Stage 1 Desired Results
ESTABLISHED GOALS
By the end of this unit students will be able to
identify the interconnection between people and the
environment.
Students will be able to identify different causes and
effects on communities and the environment
inclusive of human characteristics such as
infrastructure and parks. They will be able to describe Students will understand that
the effects of landforms and other characteristics on
places that they know.
Students will have responded to issues and
challenges through describing ways in which natural
disasters can be addressed both before, during and
after the event. Students will have utilised maps to
investigate and evaluate bushfires and floods in
Australia. They will be able to identify the impacts of
fire on Australian vegetation and the community.
Students will develop inquiry questions and
investigate these using a range of sources. They will
utilise these sources and information to identify
different understandings and viewpoints.
Students will work collaboratively to view different
perspectives and reflect on their learning. They will
generate responses to issues and propose action
considering the possible effects. Students will
present their ideas and understandings utilising a
range of sources and communication.
Transfer
Students will be able to independently use their learning to
Respond to major events and changes (natural disasters) and consider the effects on the community and environment
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
People and environments are interconnected; Landforms How do people and environments influence one another?
and climate influence the human characteristics such as How do people influence the human characteristics of
infrastructure while human actions influence the places and the management of spaces within them?
environmental characteristics of places How can the impact of bushfires or floods on people and
People's actions and decisions influence the way spaces places be reduced?
within places are organised
Impacts of bushfires and floods on people and places
can be prepared for, mitigated and prevented
Acquisition
Students will know Students will be skilled at
The impact of bushfires or floods on environments and
Questioning
communities, and how people can respond
Develop appropriate questions to guide an inquiry about people,
(ACHASSK114)
events, developments, places, systems and challenges
Locations, frequency and severity of bushfires and
(ACHASSI094)
flooding in Australia
- Impacts of fire on vegetation and implications Researching
of fire damage for communities Locate and collect relevant information and datafrom primary
- How to minimise the effects of bushfires and sources and secondary sources(ACHASSI095)
floods through principles of prevention,
Analysing
mitigation and preparedness
Examine different viewpoints on actions, events, issues and
phenomena in the past and present (ACHASSI099)
The environmental and human influences on the location Evaluating and reflecting
and characteristics of a place and the management of
Evaluate evidence to draw conclusions (ACHASSI101)
Work in groups to generate responses to issues and challenges

Evaluative Criteria
Demonstrated understanding of the interconnection
between people and the environment
Displayed an understanding of the way in which the
environment can affect the community and human
characteristics of a place through identifying causes
and effects
Displayed an understanding of peoples actions and
decisions affecting change within a place
Displayed an understanding of the effects bushfires
and floods can have on people and places
Demonstrated understanding that the effects of
bushfires and floods can be mitigated, prevented,
and prepared for
Questioning
Demonstrated inquiry skills through asking and
creating questions to further research concepts
(ACHASSI102)
Reflect on learning to propose personal and/or collective action in
spaces within them (ACHASSK113)
response to an issue or challenge, and predict the probable
effects (ACHASSI104)
Humans responses to climatic conditions Communicating
The effects of landforms on the location and
Present ideas, findings, viewpoints and conclusions in a range of
characteristics of texts and modes that incorporate source materials, digital and
places non-digital representations and discipline-specific terms and
How much a local environment has changed over time conventions (ACHASSI105)
and the impacts of this change
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASKS:
Middle of unit assessment: Natural disaster news report
Students to investigate a natural disaster that has occurred in Australia. They will research where the event occurred, identify
2 natural characteristics of the place, 2 human characteristics of the place as well as any other key characteristics of the
place or factors that may have contributed to the event. Students will identify any effects the disaster had on the environment
and the community.
Students will develop an enquiry question around the concept of whether the effects of the disaster could have been
minimised, prevented or mitigated had any of the characteristics of the place noted been different. This question will be the
basis of further investigation in the unit.
Students will present this news report in the form of a video
This task will be assessed through a rubric (found in appendices) to determine students understanding of content from the
first half of the unit
End of unit assessment: Flood/bushfire action plan
Students will be working towards creating a detailed action plan booklet that addresses either floods or bushfires. Students
are required to use their research and learning throughout the unit to detail the type of disaster, the areas where this event is
more likely to occur and the areas that are more likely to be affected due to other varying factors. It will also include an
idea/concept for creating awareness, tips for prevention, preparedness and the resulting consequences this disaster can and
will have on both the environment and community.
The action plan booklet should include maps/images of areas that said event are likely to occur.
This assessment is designed to exhibit students learning and knowledge of the content of the whole unit of work displaying
the interconnection between people and the environment, the way peoples decisions and actions can affect places and

Researching
Demonstrated research skills through locating and
collecting relevant information from a range of
sources
Analysing
Displayed skills of analysing through investigating
different factors, events and actions
Evaluating and Reflecting
Demonstrated skills of evaluation and reflection
through utilising evidence to draw conclusions,
predict possible effects and create responses to
issues and challenges
Demonstrated skills of collaboration through working
in groups to generate responses
Communicating
Displayed communication skills through presenting
learning and ideas in a range of different ways
finally how the effects of bushfires and floods can be altered. It requires students to apply their knowledge into creating a
resource that could be utilised by the community. It will be assessed using a rubric that addresses the learning outcomes and
evaluative criteria of the whole unit of work (attached in appendices).
OTHER EVIDENCE:
Exit tickets can be used at the end of lessons towards the beginning of the unit. Depending on the particular lesson focus or
activity a question is to be determined for the students to answer on a piece of paper which the teacher collects at the end of
the lesson. Depending on the students answers either the next lesson can include more development or move on through
the unit. Exit tickets should also allow students to ask questions if they did not have an understanding of something during
that lesson. Exit tickets can also include the headings of: things Ive learned, things I found interesting, questions I still have
3 things: Each student is given a blank piece of paper at the end of a lesson. Students are required to write down 3 facts,
concepts or events that they think other students in the class might misunderstand about the topic. This provides key
information into which topics need to be revisited or require further attention to detail as many students write down what they
are finding difficult giving true assessment.
Create a running google form. A comments, questions and suggestions form/doc is to be set up where after the lesson
students contribute to the document. Rather than multiple students writing the same thing, if a student agrees with another
comment they put a symbol next to it indicating that there is another students who agrees. The more symbols, the more
students that relate to that comment. This can be reviewed lesson by lesson, weekly or at particular points throughout the
unit of work to inform the teacher what needs development.
Stage 3 Learning Plan
 Summary of Key Learning Events and Instruction
INQUIRY PHASE CURRICULUM LINKS (INC. CCP &
GC)
TUNING IN Locate and collect relevant information and
data from primary sources and secondary
sources(ACHASSI095)
GC: Literacy (Comprehending texts through
listening, reading and viewing) & Critical and
creating thinking (Inquiring identifying,
exploring and organising information and
ideas)
Present ideas, findings, viewpoints and
conclusions in a range of texts and modes
that incorporate source materials, digital and
non-digital representation of discipline-
specific terms and conventions
(ACHASSI105)
GC: Information and communication
technology (ICT) capability (Creating with
ICT) & Literacy (Comprehending texts
through listening, reading and viewing)
FINDING OUT Interpret data and information displayed in a
range of formats to identify, describe and
compare distributions, patterns and trends,
and to infer relationships (ACHASSI100)
GC: Literacy (Comprehending texts through
listening, reading and viewing & Visual
Knowledge), Numeracy (Recognising and
using patterns and relationships &
Interpreting statistical information), Critical
and creative thinking (Inquiring identifying,
TEACHING & LEARNING ACTIVITIES ASSESSMENT RESOURCES
Purpose is to assess students thoughts feelings Diagnostic: YouTube video: Severe
and understandings, therefore introduce topic of Students contribution to Weather: Crash Course Kids
natural disasters through paired interviews. Ask discussion of content #28.2 (2015):
students to interview each other about their knowledge https://www.youtube.com/wat
understandings of the topic. A youtube video about K of KWL chart ch?v=QVZExLO0MWA
natural disasters is be utilised to consolidate
students understandings and bring forth new ideas KWL chart
and questions. This activity can lead into a larger Formative:
whole class discussion. A KWL chart can be utilised Students contribute to Images of various natural
to record what students already know (K). google forms docs disasters and after effects on
Collaborative works allows for diverse learners to the environment and
work together. Exit tickets asking community
questions about the Images of different weather
Students to participate in a gallery walk where they artefacts viewed conditions
will be viewing images and artefacts of different Images of natural
natural disasters and their effects, landforms, and characteristics in the
human characteristics of places (roads, buildings environment (eg. different
etc). After the gallery walk students should record landforms)
what they have seen linking it to any previous Images of human
knowledge they have. A class discussion should characteristics in the
follow to discuss the artefacts viewed, how they community (eg. buildings and
might be connected conclusions developed and roads)
inquiry questions welcomed. Source from google images
Burnt leaves and/or charcoal
CFA Fire Safe Kids incursion- Grade 5-6- Formative: CFA Fire Safe Kids:
Presentation 2: Bushfires and the natural Observation through http://www.cfa.vic.gov.au/kids
environment. Students will be be discussing and strategic questioning -schools/fire-safe-kids/
learning about how bushfires form, their causes and
how they occur and affect the natural environment.
Students should record key information and tips
provided by the CFA staff as evidence. Students
should be encouraged to ask questions and further
develop enquiry questions 3 things: students are
 exploring and organising information and
ideas)
Locate and collect relevant information and
data from primary sources and secondary
sources(ACHASSI095)
GC: Literacy (Comprehending texts through
listening, reading and viewing) & Critical and
creating thinking (Inquiring identifying,
exploring and organising information and
ideas)
Organise and represent data in a range of
formats including tables, graphs and large-
and small-scale maps, using discipline-
appropriate conventions (ACHASSI096)
GC: Literacy (Comprehending texts through
listening, reading and viewing), Numeracy
(Using spatial reasoning) & Critical and
creative thinking (Inquiring identifying,
exploring and organising information and
ideas)
SORTING OUT Develop appropriate questions to guide an
inquiry about people, events, developments,
places, systems and challenges
(ACHASSI094)
GC: Literacy (Composing texts through
speaking, writing and creating) & Critical and
creative thinking (Inquiring identifying,
exploring and organising information and
ideas)
Examine different viewpoints on actions,
events, issues and phenomena in the past
and present (ACHASSI099)
GC: Literacy(Composing texts through
speaking, writing and creating & Grammar
knowledge), Critical and Creative thinking:
(Analysing, synthesising and evaluating
reasoning and procedures & Reflecting on
thinking and processes), Personal and social
capabilities (Social awareness).
Work in groups to generate responses to
issues and challenges (ACHASSI102)
GC: Personal and Social Capability (social
required to write down 3 Class set of laptops
Students have a map of Australia and are to things that they think are
undertake research on the different climates and difficult to understand Non-fiction books on floods
landforms of the country. They are to colour in the and bushfires from library
section based on the area. Students are then to
complete a question based activity provided on a Worksheet: Map of Australia
worksheet. Similarly, students are given a map of AND/OR
Victoria, they are then to use research on the Map of Victoria
computer, images and books to determine and
colour what parts of Victoria are flood prone Worksheet questionnaire
areas(blue) and which are bushfire prone (red) as (questions in appendix I)
well as what areas are still very natural
environmentally (green) and which are not (have a
lot of human characteristics(yellow)) Explain why.
The idea is to raise more questions and challenge
previous knowledge/understandings. Alterations
can be made where students can work
collaboratively (in pairs or small groups) to allow for
higher or lower learners to share and further
develop their knowledge.
In pairs, students are to to write (on post it notes) Formative assessment: Post it notes
the reasons they believe/know how people can Students are to utilise the
have an influence the occurrence of google form to record Class set of laptops
floods/bushfires in the past. Students then write comments, questions and
what some of the natural causes of floods and suggestions they have
bushfires are. after lessons
Students should analyse information and look for
patterns in the places, causes and effects of natural
disasters. To do this, students are given a range of
newspapers and magazines and are to find extracts
about different natural disasters. Students are to
find pictures of different factors that have been
involved in these disasters, eg. houses with lots of
trees, high temperatures, no flood banks on creeks,
houses not on stilts, and different landforms. They
are to create a labelled collage of them explaining
the possible effects they could have had on the Summative assessment:
likelihood of a bushfire or flood. Utilise rubric for Natural Newspapers and magazines
Disaster News Report to Laptops for digital copies
assess students learning A3 paper
Natural disaster news report: and achievement
 awareness & social management)
Present ideas, findings, viewpoints and
conclusions in a range of texts and modes
that incorporate source materials, digital and
non-digital representation of discipline-
specific terms and conventions
(ACHASSI105)
GC: Information and communication
technology (ICT) capability (Creating with
ICT) & Literacy (Comprehending texts
through listening, reading and viewing)
GOING The environmental and human influences on
FURTHER the location and characteristics of a place
and the management of spaces within them
(ACHASSK113)
GC: Critical and creative thinking (Inquiring
identifying, exploring and organising
information and ideas)
Present ideas, findings, viewpoints and
conclusions in a range of texts and modes
that incorporate source materials, digital and
non-digital representation of discipline-
specific terms and conventions
(ACHASSI105)
GC: Information and communication
technology (ICT) capability (Creating with
ICT) & Literacy (Comprehending texts
through listening, reading and viewing)
MAKING Organise and represent data in a range of
CONNECTIONS formats including tables, graphs and large-
and small-scale maps, using discipline-
appropriate conventions (ACHASSI096)
GC: Critical and creative thinking
(Generating ideas, possibilities and actions),
Literacy (Composing texts through speaking,
writing and creating, Text knowledge, Visual
Knowledge & Word Knowledge), Numeracy
(Using spatial reasoning).
Present ideas, findings, viewpoints and
Students to investigate a natural disaster that has exhibited in their news
occurred in Australia. report video
Identify the what, where, and natural and human
characteristics in the place where the event
Laptops, computers or ipads
occurred as well as other factors that may have for research
contributed to the event. Record this information in
a news report video form. Students should be Ipads or recording devices to
encouraged to develop an enquiry question around record
the concept of whether the effects of the disaster
TV/interactive whiteboard for
could have been minimised, prevented or mitigated.
presentation
Students are to present their information in the form
of a news report (video). Rubric found in appendix II
Students should begin to plan further inquiries. The Formative assessment: Causes of bushfires
W, want to know, section of a KWL chart is to be Exit tickets
completed. Students should be exposed to more
http://www.ga.gov.au/scientifi
complex ideas about causes of bushfires. As a c-
class investigate geoscience concepts to topics/hazards/bushfire/basic
encourage students thinking using link provided. s/causes
Developing on their questions from their news
report, students should further research and create Coloured paper
a poster/advertisement, come up with a slogan that
promotes a prevention strategy to bushfires or Laptops/computers
floods. Eg. If your grass is dry, it is more likely to fry. KWL chart
Students will create an action plan booklet on Summative: Colored paper
bushfires or floods showing their knowledge of Booklet: clear knowledge Laptops/computers/iPads
awareness, prevention, its consequences and effect and understanding of
on the environment. Students should also address raising awareness, Assessment Rubric found in
how these prevention methods might have been prevention and appendix III
developed (over time, Indigenous Australians?). consequences of a
bushfire or flood
Class debate: As a class or in small groups
students are given a short amount of time to Formative:
prepare their points for debate. The debate can be Update google form, use
 conclusions in a range of texts and modes
that incorporate source materials, digital and
non-digital representation of discipline-
specific terms and conventions
(ACHASSI105)
GC: Information and communication
technology (ICT) capability (Creating with
ICT) & Literacy (Comprehending texts
through listening, reading and viewing)
The influence of people, including Aboriginal
and Torres Strait Islander Peoples, on the
environmental characteristics of Australian
places (ACHASSK112) (CCG: Aboriginal and
Torres Strait Islander Histories and Cultures
& sustainability)
REFLECTION Work in groups to generate responses to
AND ACTION issues and challenges (ACHASSI102)
GC: Personal and Social Capability (social
awareness & social management)
Reflect on learning to propose personal
and/or collective action in response to an
issue or challenge, and predict the probable
effects (ACHASSI104)
GC: Literacy: (Composing texts through
speaking, writing and creating), Critical and
creative thinking ( Reflecting on thinking and
processes & Analysing, synthesising and
evaluating reasoning and procedures) &
Personal and Social Capability (Self-
awareness)
APPENDICES
Severe Weather: Crash Course Kids #28.2 (2015): https://www.youtube.com/watch?v=QVZExLO0MWA
I: WORKSHEET QUESTIONNAIRE
centralised around the idea that the effects of of exit tickets after debate
natural disasters can be minimised if people only to highlight ideas
built communities in particular areas. This activity mentioned
should allow for students to apply their
understandings of the issues studied to a bigger
question
Revisit KWL chart- reflect and discuss what how Summative assessment: Kahoot
now been learnt since. Using Kahoot, a class quiz Collection & review of
will take place, students will show understanding of final pieces of work (if not Interactive whiteboard
content. previously done) Laptops/computers
Review whole class read
Students should be given the opportunity to present all about it- whole class A3, A2 Paper
and apply their knowledge through taking action assessment
and teaching others. This can be done through a
class exhibition where students present their
findings to not only their schoolmates and teachers
but also parents and friends.
Read all about it- Students (the whole class) create
a newspaper for the school to read all about their
unit of work on changes and effects of natural
disasters. This newspaper can include the process
of inquiry and research used throughout the unit
and the activities completed. Key information about
the topics studied and knowledge learnt must be
included.
 1. How can a dryer climate affect floods and bushfires from occurring?
2. What impact do wet areas have on the likelihood of floods or bushfires happening? Why?
3. Are there a lot of human characteristics in the mountain ranges? Where are there a lot of human characteristics?
4. Do you think a community could easily survive in the middle of Australia? Why/why not?

What Causes Bushfires? (2017). http://www.ga.gov.au/scientific-topics/hazards/bushfire/basics/causes

II: MID UNIT ASSESSMENT: NATURAL DISASTER NEWS REPORT RUBRIC

CRITERIA ACHIEVEMENT 3 2 1 0

Identified a natural disaster that occurred in Detailed explanation of a natural disaster Identified only the natural disaster
Australia inclusive of place that has occurred in Australia with
description of where it occurred

Identified two natural characteristics of the Identified two natural characteristics of Identified one characteristic No identification of any characteristics
place the place with explanation

Identified two human characteristics of the Identified two human characteristics of Identified one characteristic No identification of any characteristics
place the place with explanation

Further identification of characteristics of Identified multiple factors that may have Identified some factors that may Identified one factor that Did not identify any other characteristics or
the environment/community or factors that contributed to the event with description have contributed to the event may have contributed to factors that may have contributed to the
may have contributed to the event the event event

Identified effects on the environment and Identified multiple effects on both the Identified some effects on the Identified minimal effects Did not identify any effects on the
community environment and community environment and community on either the community or environment or community
environment

III: FINAL UNIT ASSESSMENT: ACTION PLAN AND AWARENESS BOOKLET

CRITERIA ACHIEVEMENT 0 1 2 3
Identified and explained Little or no understanding of what the
what the natural selected natural disaster is.
disaster is and their
causes
Identified and explained Identified 1 prevention strategies Little
prevention strategies or no knowledge/understanding of the
prevention strategies for the natural
disaster.
Identified and explained Identified 1 effect of the natural disaster.
the effects of a natural Shows little or no
disaster knowledge/understanding of the effect
of the aftermath of the natural disaster
is.
Some knowledge of what the
selected natural disaster is. Brief
explanation of the natural disaster
Identified and explained 1-2
prevention strategies. Shows some
knowledge/understanding of the
prevention strategies for the natural
disaster.
Identified and explained 1-2 effects
of the natural disaster. Shows some
knowledge/understanding of the
effect of the aftermath of the natural
disaster is.
Clear knowledge and understanding of
what the selected natural disaster is.
Able to explain possible causes
Identified and explained 2-3 prevention
strategies. Shows clear
knowledge/understanding of the
prevention strategies for the natural
disaster.
Identified and explained 2-3 effects of
the natural disaster. Shows clear
knowledge/understanding of the effect
of the aftermath of the natural disaster
is.
Extensive knowledge and understanding
of what the selected natural disaster is.
Detailed description of the natural disaster
and its causes
Identified and explained 3 of more
prevention strategies. Shows extensive
knowledge/understanding of the
prevention strategies for the natural
disaster.
Identified and explained 3 of more effects
of the natural disaster. Shows extensive
knowledge/understanding of the effect of
the aftermath of the natural disaster is.