Beruflich Dokumente
Kultur Dokumente
Unit title
Duration of unit
Year 5 Geography
12 x 70 Minute Lessons
Identify Curriculum
Key/Guiding Questions
Problem - The Sunshine Coast has been issued with a severe fl ood warning which threatens to cause the
next natural disaster! What can we do!?
Content Descriptions:
Geographical
knowledge and
understanding
The impact of bushfires or floods on environments and communities, and how people can
respond (ACHGK030)
mapping and explaining the location, frequency and severity of bushfires or flooding in
Australia
explaining the impacts of fire on Australian vegetation and the significance of fire
damage on communities
researching how the application of principles of prevention, mitigation and
preparedness minimises the harmful effects of bushfires or flooding
Observing,
questioning and
planning
develop geographical questions to plan an inquiry about the impact of bushfires or floods on
people and places
Collecting,
recording,
evaluating and
representing
collect, record and represent relevant geographical data and information from sources about the
location, frequency and severity of bushfires or flooding in Australia and a selected country or
world region
represent the locations of bushfires or flooding in Australia and a selected country or world
region on large-scale and small-scale maps
evaluate the usefulness of collected data and represent data and information
Interpreting,
analysing and
concluding
investigate management of spaces within places affected by bushfires or floods and identify the
principles of prevention, mitigation and preparedness as ways to minimise the effects of
bushfires or flooding
Communicating
interpret geographical data and information and infer relationships to draw conclusions to
identify distributions, patterns and trends about bushfires or flooding using spatial technologies
where appropriate.
Reflecting and
responding
Present findings and ideas and reflect on learning to propose actions about the management of
spaces within places.
Unit outline
This unit of work was designed for a Year 5 cohort based on the Geography Curriculum. The focus was creating a unit which
integrates ICTs in an authentic, purposeful manner to transform the learning design and outcome. The topic for the unit is the
impact of flooding on people and the environment. Flooding was chosen as opposed to bushfires due to the location of the
intended cohort given that flooding is much more of a threat to their everyday lives based on the patterns of historical events
in Queensland. The context is provided to the students in the form of an authentic problem relating to their real lives:
Problem - The Sunshine Coast has been issued with a severe fl ood warning which threatens to cause the
next natural disaster! What can we do!?
The unit has been planned with the integration of two major frameworks. Firstly, the content and learning sequence was
designed around the Science 5 Es framework (engage, explore, explain, extend and evaluate (Australian Academy of
Science, 2015) Secondly, the pedagogy and presentation of the teaching strategies to students was designed using the
Technology Cycle (Queensland Studies Authority, 2003).
These frameworks and the integration of ICTs were selected to ensure that the learning experiences provided an authentic,
rigorous, problem-based inquiry sequence which encourages student directed learning and higher order thinking skills.
Students will:
Interpret data;
Evaluate sources;
Consider the location, frequency and severity of bushfires and floods using a map;
Present findings.
Assessment Overview
Students use their knowledge and understandings of the topic developed through the problem based learning approach to
develop a disaster management plan to aid the people of the Sunshine Coast to prevent, prepare, mitigate and respond to a
potential flood in the area. The task will be evidenced in the students group construction of a website demonstrating their
learning and research. They will then use their new knowledge to create and present a Disaster Management Plan in their
groups in a format of their choice. The will finally evaluate their disaster management plans in the form of an individual peer
assessment which will be presented as a blog post.
The learning design incorporates opportunities for students to acquire the skills and knowledge to complete this task as well
as the opportunity for feedback and support throughout. The assessment is to be completed in allocated computer lab time.
Students will be encouraged to access the library computers or work from home to complete tasks outside of this schedule.