tello EDU does not provide accessto the camera feed).

• Charge all drones ahead of time,including any spare batteries ifapplicable.

• Check that mobile devices haveenough storage capacity availableto store videos and/or photos.

Preparation• Create or print out a grid. You can

use the free grid template thatcomes with the Drones for DisasterManagement Resource Files. (Note:A grid with 25 boxes would create a5x5 grid that can create a cartesianplane with -2, -1, 0, 1, 2 on the grid.To create a grid with numbers from-5 to 5, you will need to print 121boxes. Print more boxes for a biggerarea for the cartesian plane. Youmay also opt to mark the top andside of the grid with letters andnumbers instead, if you're notteaching the cartesian plane.)

Alternatively, you can use masking tape to mark the floor to create a grid.

DRONES FOR DISASTER MANAGEMENT RESOURCES

• Create or print out disaster symbolsand human symbols to markdisaster areas and human markers(for survivors or victims). This is alsoincluded in the resource files.

• Lay out your grid with the disasterand human symbols. Make sureyour grid and symbols are wellprotected and adhered to theground as the drones may easilyaffect their position.

• Print out or distribute a digital copyof the Drones in DisasterManagement Task Sheet forstudents.

Act ty Sequence If drone safety procedures haven't been mentioned to the class before, please make sure to take the time to go through this with the students.

Tuning In: As a class, watch the 'Drones for Disaster Management' video, which focuses on the 2015

Nepal Earthquake. Discuss the different ways that drones were used in managing the effects of the earthquake.

Stage 1 (1 x 90 minutes)

Get students to work in groups of 2 to 5. Ask students to take turns being pilots, navigators, and data recorders.

Guide students to fly the drones across the grid manually. You can use specified coordinates to guide the students using coordinate cards or let the students identify their coordinates.

Ask students to record each flight (ie, Flight Number 1 landed on x, y coordinates).

To extend, students may choose to fly the drones to specific coordinates using the coordinate cards by coding the drones.

Discuss the difference between flying the drones manually and by coding. When done correctly, coding the drones would mean more accurate flight and landing.

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Stage 2 (1 x 90 minutes)

Add the disaster and human symbols on different parts of the grid.

With students away from the grid and just using the camera function of the drones, get the students to identify the coordinates of the disasters and humans on the grid. Take photos and/or videos for documentation and reference.

Graph the number of humans located on the disaster area grid.

Using the information that the students have gathered from the grid with the drones, ask them to come up with a simple disaster management plan.

Stage 3 (1 x 90 minutes)With the students' simple disaster management plan, ask the students what type of drone attachment would be helpful for their plan.

Get students to design a drone attachment that could help with any of the following drone functions during disaster management - supplies delivery, search and rescue, or aerial reconnaissance. Students may use traditional media (ie, pen and paper) or digital options (eg, Tinkercad or CoSpaces) when designing their attachments. If using Tinkercad, you can search the gallery for a drone template that the students can remix for their design. If using the Lumination drone kit, you can use this template to tinker and create - https://www.tinkercad.com/things/2PSEt9rYdwN

Ask the students to write down the purpose or function of their drone attachment. Let them explain how it would work in real life.

• If the students use Tinkercad orother 3D modelling software todesign their drone attachments,they may opt to 3D print theirdesign and test it with a drone.

• Ask students how they wouldimprove their drone attachmentdesigns if they could. Get studentsto give each other constructivefeedback on how to improve.

Extension Ideas• Let students create a disaster

scenario on CoSpaces and getthem to show how drones can helpin that scenario. If they created adrone attachment via Tinkercad,they can import their creation toCoSpaces to add into their scene.

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Resources and NotesMore drones in disaster management videos:Emergency Response with Drones, Drones Doing Disaster Relief in Nepal, Drones in Flood Management.

Drone Safety:Drone Rules in Australia

What a simple cartesian plane grid map and a 10x10 grid map might look like:

Assessment Criteria Successful completion of the Drones in Disaster Management Task Sheet

Maths

• Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)

• Solve problems involving the comparison of lengths and areas using appropriateunits (ACMMG137)

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Curriculum ConnectionsACARA - Year 6Science

• Sudden geological changes and extreme weather events can affect Earth’ssurface (ACSSU096)

• Scientific knowledge is used to solve problems and inform personal andcommunity decisions (ACSHE100)

• Construct and use a range of representations, including tables and graphs, torepresent and describe observations, patterns or relationships in data using digitaltechnologies as appropriate (ACSIS107)

Cartesian Plane Grid Map

10x10 Grid Map

ACARA - Year 5/6Digital Technologies

• Design, modify and follow simple algorithms involving sequences of steps,branching, and iteration (repetition) (ACTDIP019)

• Implement digital solutions as simple visual programs involving branching,iteration (repetition), and user input (ACTDIP020)

Design and Technologies

• Critique needs or opportunities for designing and investigate materials,components, tools, equipment and processes to achieve intended designedsolutions (ACTDEP024)

• Generate, develop and communicate design ideas and processes foraudiences using appropriate technical terms and graphical representationtechniques (ACTDEP025

ACARA - Year 4Science

• Earth’s surface changes over time as a result of natural processes and humanactivity (ACSSU075)

Maths

• Use simple scales, legends and directions to interpret information contained inbasic maps (ACMMG090)

Looking for More Lesson Plans? Check out our resource repository.

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