Level 3 Year 4 Tingalpa State School
Length of Unit 12 weeks Context Natural Disasters
FOCUS TASK:
“What are Natural Disasters and Why do they affect some countries more than
others?”
After investigating Natural Disasters, choose one to research in detail. Present an
explanation about this phenomena in a multi-media presentation for parents and
peers.
Unit Rationale:
Children are often exposed to information about natural disasters through global communications
such as world news reports. This task seeks to engage children in an investigation of these natural
phenomenon to gain deeper knowledge about the causes and effects of such disasters on
communities around the world. Children will negotiate the type of phenomenon they want to
research and experiment with the most effective means of communicating their knowledge to
others.
KLA Key Words Key Words
Core Learning Outcomes Know / Content Do / Processes
Quantitative data Recognize and describe
Science S.S 3.2 Interactions that occur – natural phenomenon Record
E.B. 3.1 Regular/ irregular events – when do they occur Identify and describe
Effects of forces on objects Collect data
E.B. 3.2 Make inferences
E.C. 3.1
Evidence from diverse sources – media and Use evidence to design experiments
SOSE T.C.C. 3.1 technology Investigate different sources
S.R.P. 3.1 Patterns and cycles of Natural phenomenon Make inferences about disasters – cause/ effects
How people adjust to events Discuss and predict
P.S. 3.4 Coastal and land features, countries, continents
and climatic zones
Potentially hazardous situations Demonstrate actions to respond to emergency
HPE Health 3.3 situations
Health 3.4
Purpose of explanation Write an explanation
English Explanation W Structure/ format Use diagrams and drawings to illustrate
Explanation S Definitions/ terminology concepts
Use of diagrams/ tables Discuss and explain
Diagrams V
Technology P.!.3, P.D. 3
I.N. 3, I.T. 3
S.N. 3
M.N. 3, M.T. 3
Caption, fonts, graphics Design, install, modify
Art: M.E. 3.1, 3.2, 3.3 Layout design Create presentation, and visual images
V.A. 3.2 Balance, space, design
Related Core Children demonstrate: Progressing Towards Target Level Working in or Beyond
Learning Outcomes
Level 2 Emerging Level 3 Level 3
Science SS 3.2, Knowledge of natural I can copy class notes and add I can talk about different I know lots about natural
E.B. 3.1, 3.2 phenomenon – what they some of my own natural phenomenon and keep phenomenon and added extra
E.C. 3.1 are, and how they occur With help I can draw simple notes about each one. I can information to the class
diagrams complete diagrams with labels discussions. I draw detailed
to show how they occur diagrams and models.
SOSE T.C.C. 3.1 Knowledge of where With the teachers help, I can I can use maps to locate places I can use maps to find places
S.R.P. 3.1 natural disasters occur and use maps to locate places around the world where natural we talk about in class and extra
P.S. 3.4 how they impact on where natural phenomenon phenomenon occur. information that I share with
LOTE communities occur. I can discuss different sources the class about natural
I sometimes talk about where I of information and decide phenomenon.
Knowledge of different
find information. which are most useful. I enjoy comparing the effects of
ways to present I answer some questions about I can explain how natural natural disasters on different
information what natural disasters do to disasters affect different communities and use scientific
places and communities. communities. language to explain it.
Technology Ability to plan and design With help, I can create a simple I can use an existing I used the class model and
S.N.3, P.I.3, PowerPoint presentations PowerPoint slide show. PowerPoint presentation and added extra slides to my
P.D.3, I.N.3, Ability to plan, design and I asked for help to make a class plan to create my PowerPoint display.
I.T.3, M.N.3, make models model of a natural PowerPoint slide show. I created a model that was
M.T.3 phenomenon. I built a model of a natural detailed and required a great
phenomenon from information I deal of effort and research.
collected.
Art M.E. 3.1, 3.2, As Above I created and used less than I included 3 different mediums I created and used more than 3
3.3 three mediums. in my slide show. different mediums in my slide
VA. 3.2 show
HPE Health 3.3, Ability to discuss and co- I completed my group tasks I worked co-operatively and I worked co-operatively and
3.4 operatively form decisions when I was asked to. contributed to the team goal. contributed to the team goal
and encouraged others in my
team
English – Knowledge of and ability I wrote a simple explanation I followed the class model to I wrote an explanation that
Written Explan to write an explanation with help from others. produce an effective included all the set elements
explanation to use in my and I used more detailed
PowerPoint slide show. information. I also used better
vocabulary to show I
understand the concepts.
Editing Skills Knowledge of correct I need help to correct my I corrected most of my own I correct my own work and
spelling, sentence structure spellings and punctuation. work and had very few spelling have almost no errors in
and punctuation I like to write simple sentences. errors or punctuation mistakes. spelling or punctuation. I use a
My sentences were correct. variety of sentence beginnings.
Learning Sequence Literacy Skills Resources Assessment
Orientating Activities:
Explain the task to the children and brainstorm what they Listening skills Listen and record background
already know about natural disasters and natural knowledge and experiences
phenomenon. Speaking – personal
Share personal experiences or real-life anecdotes. experience
Make a list of natural phenomenon and begin collecting Model writing lists
information in the form of notes, pictures, Internet Identifying sources of Note discussions and lists made
information, books drawings etc. information by children
Explain the task requires children to create a PowerPoint
slide show and view some of the slide shows made by Visual language – modeling
other children.
Discuss the things that were interesting and how they Speaking skills, listening
would improve their own slide show. Negotiate criteria skills
for the task and put it in writing so everyone knows what
is expected.
Read and discuss the assessment sheet and decide if any Reading and comprehension
changes could be made. Does everyone understand what Asking questions
they need to do?
Establish groups and group expectations. Speaking, negotiating
Begin a class word bank of words that are important to Spelling and vocabulary dev
use and spell correctly.
Make up a glossary to explain these terms like books use Comprehension –
to explain information to readers. – Consider if this would terminology, reading skills
be good to include on a slide in the presentation so Decoding skills
viewers could understand what the terms meant as well. Analysis
Begin reading the story ‘Yesterday” to the class. I t is a Listening skills
great story that builds up a setting with the effects of
natural disasters on a community. Use to create Discussion
atmosphere and allow children to discuss how people
might feel.
Collect or create sound effects that might be associated Listening
with natural phenomenon. Make them into a fun game of
listening and predicting then consider if they could be
used in the slide show.
Enhancing Activities: Written planning – Samples of childrens
Create a plan to complete the PowerPoint slide show. diagrams flowcharts… planning sheets
Make a list of slides and decide what will be needed.
Begin collecting information in note form Notetaking, comprehension Collect samples of note
Practice taking notes from written texts, videos and Viewing skills taking
pictures.
Discuss the variety of sources available to collect Critiquing sources
information and decide which would be best to use
Begin collecting information as a whole class on different Notetaking
phenomenon. Use this information as a model to create Modeled writing
subheadings, write notes and draw diagrams.
Make a table of different occupations that work with Visual language – diagrams
natural phenomenon and the instruments or equipment
that they require. Compare the hazards they face and the Analysis
results of their work for communities around the world.
Consider information and decide if people listen to
warnings or are hard to convince when there is real
danger.
Participate in class activities, which require groups to
react to dangerous situations. Discuss as a group and form Role play – speaking Participating in groups
a group decision – compare to expert advice
Practice fire drills at school and pool safety. Make a list Written lists
of procedures people should follow in one emergency Procedural text –
situation. comprehending and
Use maps to locate places around the world where natural composing Reading maps and
disasters occur. Compare aspects of climate, landforms, Visual language making inferences
or other reasons for these natural phenomenon.
Teacher: Explain how to write an explanation and model Model explanations
writing to the class. Class can contribute and co-
operatively write a class explanation. Decide what makes
an explanation special and copy these features in your
own writing using information about one natural
phenomenon.
Investigate how diagrams are used to convey information Visual language – using
– what do they teach us, how do they show information – diagrams to communicate
captions, labels, arrows, etc Comprehend and compose
Practice drawing diagrams and compare to diagrams used Samples of students
in books. Decide how to improve on using diagrams and diagrams
create a diagram to use in your slide show.
Practice using computers to draw diagrams. What Computer literacy skills
problems do you have? How can these be overcome?
Consider if it is better to use the computer drawing tools
or your own drawings.
Can maps be scanned into the PowerPoint show – Computer literacy skills Computer literacy skills
consider how to do this and whether it would be a good – checklist
idea. Allow groups to decide if they want to use this idea
in their slide show or not.
Begin discussing what artwork is needed to complete the Speaking, listening
slide show. Discuss possible ideas for enhancing the Collect samples of art
visual effects and allow groups to decide what they will work or pictures
produce. Practice some common art pieces as a whole
class and allow children to collect materials and create
different visual art examples.
Discuss and compare different models used to depict a
natural phenomenon. Decide as a group what makes an
effective model and create a design for your own model. Planning sheets
Make a list of materials required and a plan for making Written lists
the model. – Work together to build the model, making
adjustments along the way – talk about your model with
the teacher and explain the changes your group has made.
Investigate the program PowerPoint and discuss the Computer literacy skills
easiest way to make a slide show. Practice together as a Observe and record
whole class. Then have a practice in small groups and talk Group participation
about it as a whole class. What problems did you have?
How can these be solved? What didn’t you understand?
Culminating Activity: Computer literacy Media skills
After all this hard work it is time to put it all
together and complete the task. Written compositions –
Choose the background for the PowerPoint show. explanation
Begin by completing each slide as required and
adding in the extra slides that groups have chosen Spoken explanation
to make.
Practice the slide shows and make any changes to Visual presentation
the show.
Complete models and prepare talks to explain
important points to an audience.
Practice your presentation
Send out invitations to other classes or parents to
come and see the slide shows.
Present your slide show and models