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Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

Demonstrated understanding of the PERFORMANCE TASKS:


interconnection between people and the Middle of unit assessment: Natural disaster news report
environment Students to investigate a natural disaster that has occurred in Australia. They will research where the event
Displayed an understanding of the way in which occurred, identify 2 natural characteristics of the place, 2 human characteristics of the place as well as any other
the environment can affect the community and key characteristics of the place or factors that may have contributed to the event. Students will identify any
human characteristics of a place through effects the disaster had on the environment and the community.
identifying causes and effects Students will develop an enquiry question around the concept of whether the effects of the disaster could have
Displayed an understanding of peoples actions been minimised, prevented or mitigated had any of the characteristics of the place noted been different. This
and decisions affecting change within a place question will be the basis of further investigation in the unit.
Displayed an understanding of the effects Students will present this news report in the form of a video
bushfires and floods can have on people and This task will be assessed through a rubric (found in appendices) to determine students understanding of
places content from the first half of the unit
Demonstrated understanding that the effects of
bushfires and floods can be mitigated, End of unit assessment: Flood/bushfire action plan
prevented, and prepared for 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
Questioning disaster, the areas where this event is more likely to occur and the areas that are more likely to be affected due
Demonstrated inquiry skills through asking and to other varying factors. It will also include an idea/concept for creating awareness, tips for prevention,
creating questions to further research concepts 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 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).

Researching OTHER EVIDENCE:


Demonstrated research skills through locating Exit tickets can be used at the end of lessons towards the beginning of the unit. Depending on the particular
and collecting relevant information from a range lesson focus or activity a question is to be determined for the students to answer on a piece of paper which the
of sources teacher collects at the end of the lesson. Depending on the students answers either the next lesson can include
Analysing more development or move on through the unit. Exit tickets should also allow students to ask questions if they
Displayed skills of analysing through did not have an understanding of something during that lesson. Exit tickets can also include the headings of:
investigating different factors, events and things Ive learned, things I found interesting, questions I still have
actions
Evaluating and Reflecting 3 things: Each student is given a blank piece of paper at the end of a lesson. Students are required to write
Demonstrated skills of evaluation and reflection down 3 facts, concepts or events that they think other students in the class might misunderstand about the topic.
through utilising evidence to draw conclusions, This provides key information into which topics need to be revisited or require further attention to detail as many
predict possible effects and create responses to students write down what they are finding difficult giving true assessment.
issues and challenges
Demonstrated skills of collaboration through Create a running google form. A comments, questions and suggestions form/doc is to be set up where after the
working in groups to generate responses lesson students contribute to the document. Rather than multiple students writing the same thing, if a student
Communicating agrees with another comment they put a symbol next to it indicating that there is another students who agrees.
Displayed communication skills through The more symbols, the more students that relate to that comment. This can be reviewed lesson by lesson,
presenting learning and ideas in a range of weekly or at particular points throughout the unit of work to inform the teacher what needs development.
different ways

INQUIRY PHASE CURRICULUM LINKS (INC. CCP & TEACHING & LEARNING ACTIVITIES ASSESSMENT RESOURCES
GC)
TUNING IN Locate and collect relevant information and Purpose is to assess students thoughts feelings Diagnostic: YouTube video: Severe
data from primary sources and secondary and understandings, therefore introduce topic of Students contribution to Weather: Crash Course Kids
sources(ACHASSI095) natural disasters through paired interviews. Ask discussion of content #28.2 (2015):
GC: Literacy (Comprehending texts through
students to interview each other about their knowledge https://www.youtube.com/wat
listening, reading and viewing) & Critical and
creating thinking (Inquiring identifying, understandings of the topic. A youtube video about K of KWL chart ch?v=QVZExLO0MWA
exploring and organising information and natural disasters is be utilised to consolidate
ideas) students understandings and bring forth new ideas KWL chart
and questions. This activity can lead into a larger Formative:
Present ideas, findings, viewpoints and whole class discussion. A KWL chart can be utilised Students contribute to Images of various natural
conclusions in a range of texts and modes to record what students already know (K). google forms docs disasters and after effects on
that incorporate source materials, digital and Collaborative works allows for diverse learners to the environment and
non-digital representation of discipline-
work together. Exit tickets asking community
specific terms and conventions
(ACHASSI105) questions about the Images of different weather
GC: Information and communication Students to participate in a gallery walk where they artefacts viewed conditions
technology (ICT) capability (Creating with will be viewing images and artefacts of different Images of natural
ICT) & Literacy (Comprehending texts natural disasters and their effects, landforms, and characteristics in the
through listening, reading and viewing) 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

FINDING OUT Interpret data and information displayed in a CFA Fire Safe Kids incursion- Grade 5-6- Formative: CFA Fire Safe Kids:
range of formats to identify, describe and Presentation 2: Bushfires and the natural Observation through http://www.cfa.vic.gov.au/kids
compare distributions, patterns and trends, environment. Students will be be discussing and strategic questioning -schools/fire-safe-kids/
and to infer relationships (ACHASSI100)
learning about how bushfires form, their causes and
GC: Literacy (Comprehending texts through
listening, reading and viewing & Visual how they occur and affect the natural environment.
Knowledge), Numeracy (Recognising and Students should record key information and tips
using patterns and relationships & provided by the CFA staff as evidence. Students
Interpreting statistical information), Critical should be encouraged to ask questions and further
and creative thinking (Inquiring identifying, develop enquiry questions 3 things: students are
exploring and organising information and required to write down 3 Class set of laptops
ideas) Students have a map of Australia and are to things that they think are
Locate and collect relevant information and
undertake research on the different climates and difficult to understand Non-fiction books on floods
data from primary sources and secondary
sources(ACHASSI095) landforms of the country. They are to colour in the and bushfires from library
GC: Literacy (Comprehending texts through section based on the area. Students are then to
listening, reading and viewing) & Critical and complete a question based activity provided on a Worksheet: Map of Australia
creating thinking (Inquiring identifying, worksheet. Similarly, students are given a map of AND/OR
exploring and organising information and Victoria, they are then to use research on the Map of Victoria
ideas)
computer, images and books to determine and
Organise and represent data in a range of colour what parts of Victoria are flood prone Worksheet questionnaire
formats including tables, graphs and large- areas(blue) and which are bushfire prone (red) as (questions in appendix I)
and small-scale maps, using discipline- well as what areas are still very natural
appropriate conventions (ACHASSI096) environmentally (green) and which are not (have a
GC: Literacy (Comprehending texts through lot of human characteristics(yellow)) Explain why.
listening, reading and viewing), Numeracy The idea is to raise more questions and challenge
(Using spatial reasoning) & Critical and previous knowledge/understandings. Alterations
creative thinking (Inquiring identifying,
can be made where students can work
exploring and organising information and
ideas) collaboratively (in pairs or small groups) to allow for
higher or lower learners to share and further
develop their knowledge.

SORTING OUT Develop appropriate questions to guide an In pairs, students are to to write (on post it notes) Formative assessment: Post it notes
inquiry about people, events, developments, the reasons they believe/know how people can Students are to utilise the
places, systems and challenges have an influence the occurrence of google form to record Class set of laptops
(ACHASSI094)
floods/bushfires in the past. Students then write comments, questions and
GC: Literacy (Composing texts through
speaking, writing and creating) & Critical and what some of the natural causes of floods and suggestions they have
creative thinking (Inquiring identifying, bushfires are. after lessons
exploring and organising information and
ideas) Students should analyse information and look for
patterns in the places, causes and effects of natural
Examine different viewpoints on actions, disasters. To do this, students are given a range of
events, issues and phenomena in the past newspapers and magazines and are to find extracts
and present (ACHASSI099)
about different natural disasters. Students are to
GC: Literacy(Composing texts through
speaking, writing and creating & Grammar find pictures of different factors that have been
knowledge), Critical and Creative thinking: involved in these disasters, eg. houses with lots of
(Analysing, synthesising and evaluating trees, high temperatures, no flood banks on creeks,
reasoning and procedures & Reflecting on houses not on stilts, and different landforms. They
thinking and processes), Personal and social are to create a labelled collage of them explaining
capabilities (Social awareness). the possible effects they could have had on the Summative assessment:
likelihood of a bushfire or flood. Utilise rubric for Natural Newspapers and magazines
Work in groups to generate responses to
Disaster News Report to Laptops for digital copies
issues and challenges (ACHASSI102)
assess students learning A3 paper
GC: Personal and Social Capability (social Natural disaster news report: and achievement
awareness & social management) exhibited in their news
Students to investigate a natural disaster that has
Present ideas, findings, viewpoints and occurred in Australia. report video
conclusions in a range of texts and modes Identify the what, where, and natural and human
that incorporate source materials, digital and
non-digital representation of discipline- characteristics in the place where the event Laptops, computers or ipads
specific terms and conventions occurred as well as other factors that may have for research
(ACHASSI105)
GC: Information and communication contributed to the event. Record this information in
Ipads or recording devices to
technology (ICT) capability (Creating with a news report video form. Students should be
ICT) & Literacy (Comprehending texts record
encouraged to develop an enquiry question around
through listening, reading and viewing)
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

GOING The environmental and human influences on Students should begin to plan further inquiries. The Formative assessment: Causes of bushfires
FURTHER the location and characteristics of a place W, want to know, section of a KWL chart is to be Exit tickets
and the management of spaces within them completed. Students should be exposed to more
(ACHASSK113) http://www.ga.gov.au/scientifi
complex ideas about causes of bushfires. As a c-
GC: Critical and creative thinking (Inquiring
identifying, exploring and organising class investigate geoscience concepts to topics/hazards/bushfire/basic
information and ideas) encourage students thinking using link provided. s/causes

Present ideas, findings, viewpoints and Developing on their questions from their news
conclusions in a range of texts and modes report, students should further research and create Coloured paper
that incorporate source materials, digital and
a poster/advertisement, come up with a slogan that
non-digital representation of discipline-
specific terms and conventions promotes a prevention strategy to bushfires or Laptops/computers
(ACHASSI105) floods. Eg. If your grass is dry, it is more likely to fry. KWL chart
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 Students will create an action plan booklet on Summative: Colored paper
CONNECTIONS formats including tables, graphs and large- bushfires or floods showing their knowledge of Booklet: clear knowledge Laptops/computers/iPads
and small-scale maps, using discipline- awareness, prevention, its consequences and effect and understanding of
appropriate conventions (ACHASSI096)
on the environment. Students should also address raising awareness, Assessment Rubric found in
GC: Critical and creative thinking
(Generating ideas, possibilities and actions), how these prevention methods might have been prevention and appendix III
Literacy (Composing texts through speaking, developed (over time, Indigenous Australians?). consequences of a
writing and creating, Text knowledge, Visual bushfire or flood
Knowledge & Word Knowledge), Numeracy Class debate: As a class or in small groups
(Using spatial reasoning). students are given a short amount of time to Formative:
prepare their points for debate. The debate can be Update google form, use
Present ideas, findings, viewpoints and centralised around the idea that the effects of of exit tickets after debate
conclusions in a range of texts and modes
natural disasters can be minimised if people only to highlight ideas
that incorporate source materials, digital and
non-digital representation of discipline- built communities in particular areas. This activity mentioned
should allow for students to apply their
specific terms and conventions understandings of the issues studied to a bigger
(ACHASSI105) question
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 Revisit KWL chart- reflect and discuss what how Summative assessment: Kahoot
AND ACTION issues and challenges (ACHASSI102) now been learnt since. Using Kahoot, a class quiz Collection & review of
GC: Personal and Social Capability (social will take place, students will show understanding of final pieces of work (if not Interactive whiteboard
awareness & social management) content. previously done) Laptops/computers
Review whole class read
Reflect on learning to propose personal Students should be given the opportunity to present all about it- whole class A3, A2 Paper
and/or collective action in response to an and apply their knowledge through taking action assessment
issue or challenge, and predict the probable
effects (ACHASSI104)
and teaching others. This can be done through a
GC: Literacy: (Composing texts through class exhibition where students present their
speaking, writing and creating), Critical and findings to not only their schoolmates and teachers
creative thinking ( Reflecting on thinking and but also parents and friends.
processes & Analysing, synthesising and
evaluating reasoning and procedures) & Read all about it- Students (the whole class) create
Personal and Social Capability (Self- a newspaper for the school to read all about their
awareness) 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.