Title:

Dimensions:
Essential Questions

Natural Disasters
Humanities Geography

How can children manage and prepare themselves for natural disasters?
How can children positively impact and protect their environment?

Learning Intentions

Understandings

Thinking Tools

Year Level: level 5

Author: Vanessa Maldonado

Children know and understand how to prepare themselves in a case of natural disasters
Children to understand the characteristics of each natural disaster
The affects of natural disasters on people and their environment
Children to gain a large vocabulary

By the end of the unit, children have a better understanding of how natural disasters can occur and how it can not only
affect humans, but also the land. Children will create their own preparation and management plan to distribute to the
community that will better equip them during an emergency. Children will participate in experiments to visualise the
movement of the natural disasters.
- questioning
- researching
- investigating
- discussing

- applying new knowledge

- cause and effect
- results
- reflecting

Resources
Literacy

Numeracy

'About Disasters' by J. Berry

This unit does not reflect on the numeracy
Books about natural disasters are used during the component
guided reading lessons
Children are investigating research

Other
(e.g. ICT, Excursion, Incursion ideas)
Science making experiments including
building a volcano
Guest speaker
Field trip

Rationale

Rationale:
Natural disasters are a result of climatic or geological events. Natural disasters have been
around for centuries and this unit allows children to focus on exploring. Children are exposed to
the many different types through major events occurring throughout the world. Natural disasters
have a devastating affect and consequences on people, including loss of life and property,
impacting the economy and environment. Children are to gain knowledge on the causation and
process of the natural disasters.
At the level 5 standard in Humanities, Ausvels (Ausvels, 2015) students begin to investigate all
types of natural disasters that occur throughout the world. Using an inquiry based approach,
children explore the important environmental issues and investigate different solutions. Level 5
progression point ensures that children can identify the impact of the natural disasters on people
and the land (Ausvels, 2015). Children are able to understand the importance of protecting the
environment and how it will have a major impact for the future. Children explore, identify and
compare characteristics of the environment on a local and global scale.
Educational Philosophy:
As a teacher, it is extremely important for children to be given a range of activities to
correspond and cater to their individual learning styles. It is important for teachers to have oneon-one time consultations with the children to ensure they have the correct understandings and
their knowledge is being expanded. Including and introducing concert materials help children
develop a real life concept and also able to relate it into their everyday lives.
Albert Bundura has introduced the theory of social learning. This approach focuses on the child's
learning occurring through observing and mimicking the information and behaviours of those
around them (Bundura, 1997). This theory encourages teachers to give children the
opportunities to learn along side their peers and to work together. Children with a specific
learning ability will expose them to different learning styles and approaches.
Vygotsky introduced the Zone of Proximal development (ZDP). It describes the learning process
of a child and what they can do by themselves and the difference between what they can
achieve with help (Vygotsky, 1978). Children are exposed to a large vocabulary and knowledge,
to which the child is able to perceive as their own understanding. This theory underlines the
importance of children working collaboratively with their peers to strengthen their learning.

E5 Phase : Engage
Week
Week 1

Learning Intensions
Success Criteria

Activities/Tasks

1. Learning intention: for children to

effectively verbalise their knowledge

Formative & Summative Assessment

1. Ask children to discuss in small groups about

their knowledge of natural disasters. Children are to
tell the class their current knowledge and what they
Success criteria: children can discuss in would like to learn about and why. Show children
small groups and to the whole class and photos and videos of the different types of natural
able to answer questions
disasters and if any children have experienced one

1. Formative assessment: Children are

asked to write in their journals exercise
book a fact/sentence they have learnt
during this lesson (self-assessment)

2. Learning intention: children to

understand and recognise the difference
between each natural disaster

2. Formative assessment: children

create their own definition of a natural
disaster that they are interested in to
complete their report on in their journals
(self-assessment

2. Teachers are to go through and break down the

learning intentions of the unit in detail for children
to understand. As a whole class, discuss how natural
disasters can cause harm and damage to the land,
Success criteria: children can effectively get children to write and categorise the natural
participate in class discussions and can
disasters under the right heading (correct as a class).
correctly define the natural disasters
Give children a definition match worksheet to
complete in their books children are to choose a
topic they are interested in for next class

Ausvels - Level 5 Humanities

Geography: children investigate the
natural processes

Ausvels - Level 5 Humanities

Geography: children beginning
understanding the affect on people and
the land

E5 Phase : Explore
Week
Week 2.

Learning Intensions
Success Criteria

Activities/Tasks

Formative & Summative Assessment

3. Learning intentions: for children to

3. Teachers distribute a hand out to the children to
understand the purpose of writing reports read as a class about natural disasters. Children are
also given a rubric on what their report and
Success criteria: children can understand presentations will be based upon and to go through
the rubric and what is expected from
each area and answer any questions. Children are to
them and show understanding of reports go through different types of reports to identify the
audience, the language and purpose. (Part of the
children's homework require finding research about
their natural disaster and reading books from the
library)

3. Formative assessment: children are

able to successfully take notes that are
important and be able to interpret it into
their own report

4. Learning intentions: for children to

begin researching useful and effective
information to interpret for their report

4. Children are given 'About Disasters' by J. Berry

to read and children are asked to begin taking
notes in their workbooks. Children are then to pair
off and begin researching their natural disaster
interest. Children can use their ipads/computers and
extra books provided.

4. Formative assessment: teacher is to

roam the classroom and ask children
questions and give extra guidance on
information or clarification (teacher
student conference)

5. Children are taken to the library to find resources

and work on their presentations throughout the
lesson. Children are expected to begin writing their
report and presentations in their pairs. Children are
asked to write two questions each to explore for
homework.

5. Formative assessment: teachers are

to roam the classroom and ask children
their topic and what their presentation
will look like and consist of (teacher
student conference)

Success criteria: children can

successfully navigate through resources
to find information
5. Learning intentions: children
question their knowledge and what they
want to learn
Success criteria: children can develop
questions regarding their natural disaster
to answer

Ausvels - Level 5 Humanities

Geography: children begin investigating
the natural disasters

Week 3.

6. Learning intention: children are able 6. Children begin to organise their reports on poster
to create questions and develop answers paper and to finalise their presentations. Children
are reminded that they have two more lesson before
Success criteria: children to gather the
they need to present. Teacher goes to each group
information they have gained and begin and goes through their questions and their answers.
to organise through their presentations
Children are to tell the class their natural disaster
and what they will be focusing on during their
presentations

6. Formative assessment: children are

to write in their journals something that
they find interesting about their natural
disaster and how it can affect humans
and animals (self-assessment)

7. Learning intentions: children

interpret and organise their information

7. Children will be completing their posters and

presentations. Teacher is to roam the classroom and
ensure that children have gotten as much
information that is relevant to their natural disaster
and presentation.

7. Formative assessment: teacher is

roaming the classroom and having
teacher student conferences along the
way

8. Children are to go through the rubric and ensure

they have all the information. Children are to
discuss with their partners the impact on people and
the preparation and management that is required
during their natural disaster

8. Formative assessment: teachers

observe the children in their knowledge
and learning

Success criteria: children are able to

transfer their knowledge into their
presentation
8. Learning intentions: children can
relate their knowledge to the rubric
Success criteria: children can give
suggestions on how to prepare and
manage for natural disasters

Ausvels - Level 5 Humanities

Geography: children understand the
preparation and management for natural
disasters

E5 Phase : Explain
Week
Week 4.

Learning Intensions
Success Criteria
9. Learning intention: children can
explain their natural disaster
Success criteria: children can
demonstrate their knowledge and ability
to interpret information

10. Learning intention:children can

explain their natural disaster
Success criteria: children can
demonstrate their knowledge and ability
to interpret information

Activities/Tasks

Formative & Summative Assessments

9. Children take in turns to present their posters

with their partners. Children are to answer any
questions and receive feedback on their
presentations. Children will be assessed based on
the rubric given to them

9. Summative assessment: children are

assessed based on the rubric and their
knowledge delivered

10. The other children are to present their posters

along with their pairs. Children are to respond to
feedback and questions asked. Children are to
explain what they have learnt about their natural
disaster and affects, The rubric will be used for
children to be assessed on their presentations

10. Summative assessment: children

are assessed based on the rubric and
their knowledge delivered

Ausvels - Level 5 Humanities

Geography: children demonstrate their
understanding on their particular natural
disaster

Ausvels - Level 5 Humanities

Geography: children demonstrate their
understanding on their particular natural
disaster

E5 Phase : Elaborate
Week
Week 5

Learning Intentions
Success Criteria
11. Learning intention: children can
visualise the volcanic eruptions
Success criteria: children can
successfully explain the process

Activities/Tasks
11. Teachers are to recap how volcanoes eruptions
occur and children begin doing a science
experiment making a diagram. Children begin to
understand the characteristics of the volcanoes and
the aftermath effects on the land and people.
Children start discussing in groups the preparation
and management for volcanoes

12. Learning intention: children can

understand the cause and affects of bush
fires

Formative & Summative Assessment

11. Formative assessment: teachers
observe the children's participation in
group discussions and the science
experiment

12. This lesson is dedicated to bush fires. Children

are asked to discuss the affects on humans, animals
and the land from bush fires. Teachers are to
distribute a map of Victoria and locate the areas that
Success criteria: children can understand have recently been affected by the bush fire season.
the management and preparation
Artefacts of the evacuation bag are discussed and
strategies
the importance.

12. Formative assessment: children's

participation are observed in the
discussion. Children

13. Learning intention: children are able 13. During the lesson, children will have a guest
to ask questions to someone to is an
speaker of fire fighters. They will give children an
expert in the natural disaster
understanding of the temperature, the rate of
spreading, analyse the flames and any other
Success criteria: children can
important information. Children will be given the
successfully and effectively write a
opportunity to ask the fire fighters questions.
review
Throughout the lesson, children are asked to take
notes

13. Summative assessment: children

are asked to write a review of the guest
speakers information for homework

Ausvels - Level 5 Humanities

Geography: students explore common
natural disasters in Australia and
environmental issues

Ausvels - Level 5 Humanities

Geography: children explore future
challenges and the environmentally
sensitive areas in Victoria affected by
bush fires

14. Learning intention: children to

understand the affects of brushfires
Success criteria: children demonstrate
knowledge by analysing photos of their
experience

14. Field Trip - Children are taken to an area that

was affected by 'Black Saturday'. Teachers take
children on a hike/walk around the area and point
out the devastating effects caused. Children are to
take photos and then analyse it. Teachers are to
discuss the problems with re-planting vegetation
and crops.

14. Formative assessment: children are

to analyse their photos and describe the
affects
Ausvels - Level 5 Humanities
Geography: identify the impact on the
environment and population

E5 Phase : Evaluate
Week
Week 6.

Learning Intensions
Success Criteria
15. Learning intention: children can
reflect their knowledge on the content
Success criteria: children are able to
write their journal entry based on their
experience

Activities/Tasks

Formative & Summative Assessment

15. Children use this lesson to write a page long

journal entry about all the information they have
gained during this unit. Children are to reflect on
their interest and what they have learnt and how it
has influenced their understanding. Children are to
ask a friend to go over their journal entry and rate it
out of 10 points

15. Summative assessment: children

are to have their journals completed and
write the last entry. Students are to mark
their friends work out of 10

Homework: children are to complete a student

evaluation

Ausvels - Level 5 Humanities

Geography: children demonstrate their
knowledge of natural disasters

End of Unit Reflection

Pluses
What worked?What was successful?

Minuses
Issues? Problems? Dangers?

A range of tasks and activities were available to

children and their educational needs. The unit
expanded through the children's previous
knowledge and researching a natural disaster that
they were interested in. A teacher student
conference was included at least every second
class, to give those who need extra support and
guidance throughout the unit. This time was used
to clarify any misunderstandings, explanations
and to provide feedback about the assessment.
All the different types of learners were taken into
consideration when developing this unit
readers, listening and note taking,
science experiment and a field trip. Children
have responded well to the different activities
and children were able to excel through their
learning style

The main problem throughout this unit

surrounded the children's choice in partners.
Some children were partnered with their friends
and later on began getting distracted and not
focusing on the task. Some children were left
doing majority of the work, although the teacher
had discussed with certain children a number of
times their participation throughout the poster
and presentation.
Some children more clarification on what is
required for the presentation. Teachers would
have to constantly inform the children that they
are on the right track.

Ideas
Improvements for next time?
An improve for next is a lucky dip draw for
choosing the partners. Children can either be
given a number and then paired off, or can
choose a name from a draw.
Children can also be given a run down of the unit
and what to expect in terms of activities.
Children need to be given a vision of where the
unit will take them and the end result of learning
that takes place.

References:
Bundura, A, 1997, 'Social Learning Theory', Englewood Cliffs, NJ: Prentice Hall
Joy Berry, 2013, 'About Disasters', Watkins Publishing House
10 Deadly Natural Disasters, 2015, video file, viewed 13th April 2016
<https://www.youtube.com/watch?v=zQYe3ngG6qs>
Victorian Curriculum and Assessment Authority 2015, Level 5 Humanities Geography, F-10 AusVELS Curriculum, Australia, viewed 11th April 2016
<http://ausvels.vcaa.vic.edu.au>
Vygotsky, V, 1978, 'Mind in society: The development of higher psychological processes', Cambridge, MA: Harvard University Press.

Appendix 1 Definition Worksheet

Name________________________

Date: _______________

Use highlighters to match the natural disasters with their correct definition

An intense tropical storm resulting in

powerful winds and heavy rain

Earthquake

An intense tropical storm resulting in

powerful winds and heavy rain

Volcano

A period of below-average rainfall in a

particular area

Tsunami

The submersion of usually dry land under

water

Cyclone

A release of energy caused by tectonic

plates moving

Flood

A rapid flow of snow down a sloping

surface

Drought

An uncontrollable blaze that starts in areas

of bushland or wilderness

Bushfire

A giant powerful wave, caused by an

underwater earthquake

Avalanche

Appendix 2 Rubric for assessment

SPEAKING AND LISTENING ASSESSMENT

Name: _______________________________________
Date: _________________________
Speaking Presentation Skills

Modified from Queen Of Peace Official Speaking & Listening Assessment Grade 5

Topic:
Criteria

3
Shows an understanding of the
topic

Prepares content of presentation

Does not seem to understand the

topic very well

Shows an understanding of parts

of the topic

Uses volume of voice for effect

Volume often too soft to be heard

by all audience members

Volume is loud enough to be heard Volume is loud enough to be heard Volume is loud enough to be heard
by all audience members for some by all audience members for most by the audience throughout the
of the time
of the time
presentation

Uses pitch (tone) of voice where

appropriate

Tone is not used to add interest or

convey emotion

Tone is rarely used to add interest

or convey emotion

Speaks clearly and articulately

Often mumbles or cannot be

understand OR mispronounces
many words

Speaks clearly and distinctly most Speaks clearly and distinctly all
of the time. Mispronounce some
of the time, mispronouncing only
words
one or two words

Uses pace for effect

Race to fast or to slow throughout Pace to fast or too slow throughout Good pace throughout most of the Good pace throughout the
all presentation
some of the presentation
presentation, pauses are used to
presentation, Pauses effectively
some effect to improve meaning
used to improve meaning

Responds to listener feedback

Has difficulty answering questions Accurately answers some

Accurately answers all questions
and clarifying information
questions and clarifies information and clarifies information

Tone is often used to add interest

or convey emotion

Shows a full understanding of

topic

Tone is used to add interest or

convey emotions that matched
content appropriately
Speaks clearly and distinctly all
the time with no
mispronunciations

Accurately answers all questions

and clarifies information without
consulting notes

Appendix 3 student evaluation

Name: _________________
1. What did you learn about natural disasters?

2. What was the most interesting part of the unit?

3. What do you wish you could learn more about?

4. How could I change to improve the unit?