Вы находитесь на странице: 1из 4

INQUIRY STAGES

CURRICULUM LINKS (INC. CCP & GC)

TEACHING & LEARNING ACTIVITIES

ASSESSMENT

RESOURCES

TUNING IN

CCP:

‘Graffiti’ - In table groups, students’ have a few minutes to write words, ideas or things they know about natural

Formative:

A3 Butcher paper

Sustainability

Assess student’s prior knowledge of natural disasters

Coloured Textas

Explore students prior knowledge of natural disasters, what they want to learn and vocabulary to describe a disaster.

‘I wonder’ cards

GC:

Book on natural disasters: “Natural Disasters” by Andrew Langley

Critical and

disasters. Groups are to swap their papers and repeat the process until each sheet has

 

Creative

Observation of student participation and collaboration with others

Thinking

Personal and

fully rotated. At the end students share and discuss each sheet, forming the basis

Internet Resource:

Social

 

‘ABC Splash’

 

Capability

Students’ participation and contribution to

IWB

Literacy

of their ‘I wonder cards’.

Sustainability

Students questions will be added to the inquiry wall and categorised into; who, what, when, why and how questions.

 

brainstorm and class discussions

Observe discussions to assess student’s understanding

Read a book and watch a video on bushfires and floods from ‘ABC Splash’. As a class, discuss what they found interesting, in addition to words/vocabulary that can be used to describe natural disasters.

Monitor students’ wonderings and their effectiveness in guiding student investigation throughout the inquiry process.

FINDING OUT

CCP:

Using a variety of resources, students will research information about bushfires

Formative:

Computers/iPads

Bushfires and floods and real life

Sustainability

GC:

Assess students’ ability to summarise information

‘I wonder’ questions on A4 sheet.

 

occurrences in

Critical and

and floods and respond to their ‘I wonder’ questions

to create new understanding

Resources including

Australia.

Creative

books and websites to direct research

 

Thinking

   

Personal and

In groups, students research a real life occurrence of a bushfire or flood in Australia.

Observation of student participation and collaboration with others

‘ABC Splash - Natural Disasters’

Social

Capability

‘Bushfire Education’ - Victorian Curriculum and

Literacy

Ensure each group focuses

 

Ethical

on a different event of choice. Have a class discussion about

Observation of student’s

Understanding

Assessment

Sustainability

their opinions on whether they think natural disasters can be beneficial or not and how.

participation in class discussion

Authority

SORTING OUT

CCP:

Based on their research, students are to sort their information to create a timeline which demonstrates

Formative:

A3 paper for timeline/access to

Sustainability

Assess students’ ability to summarise information to create new understanding

Timeline of events and reasons for disaster.

computers to create

GC:

a

digital timeline

Critical and

the order of events that occurred on the day of their disaster. The timeline can be

Pens/textas

 

Creative

 

A3 paper for mind

Thinking

Timeline demonstrates correct information

map/access to computers to create

Personal and

written or created using ICT.

Social

 

a

digital mind map

Capability

In pairs, students explore

Quality of responses on their mind map

Internet

Literacy

reasons for natural disasters

 

Numeracy

occurring and record their

 

Ethical

responses on a mind map.

Understanding

Sustainability

GOING FURTHER

CCP:

Guest speaker (local or member from SES/CFA) to discuss the impact of bushfires and floods, the

Formative:

Inquiry books for note-taking and written response.

Computers to write a digital narrative story.

Sustainability

Observation of student engagement

Different perspectives from those affected and reflecting on these through narrative story.

GC:

Critical and

potential hazards associated and explain how animals, people and the environment

Assess students’ ability to summarise information to create new understanding

Creative

Thinking

A3 paper, pencils, pens and textas for storyboard.

Literacy

might adapt after the

 

Sustainability

occurrence of bushfires and

 

Ethical

floods.

Summative:

 

Understanding

Referring to the information provided by the guest speaker, students are to write a narrative story using either written, digital or storyboard format.

Narrative story demonstrates a strong understanding of the natural disaster through inclusion of accurate information and appropriate reference to emotions that might be experienced.

MAKING

CCP:

Students research ways to prepare for, mitigate and prevent bushfires and floods from occurring in the future.

Formative:

Computers

CONNECTIONS

Sustainability

Observation of student participation and collaboration with others.

Access to internet

A3 coloured paper

Preparing for and preventing a bushfire or flood and utilising organisations for extra support when rebuilding a community.

GC:

Coloured pens/pencils/textas

Critical and

Drawing on pre-existing organisations that support communities to guide

 

Creative

Conference with students in regards to their research to assess students level of understanding.

 

Thinking

Literacy

research. To demonstrate and

Sustainability

consolidate knowledge,

Ethical

students are to complete an exit pass that details three

Understanding

 
 

Personal and

safety measures to undertake when preparing for a natural disaster.

Exit pass responses

Social

Capability

Summative:

   

In groups, students create an organisation/project and describe how it can help support those affected by a bushfire or flood.

Student’s organisation/project provides appropriate ways of supporting those affected.

 

REFLECTION AND ACTION

CCP:

In their groups, students create an advertisement for their organisations that addresses preventative and

Formative:

Computers

Sustainability

Observation of student participation and collaboration with others.

iPads

Moving forward and making the public aware.

GC:

Coloured A4 and A3 paper

Critical and

safety measures to be taken before, during and after bushfires or floods. This can

 

Internet

Creative

Students’ reflection on the unit based on what they learnt, how they can apply their knowledge, how they feel and any remaining thoughts or questions.

Coloured pens, pencils and textas

 

Thinking

Literacy

be done through a brochure,

30 cards of each shape: triangle, square, heart and circle.

Sustainability

poster or iMovie.

Ethical

Understanding

Students reflect on learning

Personal and

by recording responses to reflective questions on thought shapes. These cards will be displayed on the Inquiry wall next to the ‘I wonder cards’ (SDERA, 2017)

 

Social

 

Capability

Summative:

Student’s advertisement includes accurate information and a key message that addresses how to prepare and act during a disaster.