Title: Natural Disasters- anniversary of the Harvey Waroona Yarloop fires

Year Level: 5

Teacher: Mrs Williams

Focus Curriculum Area (s): HASS- Geography, English, and ICT

Duration: 4 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General Capabilities
(GP)

Numeracy

ICT

Ethical Behaviour

Personal and Social

Intercultural Understanding

Cross-curriculum
Priorities (CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Year Level
Content
Descriptors

ACELY1703: Use comprehension

strategies to analyse information,
integrating and linking ideas from a
variety of print and digital sources
ACELY1698: Show how ideas and points

Literacy

Histories and Culture

Engagement with Asia

of view in texts are conveyed through the

use of vocabulary, including idiomatic
expressions, objective and subjective
language, and that these can change
according to context
ACELA1502:Understand how to move
beyond making bare assertions and take
account of differing perspectives and
points of view
ACELT1795:Use metalanguage to
describe the effects of
ideas, text structures and language
features on particular audience
ACELY1796: Use interaction skills, for
example paraphrasing, questioning and
interpreting non-verbal cues and choose
vocabulary and vocal effects appropriate

Critical and Creative Thinking

Humanities and Social Sciences:

Year Level
Achievement
Standards

Students develop their understanding and application of skills, including

questioning and researching, analysing, evaluating, communicating and
reflecting. They apply these skills to their daily learning experiences and to
investigate events, developments, issues and phenomena, both historical and
contemporary. Students have the opportunity to inquire into the connections
between people and the environment, and how these interactions influence
one another. The development of the students' mental map of the world is
extended through a study of the location and characteristics of North America
and South America.
In Years 5 and 6, students communicate with peers and teachers from other
classes and schools, community members, and individuals and groups, in a
range of face-to-face and online/virtual environments.
They listen to, read, view, interpret and evaluate spoken, written and
multimodal texts in which the primary purpose is aesthetic, as well as texts
designed to inform and persuade. These include various types of media
texts including newspapers, film and digital texts, junior and early adolescent
novels, poetry, non-fiction and dramatic performances. Informative texts supply
technical and content information about a wide range of topics of interest as
well as topics being studied in other areas of the curriculum Students create a
range of imaginative, informative and persuasive types of texts including
narratives, procedures, performances, reports, reviews, explanations and
discussions..

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for different audiences and purposes

ACELY1699: Clarify understanding of
content as it unfolds in formal and
informal situations, connecting ideas to
students own experiences and present
and justify a point of view
ACELY1701: Identify and explain
characteristic text structures
and language features used in
imaginative, informative and persuasive
texts to meet the purpose of the text
ACELY1705: Re-read and edit students
own and others work using agreed
criteria for text structures and language
features
ACELA1512: Understand the use of
vocabulary to express greater precision of
meaning, and know that words can have
different meanings in different contexts
ACELY1707: Use a range of software
including word processing programs with
fluency to construct, edit and publish
written text, and select, edit and place
visual, print and audio elements
ACTDIP022: Create and communicate
information, including online collaborative
projects, using agreed social, ethical and
technical protocols (codes of conduct)

ACHGK026: main geographical

characteristics of continents and their
locatins in relation to Australia
ACHGK027: the way people alter
environmental characteristics of
Australian place
ACHGK028: comparing how people have
responded to climactic conditions in
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similar and different places

ACHGK030: the impact of bushfires on
environments and communities, how
people can respond.

Knowledge (What are students expected to learn?)

Skills

Place, Space, Environment and Interconnection

Identify current understandings, misconceptions and personal views

Develop and refine a range of research questions

Geographical characteristics of bushfire susceptible areas (North America

as compared to Australia)- the characteristics which are similar and
different across the two continents
The way people alter the environment through fencing, vegetation control,
farming
The impact of natural disasters on communities- personal, environmental
and fiscal
The ways people can prevent and respond to bushfire
How to critically evaluate primary and secondary sources
How to use digital technologies to collect, store and present information
and data
How to ethically communicate information on a digital platform
Understanding how text structures and language features can be used to
understand a text but also make a text
There are multiple points of view and these can be explored within an
event

(What are students expected to be able to do?)

Locate and collect information from a range of sources

Record and collect information and data with a range of methods
Use ethical protocols when researching
Determine if information is relevant
Interpret the information for cause and effect, make connections
Identify other points of view
Translate information and data to different formats
Present findings according to purpose and audience using subject specific
terminology
Use decision making processes to develop possible solutions and plan for
action

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LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
Identify and reflect upon current points of view and misconceptons, and the points of view of others.
Compare similarities and differences between geographical locations for e.g California and Harvey, and explore geographical characterisitcs which may make them prone
to bushfire. Identify how people manage and alter the environment and how these changes may prevent or encourage bushfire. Identify and understand that there are
multiple points of view regarding land management, for example the Indigenous Australian ways to use fire versus the European Australian ways of clearing vegetation.
Collate and present (ethically collected and appropriate) data, which contributes to a community of learning about bushfire prevention and response/management, and
the effects of bushfire on the community.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

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 Drawing on prior and developing knowledge from the English curriculum:

Informative texts supply technical and content information about a wide range of

topics of interest as well as topics being studied in other areas of the curriculum in Years 5 and 6, students communicate with peers and teachers from other
classes and schools, community members, and individuals and groups, in a range of face-to-face and online/virtual environments They listen to, read, view,
interpret and evaluate spoken, written and multimodal texts Use comprehension strategies to analyse information, integrating and linking ideas from a variety of
print and digital sources Re-read and edit students own and others work using agreed criteria for text structures and language features Use a range of
software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements
They make presentations which include multimodal elements for defined purposes They contribute actively to class and group discussions, taking into account
other perspectives Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images
and sound appropriate to purpose and audience Use metalanguage to describe the effects of ideas, text structures and language features on particular
audiences Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective
language, and that these can change according to context (extracted from AC: English v 8.1, 2015).

Bridging content: metalanguage to present different points of view and describe text structures/ features on audiences; the language features and structures
which signal purpose.
Task description:
Bushfire awareness presentation and fundraising event
Task 1: Students are to create an awareness raising presentation about bushfires. They are to select a preferred method for delivery from: presentation to the class using
PowerPoint or similar presentation software or with posters/charts, adding to the class website, wiki creation, digital infographic e.g. pictochart, Prezi; a video or audio
recording, animation, poem, graphic panels, theatrical production, advertisement, or own creation. This must have a clear audience- is this for the general public, for
other school children or for parents, politicians, etc. The audience is to be identified by the students on their marking sheet. Students are encouraged to complete the
assessment in pairs, but may choose to complete individually. The assessment will be due after the unit of work- week 5 and will be added to the class website for
community learning.
Maximum 5 minutes duration.
Task 2: Students create a fundraising event poster or brochure for the Harvey Waroona fires anniversary. The artefacts will be used as a competition piece (principal to
announce winner after class votes), with the winner presenting to the school at the next major assembly. The artefact will then be used around the school as advertising
material for the actual fundraiser at school in week 8.

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Assessment Criteria:
Task 1: students research, analyse and discuss the impacts of bushfires on the environment and the community affected (within an Australian context). The location and
severity is explained, describing geographical characteristics which may have contributed to the event, and others which may have been mitigating factors. Students
research and analyse possible preventative measures and alternative points of view in management, discussing human changes to the environment e.g. farming, clearing
or back burning. Students analyse and evaluate the significance of the impact on the affected community. Students also identify the impacts on the vegetation and
wildlife. Students communicate using subject specific terminology, language structures and textual structures which are appropriate to audience, format and purpose.
The purpose of the assessment is to contribute to a community of learning and awareness as we approach bushfire season.

Task 2: students synthesise and summarise relevant information gathered through task 1, to create an engaging and persuasive brochure or poster. The artefact relates
information about the fundraising event clearly and succinctly to potential participants. The artefact will relay two elements of cause and effect on community and/or
environment. The purpose of the assessment piece is to encourage participation at the fundraising event by drawing attention to the issues surrounding bushfire, as the
anniversary approaches.

Students prior and developing knowledge will be recorded on KWL charts and also of the unit word wall, photos of which will then be uploaded onto the class Dojo page
to document the learning journey.
As ongoing formative assessment, a digital mind map will track developing concepts as a whole class, and the KWL charts will be amended along the way. Draft copies of
work will be written in HASS books, conferencing will provide scaffolding through feedback. Group work will be documented with exit slips and monitored throughout the
unit, supplemented by questioning and observations.
A class website will be created to act as a digital portfolio of learning, but also as a conduit for integrating ICT skills.

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Assessment recording:

Awareness campaign: rubric and final grade records checklist

Brochure/poster: rubric and final grade records checklist

Group work: exit slips, observations checklist and anecdotal records

Class work and discussions: checklists and anecdotal records/ observation checklist, exit slips

Reporting to parents:
A)Class dojo page
B) class website
C) end of year reporting

Feedback:

One to one conferring during researching and planning/drafting phases- feeding back and up

Immediate verbal feedback and positive reinforcement during computer research periods and small group work periods- feeding forward and back

Written feedback on written drafts in HASS exercise books during the editing phases- feeding forward

Success criteria written on board, followed up with visual show confirmations for individual responses and on exit slips for group work-feeding up and forward

Personalised comments made to the summative productions- feeding back

Self-assessment:

Exit slips

Using the class website journaling function to reflect

Using the self-assessment rubric at the drafting stage of task 1 (before publishing)

Using cues to the teacher in response to success criteria on the board (traffic light system for show of hands)
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Using the marking rubric to check progress and ask for further assistance if required

Self-assessment reflection at completion of unit of work

Big questions of the unit:

What is a natural disaster?

What is a bushfire?
Are some locations around the world more susceptible to bushfire and why?
Why do some native plants thrive in these conditions?
Is back-burning the best option available? Are there other ways?
Should we stop people from living in the country?
Fire is devastating but are there other points of view?
Can I copy someone elses research?
How do I know this information is reliable?
Whose voice is heard in this text? Whose is silenced? Why?
How am I positioned as the audience? Why?
What is the best way to present this new knowledge?
What is the purpose of this new text?
How could we bring attention to this issue?
Who benefits? Who misses out?
Do we need to educate people who live in cities about bushfire prevention, or just people who live in country areas?

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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

What events will help students:
Experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
Achieve the desired results identifies in Stage 1?
Equip students to complete the assessment tasks identified in Stage 2?
Learning Experiences
1

What are natural disasters? An Alphabet of natural disasters- a short

Assessment For/As Learning (Formative

Assessment)
Diagnostic- for learning:

Resources
You tube

session of sharing prior knowledge about all natural disasters as a class.

brainstorming chart and KWL

https://www.youtube.com/wa

Watch https://www.youtube.com/watch?v=zQYe3ngG6qs on global

charts, word wall.

tch?v=zQYe3ngG6qs

disasters.

Formative(informal)-for learning:

Disaster mapper

Create a brainstorm chart of global natural disasters and key terminology.

monitor student discussions,

https://emknowledge.org.au/

Word wall for terminology.

questions, interactions and

disastermapper/#/intro

KWL charts- in small groups break off to create a KWL chart for Australian

progress with questioning and

bushfires. Class share. Add to word wall.

prompting

butcher paper and markers

Explore Disaster Mapper website. How are these disaster bushfires

Formative: exit slips

exit slips

different from small fires which occur?

Brainstorming and KWL charts

Introduce class website and assessments, concept of inquiry questions

uploaded to website

and learning

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Class discussion- is bushfire luck of the draw or do geographical

Diagnostic: class opening

IPad or computer lab

characteristics contribute?

discussion

Whiteboard and markers

Are some geographical locations more prone to bushfire?

Formative: questioning,

Investigating geographical characteristics of North America and

observing and conferencing

Australia, similarities and differences. Students investigate in pairs and

during research phase and think

create tables in their work books. Students post findings to website

pair shares

(audio or written) as pair.

Formative: monitoring of journal

Think pair share- how have humans responded to climactic conditions to

entries and feedback provided on

change the environment around them?

posts

Think pair share- how do geographical characteristics shape human

Formative: show of hands

activity?

response to Do you think you

Individual journal entry to class website summarising their individual

could teach someone else about

inquiry questions, reflecting on findings so far

what youve learned today?

Recap learning so far-Update KWLs, create a class list of the geographical

Diagnostic: class opening

Whiteboard

similarities and differences between North America and Australia. Upload

discussion

Butcher paper and markers

to website.

Diagnostic: during discussion of

Shared writing- create a list of geographical characteristics which could

reliable resources

make a location prone to bushfire. Upload to website.

Formative: questioning and

What is a reliable source of information? Class discussion about finding

observing during shared writing

quality and reliable resources- key points on board and copy down

and modelled writing

Modelled writing- posing a question, researching and note taking: e.g.

Formative: show of hands

Google history of West Australian bushfires, choosing websites, noting

response to: Do you think you

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source, succinct note taking by word searches, skimming and scanning

could tech someone else from

your learning today?

How can land be managed to prevent bushfire? Different perspectives on

Diagnostic: class opening

Landline Fire Power episode

land management. Note taking in individual books to record initial

discussion

http://www.abc.net.au/landli

thoughts.

Formative: monitoring of journal

ne/content/2013/s3767527.ht

Recap how humans respond to climactic conditions to change the

entries and feedback provided on

environment

posts

iPad or computer lab

Recap how to take notes while listening

Formative: questioning and

exit slips

Watch Landline Fire Power episode (make a trimmed version)

observing during video watching

http://www.abc.net.au/landline/content/2013/s3767527.htm Students

and small group work

actively take notes.

Formative: exit slips

Small group activity- students work in threes to create a double journal

entry for website. Journal entry identifies key differences and similarities
between Australian Indigenous land management and European
Australian land management. Can be audio, video or written.
5

What are the impacts of a bushfire? Who is affected and to what extent?

Diagnostic: class opening

ABS

Use ABS website to gain understanding of severity

discussion and sources discussion

http://www.abs.gov.au/aussta

http://www.abs.gov.au/ausstats/abs@.nsf/0/ccb3f2e90ba779d3ca256de

Formative: questioning and

ts/abs@.nsf/0/ccb3f2e90ba77

a00053977

observing, conferencing during

9d3ca256dea00053977

Play snippets from Shire of Harvey podcast. How are we positioned as the

research

Shire of Harvey podcast

audience? How does the language position us? Is this podcast

Photos of students working

http://www.harvey.wa.gov.au

informative?

together and researching posted

/bushfire-recovery-

Begin research journey- formulating research questions

on class dojo page and website

information/
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Go through rubric

IPad or computer lab

Recap of what a reliable source is

In presentation pairs students formulate plan and begin research

Research session

Formative: questioning and

IPad or computer lab

observing, conferencing during

Checklist/rubric

research
students complete a drafting
checklist/rubric per pair
7

Due date for assessment- final session to complete

Do we need to educate people who live in cities about bushfire
prevention, or just people who live in country areas?

Summative part 1: students

Rubric

marked according to rubric

Self- assessment sheets

criteria
Students complete self assessment /reflection of entire
learning experience on website
as journal entries
Photos uploaded to website and
also class dojo

Creation of poster/brochure

Summative part 2: students

Rubric

Recap fundamentals of brochures and posters

marked according to rubric

Individual reflections written

criteria

into HASS workbooks-

Photos posted on class dojo

feedback provided but not

Assessments moderated and

marked

grades transcribed
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Observations checklist learning

activity 1

Exit slip learning activity 1

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Observations checklist/anecdotal notes for research phase

Traffic light system for show of

hands moments for informal
assessment

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This observation checklist would be used

before moving on to the research phase- to
diagnose if students are ready for
independent work or require more
scaffolding.
a) [IMPACTS] can identify the financial
impact of bushfire, effects to flora,
fauna and stock animals
b) [EMPATHY] can identify and
analyse the human impact to
community
c) [GEO REASONING] identifies that
some locations may be at risk for a
natural disaster to occur, can reason
which characteristics are risky
d) [ANALYSE] puts forward an
argument which synthesises these
factors, or shows evidence of an
evolving reasoning

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Grading sheets for summative assessments

Page 16 of 20

English curriculum check lists which would be used

concurrently with this assessment

Page 17 of 20

RESEARCH SELF ASSESSMENT

After Stage One of research, complete the checklist by ticking the appropriate
box. This form will help you complete your project.
Both team members must sign the form before it is handed in after Stage 2.
Australian

Not there yet

context and

Need more time

Doing pretty

Feeling

or help

well on this

confident

impacts:
community
Vegetation &
animals
Personal or
social

Geographical

Not there yet

considerations:

Need more

Doing pretty

time or help

well on this

Feeling confident

Geographical
characteristics
Human
interventions on
place e.g. clearing

Using geographical
terminology

??ARE BOTH TEAM MEMBERS PARTICIAPTING EQUALLY??

Thinking ahead- please tick or cross:

Audience and purpose identified?

Text type/format chosen?

Language features are suitable for the text format and audience?

Are you simply stating facts written by someone else, or synthesising?

Have you considered artistic elements?

Team members sign below:

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RUBRIC FOR GEOGRAPHY PROJECT- BUSHFIRES [28 marks]

CRITERIA
Discusses
fiscal
impacts of
fire [1]
Discusses
social
impacts [2]

NOVICE
Little or no
discussion of
financial
impact
Minimal,
simple or no
consideratio
n to personal
and social
impacts

APPRENTICE
Partially accurate
or superficial
discussion

Discusses
community
impacts
and
significance
of effects
[3]

Attempted
/little focus/
partially
accurate /no
discussion or
evaluation of
the effects
on bushfire
community
Minimal,
simple or no
consideratio
n to personal
and social
impacts

Moderately
focussed/
reasonably
appropriate/adequ
ate reasoning of
the effects of
bushfire to
community

Does not
choose an
Australian
bushfire to
discuss, or
does not
provide any
historical
context &/or
location
information
Uses little or
no
geographical
terminology
or uses
incorrectly

Provides a partially
accurate &/or
reasonably
comprehensive
historical
background &
context of location
and event. Some
elements are
missing

Impacts to
vegetation
&animals
[1]

Discusses
an
Australian
bushfire in
context [3]

Identifies
geographic
al
characterist
ic
Subject
specific
terminology
is used [4]

Thoughtful
consideration,
mostly accurate,
some
considerations
missing

Thoughtful
consideration,
mostly accurate,
some
considerations
missing

Uses an adequate
range of
appropriate
terminology &/or
correctly

CAPABLE
Wellinformed or
detailed
discussion
Perceptive
exploration,
well reasoned
but some
consideratio
ns may be
missing
Wide range
of impacts
on
community
addressed &
/or
reasonably
analysed

EXPERT
Extensive and
precise
discussion

Perceptive
exploration,
wellreasoned
but some
consideratio
ns may be
missing
Well
informed
and detailed
context is
provided
with
historical
information
and details
of location
reported
Uses a wide
range of
geographical
terminology
correctly

Insightful and
logical,
objective and
subjective
exploration of
all
considerations

Insightful and
logical,
objective and
subjective
exploration of
all
considerations
Extensive and
insightful
understanding of the
effects on
community

Highly accurate
and wellstructured
report of the
event and
location,
comprehensive
depiction
Highly accurate
use, diverse
range of
appropriate
terminology,

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Identifies
preventative
measures &
human
interventions
to place [4]

Basic or
missing
discussion of
preventative
measures and
human
interventions
to place
Audience is
not identified,
purposeful
language not
apparent or
inappropriate
for text
function ,
does not
adhere to
genre
This text
would only
provide basic
education for
the public

Satisfactory
identification of
some preventative
measures.
Synthesis partially
successful or
missing

Was the
presentation

effective
and
cohesive?
[2]

Some
competence
and skill
demonstrated,
partially
disjointed or
little
effectiveness

Presentation/text
satisfactorily
effective,
reasonably
structured and
generally clear &
thoughtful

Referencing
[2]

No
referencing
made

Collaboration
and team
work is
evident [2]

Minimal or
limited
evidence of
collaborative
work, may be
one sided

Attempts at correct
referencing made,
or incomplete
referencing
Reasonably efficient
and effective
collaboration

Language
features are
appropriate,
audience
identified,
text features

appropriate
[3]

Does the
presentation
contribute to
community
learning?

The audience and

purpose are
adequately
indicated but
language or text
features are
inconsistent/
sometimes
inappropriate OR
audience / purpose
not clear
This text would
provide satisfactory
or adequate
information to the
public

Considerable
range of
measures
identified but
some may be
missing &/or
evaluation
missing
Audience and
purpose are
clear,
language
mostly
adheres to
textual
features
within genre,
satisfactorily
cohesive
This text
would provide
substantial
education to
the public

Comprehensive
range of
measures are
identified&
evaluated, a
solution or plan
is proposed

text/
presentation
mostly
engaging and
considered,
skilful and
adequate
reasoning
shown
Mostly
accurate
referencing

presentation/text
was consistently
clear, engaging,
thoughtful and
effective,
accurate &
insightful

Clear
demonstration
of
collaboration
and team
work

Highly effective
and efficient
teamwork and
collaboration

Audience and
purpose are
cohesively
addressed
through
consistent
language choices
and textual
features
This text would
comprehensively
educate
someone from
the public

[2]

Accurate
referencing

Feedback:
Feedback which responds to student work would be placed here, responding to their progress over
the unit of work and also the final product. Feedback here would be in a feedback sandwich
style, where strengths about the quality of information and aesthetic components rest either side
of constructive criticism.

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