We Are Learning About How Different Disasters Effect Different Groups of People

VISION
Growing, Inquiring, Students who aspire to be the best they can be.
Unit title: DISASTERS / Year Level / Duration
PRINCIPLES
Beliefs about learning: Learning is socially constructed
Links to: Inclusion,Cultural Diversity,Community engagement, Future focus.
Rationale / Values
To expose children to the local history and environment. To prepare children to be self managing in the event of a disaster. / Obedience: When a disaster occurs we need to follow instructions.
Duty:People have specific duties during a disaster.
Big Idea:
Disasters create change
Key understandings
Disasters impact on people in different ways
People have specific roles to play when disasters strike
Disasters come in many forms
Disasters can be local, national or world wide
Curriculum links
Level 1&2
Social Sciences
Level 1
Understand that people have different roles and responsibilities as part of their participation in groups.
Level 2
Understand that people have social, cultural and economic roles rights and responsibilities.
Science
PE&B
Describe how natural features are changed and resources affected by natural events and human actions.
Health
Describe and use safe practices in a disaster
Identify people who can help.
Identify and discuss obvious hazards in the local environment and adapt safety practices. / Technology
Develop a plan to support the development of an outcome.
Understand that there is a relationship between the material used and the performance. \
Understand that technological outcomes are developed through practice and have related physical and functional natures.
Understand that technology is purposeful.
English
Select, form and express ideas in a range of topics.
Use appropriate language features.
Arts
Drama
Share drama and dance through informal presentation and respond to elements of drama and dance.
Learning intentions / Assessment

We are learning about the impact of a local disaster and how world wide disasters can also impact on people in New Zealand
We are learning about how different disasters effect different groups of people
We are learning to self manage in the event of a disaster

Success criteria:

Name a local and recent international disaster
List roles people or places have in disasters
Discuss possible cause of disasters
Talk about possible ways to prevent disasters

/ How will assessment task(s) within the unit

Benefit students
Involve students
Support teaching and learning goals
Be planned and communicated to students
Suited to the purpose

Be valid and fair ( page 40 NZC)
Assessment
Prior learning
Reflect on learning at the sorting out stage.
Reflect on learning again at the conclusion stage.
LEARNING PLAN
Key competencies / Linked Learning Experiences / Principles
Thinking

how to use the thinking keys and De Bono’s thinking hats etc
how to evaluate information
a variety of reflective tools and be able to use them
howto distinguish between fact and opinion
to formulate closed and open questions and create questions to frame an inquiry
problem solving strategies such as reasoning, drawing diagrams , using tables, acting out.
How to organize their ideas using a variety of graphic organizers

/ Tuning In.
Expose children to the topic
Wonder wall, questions
Prior knowledge of types of disasters, local agencies and self management KWL / Learning To Learn
Learning creates well rounded people who can live in the world an relate positively to people and the environment
Learning should be motivating , engaging and fun
Learning is varied and purposeful and proceeds at different rates for different people
Learning is socially constructed
High Expectations
Encourage all students to achieve personal excellence
Enable students to be the best they can be
Using language symbols and text

How to use the conventions of written language
How to read and use the text structures and features of fiction and non – fiction text
How to produce, read and understand mathematical , scientific, technology texts and symbols
How to interpret diagrams, tables, photos, performances, posters, advertisements, videos and websites.

/ Finding out
Check with Early settlers museum
Abbotsford landslip footage, kit.
Cause and effect of landslips
Discuss floods and local flooding
Tsunami warnings and effects
Earthquakes
Find out about Local agencies
Thinking

how to use the thinking keys and De Bono’s thinking hats etc
how to evaluate information
a variety of reflective tools and be able to use them
howto distinguish between fact and opinion
to formulate closed and open questions and create questions to frame an inquiry
problem solving strategies such as reasoning, drawing diagrams , using tables, acting out.
How to organize their ideas using a variety of graphic organizers

/ Sorting out
Home emergency kit
What agencies can help in different situations
Know what to do in an emergency
Sort out the information that they have gathered
Reflect on your learning, and see where you want to go next
Managing Self

how they learn best and what sort of learner they are
strategies to meet challenges
where and when to seek help
how to make appropriate choices
how to work and play with others
the consequences of their actions
its okay to try new things and step out of their comfort zone,

/ Going further
Asking questions, interview people, research,
Have speakers in to talk to us, St Johns, Red Cross, Mosgiel Lions etc
Link and make connections to other types of disasters. / Community Engagement
Promote school values in the wider community
Develop caring, considerate, citizens for the future who demonstrate empathy for others.
Ongoing and regular consultation processes with communities
Coherence
Make connections across all learning areas.
Aspire to provide a wide range of experiences and opportunities for all students.
Participating and Contributing

how to articulate their feelings, ideas and questions.
how our school values impact on the way we participate and contribute to our school community
how to ask and respond to questions
how to be a responsible group member
how to give and receive feedback that informs the learner
what makes a good leader
how to be an effective team member who is able to communicate clearly

/ Making Conclusions
Make a movie
Drama presentation about a disaster
Present interviews as a news report
Reflect on your own learning
SO WHAT
Make their own survival kit
Make a wallet size card or fridge magnet to display an action plan of what to do in a disaster
Donation to Red Cross, Mosgiel Lions etc / Future Focus
Encourage understanding of wide global issues.
Vocabulary / Disaster
Emergency
Flooding
Landslide
Rescue
Help
Survival
Safety
Impact/ consequence
Drills
Volcanic eruptions
Experiments / Communication
Osolation
Civil defence
Plates
Unstable
Action reaction
Search and rescue
Abbreviations
Catastrophe agencies
Panic
Humanitarian
Natural and non natural disaster
Tectonic plates
Literacy skills / Reading a pamphlet
Reading maps
Reading newspapers
Phone books / Summarising
Key words / inforamtion
Note taking
Features of non fiction text
Paraphrasing
Cause and effect statements

Green Island School - Teacher Inquiry

Class: ______Date: ______Unit Length: ______

I felt the unit
______/ Negative------Positive
Achieved the objectives
Achieved the needs of all children in the class
Lasted for a suitable length of time
Was well sequenced
Had interesting activities
Was easy to follow and implement
Used appropriate content
Used effective resources
Integrated well with other curriculum areas
Would be suitable to teach again
Was successful