The document outlines educational outcomes for various subjects, emphasizing the development of effective communication skills, environmental awareness, mathematical understanding, and creative expression.
HSIE
ENS3.5 Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act in an ecologically responsible manner.
- explains the effects of natural changes on the environment, such as floods, earthquakes and fires, and how people respond to these changes.
- evaluates a variety of ways of addressing environmental problems in Australia and other countries.
- investigates an environmental issue of local, State, national, regional or global significance.
Science
ES S3.6 Recognises that the Earth is the source of most materials and resources, and describes phenomena and processes, both natural and human, that form and change the Earth over time.
- researches information on the causes and effects of catastrophic events such as earthquakes and cyclones.
CAPA
DRAS3.3 Devises, acts and rehearses drama for performance to an audience.
- devises drama in collaboration with others using scripted and unscripted material as resources for drama performances.
DAS3.1Performs and interprets dances from particular contexts, using a wide range of movement skills and appropriate expressive qualities.
- devises drama in collaboration with others using scripted and unscripted material as resources for drama performances.
Mathematics
MS3.5 Uses twenty-four hour time and am and pm notation in real-life situations and constructs timelines.
- determines a suitable scale and uses the scale to draw a timeline.
DS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence.
- draws a line graph to represent data that demonstrates a continuous change eg hourly temperature.
English
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well organized ideas dealing with more challenging topics.
- explains familiar phenomena with more technical terminology and complex ideas.
WS3.9 Produces a wide range of well-structured and well-presented factual texts for a wide variety of purposes and audiences, using increasingly challenging topics, ideas, issues and written language features.
- records information from at least one source before writing an explanation.
Natural Disasters-Unit of work
Reflecting
Task 8: While reflecting, students begin to construct their second draft of their explanation.
Assessment: Students will be asked to self-assess their learning so far in the unit. They will be provided a set of questions to answer such as, what have you enjoyed so far? What have you not enjoyed? What are some of the things you have learnt? What do you still want to learn? Is your collaborative group working well? Anything else?
Resources: Students will use their first draft of their explanation as a starting point for their second draft. They will still have access to the language features and structure used in Task 1.
Differentiation: Students will have their first draft marked by the teacher with appropriate feedback. Students will be able to refer to this feedback while constructing their second draft.
Integrated KLA: English. Students are writing their second draft of their explanation. They are learning about the editing process.
Task 7: In their groups, students will follow the structure of DeBono's thinking hats to reflect on and answer specific questions about their chosen disaster and their learning process. For example:
White: What did you already know about your natural disaster?
Red: How did you feel after reading your case study? How do you think the people felt?
Black: What were some of the problems with people’s preparations for your natural disaster; why are natural disasters bad?
Resources: Students will be provided with a list of the questions which correspond to DeBono's hats. Students will complete their answers in their HSIE books to allow for longer responses.
Differentation: DeBono's thinking hats allows for lower order thinking and higher order thinking questions.
Going Further
Task 9: In their groups, students must formulate three key questions to extend their knowledge on their chosen natural disaster. They must also outline the safety precautions necessary for their disaster.
Resources: Students will use the webquest to develop their questions and find the answers to their key questions.
Outcome: ENS3.5
Differentiation: The three key questions allow for students to develop their higher order thinking skills. When students are asked to outline the saftey precautions, this caters for lower order thinking skills.
Acting and Applying
Task 10: Students will decide in their groups how to present their findings to the class and then the school. This information should include their case study, information from their individual explanations and from the key questions that they have answered.
Type of presentation methods include:
- PowerPoint presentation
- A news report
- A video
- A dance performance (accompanied by a narration)
- A drama performance (accompanied by narration)
- A speech or debate
Assessment: The presentation and explanation will be final formative assessments for this unit. The presentation will be a group assessment and the explanation will be an individual assessment.
Resources: Depending on their chosen presentation, students will use a range of resources. This could include a computer, a camera or video camera, props for drama and music for dance.
Outcomes: English- TS3.1 and WS3.9
CAPA- DRAS3.3 and DAS3.1
Differentiation: This task caters for a variety of learning styles and allows students to develop their presentation in a format that interests their group.
Integrated KLA: English. Students must also complete a final copy of their explanation. Their presentation will require them to use their talking and listening skills.
Integrated KLA: CAPA. Students have the option to conduct their presentation as a dance or drama performance. This includes composing their piece, performing and accompanying their performance with a narration.
Sorting Out
Task 6: Students will join with another group to compare and contrast the information they have gathered on the effects of their natural disaster.
Resources: Students will be given a 'T chart' to complete their task. Students are required to record the similarities and difference in this chart.
Outcome: TS3.1
Differentation: Students will be in mixed ability groups to allow for peer teaching.
Integrated KLA: English. Students will employ their talking and listening skills as they converse with another group.
Task 5: Students will graph information they find on their chosen natural disaster, such as the frequency of occurrance etc. depending on the disaster and its effects. Students will then put this information into a timeline.
Resources: Teacher to demonstrate how to graph a natural disaster. Students to complete the task in pairs, within their group on graph paper.
Outcome: MS3.5 and DS3.1
Differentiation: Students will be in mixed ability groups to allow for peer teaching.
Integrated KLA: Mathematics. Students will learn about types of graphs. They can interpret this information and also present this information in the form of a timeline.
Task 4: Students will sort through the information gathered and record all relevant information. They will be given time to write the first draft of their explanation.
Resources: Students will continue to complete the webquest tasks. Their first draft of their explanation will be written in their English books. They will be given a scaffold if necessary.
Outcome: WS3.9
Differentiation: There will be an explanation scaffold for students who are having difficulty. Students can also refer back to Task 1, where the language features and structure of an explanation were made explicit.
Integrated KLA: English. The explanation task is an individual piece of writing, even though the research is conducted as a group.
Finding Out
Task 3: Students are provided with a case study of their chosen natural disaster, which they must familiarise themselves with, to help them prepare for their final presentation. They should record important facts to use in their explanation.
Resources: Students will use the case study provided in the webquest to help them complete their task.
Outcome: TS3.1
Differentiation: Students are each given a particular role within their groups. This will determine what their responsibilities are which will give them direction in their learning. If students have difficulty understanding their case study, they can collabortate with their peers.
Integrated KLA: English. Students will use information from their case study and other research to begin writing their draft explanation.
Task 2: Students choose a natural disaster. They will define the natural disaster and then research the following questions:
- How does it occur?
- Where has it been located?
- How do you prepare for your natural disaster?
Resources: Students will continue to follow the steps outlined in the webquest. Books provided by the teacher include:
- Pathfinders Weather
- Pathfinders Earthquakes and Volcanoes
- 365 Science Experiments
Outcome: ESS3.6
Differentiation: As this task is part of the Inquiry Method it is student-centered. Students are able to decide the degree of difficulty of their answers. The resources provided in the webquest cater for a range of cognitive abilities.
Integrated KLA: Science and Technology. Students will use this research session to identify the causes and effects of catastrophic events. As a class students will conduct a science experiment on how volcanoes erupt. Students in their groups will also conduct experiments specific to their disaster. They will use the experiments found in books provided by the teacher.
Tuning In
Task 1: In small groups, students define what a natural disaster is.
Students should be thinking about which natural disaster they would like to futher research.
Assessment: Teacher observation.
Reseoruces: Students will be using the Natural Disasters webquest.
Outcome: WS3.9
Differentiation: Students will be placed in mixed ability groups. They will be given roles within the group that meet their learning needs.
Integrated KLA: English. Focusing on explanations, students will learn about the different language features and the structre of an explantion.
