Level

5 Humanities: Geography
WEEK 1
2 Sessions per week - 60 minutes per session

Session Focus
Inquiry Phase
Learning Intention
& Success Criteria
Session 1:
Tuning In
Learning Intention
Natural disasters
Students collaborate
around the
E5
with peers to share
world and
Engage & Explore prior knowledge
Natural Disasters

in Australia
BLOOMS
Success Criteria

TAXONOMY
Students are able to

Remembering
identify questions
Understanding
for inquiry based on

their prior
MULTIPLE
knowledge through
INTELLIGENCES
collaboration with
Verbal/Linguistic peers
Logical/Mathema
tical

Interpersonal

Intrapersonal

Naturalist



THINKING HATS
White Hat
Red Hat
Green Hat
Blue Hat

Whole class focus

What types of natural disasters can you

think of?
Post-it note brainstorm - Each student is
given a post-it note and writes down a
natural disaster (students name on post-it
notes) Example include: earthquake,
tornado, bushfires, volcano etc.

Collate post-it notes on whiteboard -
students to identify whether or not they
think specific disasters occur in Australia.

View video: Natural Disasters
https://www.youtube.com/watch?v=_smJ
13x90oM

What natural disaster do you think is the
most prevalent in Victoria?
Hand out photo puzzles (4 photos are
chopped into puzzle pieces) to create
groups and allow students to work with a
wide range of people

Independent or teacher lead groups

Assessment

KWL Chart - Groups to use butchers paper to Summative

create chart - What I Know, What I Want to
Assessment of prior
Know, What I Have Learnt
knowledge: Students
Students only fill in What I Know & What I
are able to identify
Want to Know What I have Learnt will be
types of natural
filled in as a reflective task with groups at
disasters
the end of the unit.

Ensure that all group members have put
Formative
their name on the sheet for reflection.
Contributions to post

it brainstorm
Share Pen Writing for KWL Chart - Each
Contributions to group
student in the group gets a chance to write,
work
one sentence/fact per person in

collaboration with the group.

Sharing - Groups report to class and identify
things they know and develop questions for
inquiry using KWL chart

See, Think, Wonder Students are shown
photographs from bushfires on classroom
blog
http://s3884413.weebly.com/classroom-
blog
Use cold calling no hands up technique and
ask the following questions for each
photograph
What do you see?
What do you think about that?
What does it make you wonder?


Session 2:
Natural disasters
in Australia:
Victoria

Learning About
Bushfires

Finding Out
E5
Explain

BLOOMS
TAXONOMY
Remembering
Understanding
Applying
Creating

MULTIPLE
INTELLIGENCES
Verbal/Linguistic
Logical/Mathema
tical
Visual/Spatial
Interpersonal
Intrapersonal
Naturalist

THINKING HATS
Red Hat

Learning Intention
Develop a broad
range of vocabulary
associated with
bushfires

Success Criteria
Students annotate
their illustration
using descriptive
vocabulary
associated with
bushfires

Refer to posters from previous session

KWL Chart

How do you think bushfires start?

Do you think they start accidentally or
deliberately?
Think, Pair, Share students are given 1
minute to share thoughts
Use online stopwatch for 1 minute
countdown
http://www.online-stopwatch.com/large-
stopwatch/

Do you think there different types of bush
fires?
- Illustrate types using whiteboard
Ground fire slow, smouldering fire with
no flame and little smoke
Surface Fire there is litter and low-lying
vegetation burning
Crown Fire fire moves rapidly through
the canopy of the overstorey or top layer
of vegetation

View video: Bushfire Disaster students

to take notes on important information
and language used associated with
bushfires
http://www.abc.net.au/btn/story/s248855
4.htm

Whiteboard Relay Students are split into
4 groups to create a vocabulary list about
bushfires, groups map their progress on
the white board and compete to produce
the biggest vocabulary list and ticks off the
appropriate box as they reach each
benchmark eg. 4, 8, 12, 16, 20, 24 etc.

Art Piece - Students to create an illustration Summative

about bushfires this can be a before/after

comparison, during the bushfire etc.
Formative

Students contribution
Descriptive Annotation - Students to write
to discussions
annotation explaining what is happening in
Student contribution
their illustration using language associated
during Think, Pair,
with bushfire eg. Fuel, burning, smouldering,
Share
fire, rapid, vegetation, powerful etc.
Students contribution

to Whiteboard Relay
Classroom Blog - Introduce students to
vocabulary list
Humanities section of classroom blog
Students use of
encourage students to share their
relevant language in
illustrations with classmates by taking a
annotation
photograph and uploading it to the blog
Student contribution
to blog



WEEK 2
Session
Inquiry Phase
Focus

Learning
Whole class focus
Intention &
Success Criteria
Session 3:
Finding Out &
Learning
What have you learnt so far? Student groups
Natural
Sorting Out
Intention
from session 1 to collaborate and take notes on
disasters in
Use research
KWL Chart
Victoria
E5
skills to
Use online stopwatch for 3 minute countdown

Explore & Explain investigate the
http://www.online-stopwatch.com/large-
Learning

impact and
stopwatch/
About
BLOOMS
responses to

Bushfires & TAXONOMY
bushfires
Conditions associated with bush fires?
Preparing
Remembering

- Wind, bushlands, temperature
for
Understanding
Success Criteria

Bushfires
Applying
Collect data and
View How Fires Behave Information

Analysing
information
http://www.cfa.vic.gov.au/plan-prepare/how-


about bushfires
fire-behaves/

MULTIPLE


INTELLIGENCES

Introduce students to Fire Triangle
Verbal/Linguistic
- Oxygen, heat, fuel
Bodily/Kinaesthetic

Visual/Spatial
Demonstrate Fire Triangle (outdoors)- using
Interpersonal
glass jar, water, match and paper. Discuss
Naturalist
predictions prior to commencing in relation to

oxygen, heat & fuel fire triangle.
THINKING HATS

White Hat
View Article Bushfire Simulation
Red Hat
http://www.abc.net.au/news/2014-10-
Yellow Hat
20/bushfire-in-the-city-prepares-brisbane-for-
Black Hat
bushfire-season/5826212

Independent or teacher lead groups

CFA Interactive- Fire Safety &

Awareness, Fire Risk, How Fires
Behave
http://www.cfa.vic.gov.au/kids-
schools/secondary-
schools/interactive/index.htm#/ho
me

Fact File - Students investigate
using ICT -to fill in their Fact File
template with key information
based on questions they have
formulated, students may refer
back to KWL Charts What I Want
to Know to prompt thoughts for
investigations
How can individuals/communities
prepare for bushfires?
What can you do to keep safe?
How can fires impact
individuals/communities?
What is a bushfire management
plan?

Online Class Quiz Students login

to
https://b.socrative.com/login/stud
ent/
Teacher Room Code: 7LSIMJ99
*Students provide feedback about
what questions can be added to the
quiz*

Assessment

Summative
KWL Chart What
have you learnt so far
contributions

Formative
Contribution to What
have you learnt so far?
KWL Chart
Contribution to
predictions
Utilise ICT to research
relevant information
Informal feedback
through discussions
with individuals


Session 4:
Natural
disasters in
Victoria

Preparing
for and
Responding
to
Bushfires

Sorting Out

E5
Elaborate

BLOOMS
TAXONOMY
Understanding
Applying
Analysing
Evaluating
Creating

MULTIPLE
INTELLIGENCES
Verbal/Linguistic
Interpersonal
Intrapersonal
Naturalist

THINKING HATS
White Hat
Red Hat
Green Hat
Blue Hat
Black Hat
Yellow Hat

Learning
Intention
Identify and
collect
information
through ICT
investigations

Success Criteria
Collect data and
information
about bushfires
in a range of
communication
forms

Are we at risk?

View Grassfires near cities and towns
http://www.cfa.vic.gov.au/plan-
prepare/grassfires-near-cities-and-towns

View Bushfire Season
http://www.abc.net.au/btn/story/s2430026.htm

Hidden Thoughts Students draw a stick figure
on an A4 page. Students are to write answers to
prompts in speech bubbles around their stick
figure. Students can imagine that they anyone
whom have just been warned that their area is
being evacuated due to bushfire threats
emergency services, child, parent etc.
Prompt thoughts about what individuals do
may refer to planning & preparing for fires and
management plans
*Stop and discuss students ideas throughout*
What is this figure thinking?
What is this character feeling?
What do they hope for?
What do they fear?
And what else are they thinking?
And what else?
And what else?
And what else?

Fire Ready Quiz Individuals

complete an online quiz
http://www.cfa.vic.gov.au/plan-
prepare/fireready-quiz/

Plan & Prepare follow link at end
of quiz to find more information
about planning and preparing for
bushfires
Investigations - Students refer to
Student Resources for additional
links to support their learning and
investigations
Things to investigate may include:
Preparing for bushfires
Bushfire management plans
Impacts on communities

3,2,1 Reflection
3 Things I learnt
2 questions I have
1 action I will take

Summative
Fire Ready Quiz

Formative
Contributions to class
discussion
Students contribution
to Fire Ready Quiz
Students contribution
to Hidden Thoughts
task
Students use prior
knowledge to plan &
prepare
Utilise ICT to research
relevant information
Informal feedback
through discussions
with individuals


WEEK 3
Session
Focus
Session 5:
Natural
disasters in
Victoria

Preparing
for and
Responding
to Bushfires
Bushfire
Safety

Inquiry Phase

Learning Intention & Success

Criteria
Sorting Out
Learning Intention
E5
Respond safely to bushfires
Elaborate


Success Criteria
BLOOMS TAXONOMY Reflect on safety procedures and
Remembering
usefulness of information gained
Understanding

Applying

Analysing



MULTIPLE
INTELLIGENCES
Verbal/Linguistic
Logical/Mathematical
Bodily/Kinaesthetic
Interpersonal
Intrapersonal
Naturalist

THINKING HATS
White Hat
Red Hat
Green Hat
Blue Hat
Yellow Hat
Black Hat

Whole class focus

Incursion CFA Mobile

Education Unit - Bushfire
Safety: learning through
hands on activities.

Independent or teacher lead

Assessment
groups
Summative
7 Minute Countdown

Reflection
Use online countdown tool Formative
http://www.online-
Contribution to discussions
stopwatch.com/large-
Contribution to activities
stopwatch/
Observations of participation
2 minutes: List at least 3
during incursion
things you have learnt
during the incursion
2 minutes: Rank your list
from most important to
least important
3 minutes: Summarise the
most important part of the
incursion in exactly 14
words


Session 6:
Natural
disasters in
Victoria

Preparing
for and
Responding
to Bushfires

Sorting Out & Going

Further

E5
Elaborate

BLOOMS TAXONOMY
Remembering
Understanding
Applying
Analysing
Creating

MULTIPLE
INTELLIGENCES
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinaesthetic
Interpersonal
Intrapersonal

THINKING HATS
White Hat
Red Hat
Green Hat
Blue Hat

Learning Intention
Record and represent data in
different forms in relation to
creating a bushfire management
plan

Success Criteria
Present findings and ideas in a
range of communication forms

What have you learnt so

far?
Add to KWL Chart

Explain assessment
*Students are required to

create a bushfire
management plan*
Based on
Communicating Present
findings and ideas in a
range of communication
forms, for example,
written, oral, graphic,
tabular, visual and maps:
using geographical
terminology and digital
technologies as
appropriate

Class discussion
How can you present
your management plan?
Individually (instructional
writing and illustrations)
Groups (video report,
role play)
*All students will be
assessed as individuals*

Assessment Rubric
Collaborate as a class to
create rubric
Self-assessment?
Peer assessment?

Planning stage continue

investigations if required
Preparing for bushfires
Bushfire management
plans
Impacts on communities

Summative
KWL Chart What have you
learnt so far contributions

Formative
Contributions to assessment
criteria/rubric
Utilise ICT to research
relevant information
Students utilise time for
planning effectively
Informal feedback through
discussions with individuals


WEEK 4
Session Focus

Session 7:
Natural
disasters in
Victoria

Preparing for
and Responding
to Bushfires

Inquiry Phase

Learning
Intention &
Success
Criteria
Sorting Out &
Learning
Going Further
Intention

Set short term
E5
goals that are
Elaborate
realistic and

achievable
BLOOMS

TAXONOMY
Success
Remembering Criteria
Understanding Students
Applying
achieve short
Analysing
term goals
Creating



MULTIPLE

INTELLIGENCES
Verbal/Linguisti
c
Logical/Mathe
matical
Visual/Spatial
Bodily/Kinaesth
etic
Interpersonal
Intrapersonal

THINKING
HATS
White Hat
Red Hat
Green Hat
Blue Hat

Whole class focus

Discuss what stage students

are at with planning of
assessment
What do they need for further
support?
Do they require resources?

Short Term Goal Setting
students set individual goals
for session 7
- Conclude draft
- Brainstorm illustration ideas
- Begin final writing piece

Independent or teacher lead groups

Assessment

Summative
Students conclude planning

and begin production/editing
Formative
Students begin typing up
Students able to set short term goals
instructional writing piece and
illustrations or begin
Students able to achieve short term
recording video/audio of
goals
reports/role play
Utilise ICT to research relevant

information
Informal feedback through discussions
with individuals
Student communicate their ideas and
needs
Student teacher conferences


Session 8:
Natural
disasters in
Victoria

Preparing for
and Responding
to Bushfires

Sorting Out &

Going Further

E5
Elaborate

BLOOMS
TAXONOMY
Remembering
Understanding
Applying
Analysing
Creating

MULTIPLE
INTELLIGENCES
Verbal/Linguisti
c
Logical/Mathe
matical
Visual/Spatial
Bodily/Kinaesth
etic
Interpersonal
Intrapersonal

THINKING
HATS
White Hat
Red Hat
Green Hat
Blue Hat

Learning
Intention
Record and
represent data
in different
forms in
relation to
creating a
bushfire
management
plan

Success
Criteria
Present
findings and
ideas in a range
of
communication
forms

Discuss what stage students

are at with planning of
assessment

Students continue to work on

assessment in
groups/individually

Summative

Formative
Student communicate their ideas and
needs
Student teacher conferences
Students stay on task






WEEK 5
Session Focus
Session 9:
Natural disasters
in Victoria

Preparing for and
Responding to
Bushfires

Inquiry Phase
Going Further

E5
Elaborate

BLOOMS
TAXONOMY
Remembering
Understanding
Applying
Analysing
Creating

MULTIPLE
INTELLIGENCES
Verbal/Linguistic
Logical/Mathema
tical
Visual/Spatial
Bodily/Kinaesthe
tic
Interpersonal
Intrapersonal

THINKING HATS
White Hat
Red Hat
Green Hat
Blue Hat

Learning Intention &

Success Criteria
Learning Intention
Record and represent
data in different forms
in relation to creating
a bushfire
management plan

Success Criteria
Present findings and
ideas in a range of
communication forms

Whole class focus

Discuss what stage

students are at with
planning of
assessment

Independent or teacher lead groups

Assessment

Summative
Students finalise assessment

for presentation via classroom
Formative
blog in session 10.
Student communicate their ideas
and needs
Student teacher conferences
Informal discussions


Session 10:
Natural disasters
in Victoria

Preparing for and
Responding to
Bushfires

Reflection &
Action

E5
Evaluate

BLOOMS
TAXONOMY
Remembering
Evaluating

MULTIPLE
INTELLIGENCES
Verbal/Linguistic
Interpersonal
Intrapersonal

THINKING HATS
White Hat
Red Hat
Blue Hat

Learning Intention
Reflect on bushfire
safety through self
assessment

Success Criteria
Critically reflect on
individuals
contributions to
assessment tasks

Assessment task due

View assessments
posted on classroom
blog

KWL CHART final
group comments
Was the What I Want
to Know section
adequately
addressed?

Reflection Discussion
Focus on feedback
about the
task/project, process
of learning, approach
to learning, self-
assessment
What has been the
most interesting
thing you have
learnt?
Can you use this
knowledge in every
day life?
What else could you
do to enhance your
skills?
What would you like
to learn more about?
What research
strategies did you
use?

Personal reflection students Summative

Peer assessment
Self assessment
Final assessment rubric
KWL Chart

Formative
Observation of discussions with
group
Observations of contributions to
discussions