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This unit of work aims to develop students knowledge and understanding of the
impact floods have on environments and communities, and how people can
respond. It is important for Primary school students to understand the impact of
floods, as it is one of the costliest and damaging natural disasters in Australia
(Commonwealth of Australia & Geoscience Australia, 2016). In this unit, students
can develop an understanding of floods as a significant disaster event, the
different types, causes and effects, major floods in Australia, the different
hazards associated with floods, action plans and the potential impact floods can
have on the community. This unit will be delivered using an inquiry based
learning approach, whereby students will be investigating, posing questions and
critically reflecting on their learning. An inquiry approach can allow students to
construct their own knowledge and ideas through investigating, questioning and
clarifying, and is important for purposeful learning (Reynolds, 2014). Students
will therefore organise the information they gather and synthesise their findings
in order to build upon their current and prior knowledge. Students will be using
reflecting, analysing, interpreting and representing skills in order to do this.
Erikson (2006) stated that students are able to develop a deeper understanding
and knowledge when they are physically and emotionally involved in the context,
therefore activities use real life stories, images and an incursion.
Knowledge, understandings, skills, values
Mapping and explaining the location, frequency and severity of
flooding in Australia
Explaining the impacts of fire on Australian vegetation and the
significance of flood damage to human communities
Researching how the application of principles of prevention,
mitigation and preparedness minimises the harmful effects of flooding
Suggesting collective action in response to impact of floods on a
community and describing the likely effects of this action on different
groups of people
(Victorian Curriculum, 2015)
Focus questions
What do you know about floods?
What causes floods?
What are the impacts floods?
Why are they damaging and
How do floods affect communities?
What do you do during a flood?
How do you prepare for a flood?
How can we inform others?
How can we minimise potential hazards?
How can we put action plans into place?
Resources
Internet sites
ABC Behind the News, (2012). Summer Floods, 2012 [Video Clip]. ABC BTN.
Retrieved from: http://www.abc.net.au/btn/story/s3429411.htm
SES. (2016). Types of floods: Victoria State Emergency Service. Retrieved from
http://www.ses.vic.gov.au/get-ready/floodsafe/types-of-floods
Online Images
Australian Government & Attorney Generals Department. Map of Australia.
Disaster Resilient Australia.Retrieved from
https://emschools.org.au/sites/default/files/Fld-Map%20of%20
Australia-Activity%20Sheet.pdf
Commonwealth of Australia & Geoscience Australia. (2016). Image Gallery:
Floods.
Retrieved from http://www.ga.gov.au/scientific-topics/hazards/flood/basics/gallery
SES. (2016). FloodSafe: Teacher Lesson Plan - Stage 3. Retrieved from
http://www.floodsafe.com.au/uploads/104/lp-floodsafe-stage-3-v4.pdf
Software
Microsoft Word
Microsoft Office
Print
Cause effect and result diagram (Appendix 1)
Incursion table (Appendix 5)
Other resources
Interactive Whiteboard
Digital images of floods
iPads
Computers
A3 Paper
Coloured Pens
Teaching the unit
Setting the scene
Resources
ABC Behind the News, (2012). Summer Floods, 2012 [Video Clip].
ABC BTN.
Retrieved from: http://www.abc.net.au/btn/story/s3429411.htm
SES. (2016). Types of floods: Victoria State Emergency Service.
Retrieved from
http://www.ses.vic.gov.au/get-ready/floodsafe/types-of-floods
Commonwealth of Australia & Geoscience Australia. (2016). Image
Gallery: Floods.
Retrieved from http://www.ga.gov.au/scientific-topics/hazards/flood/basics/gallery
Cause, Effect, and Result Diagram. (Appendix One).
Interactive Whiteboard
Assessment
Activity One:
Formative Assessment: Graphic organiser
The teacher will be able to identify areas where the student need
support in their learning, and to alter upcoming tasks.
To identify students strengths in their understanding of floods, and
assess the use of critical thinking.
Activity Two:
Formative Assessment: Matrix (Appendix 3).
The teacher will collect students work and assess against a Matrix,
to monitor the students learning and understanding.
Investigating
Resources
iPads
Interactive Whiteboard
Pens and Paper
Real life stories
Commonwealth of Australia. (2011). Real Life Flood Stories. Australian Institute
for Disaster Resilience. Retrieved from
https://emschools.org.au/flood/real-life-stories.
FloodSafe game-
SES. (2016). FloodSafe Game: Victoria State Emergency Service. Retrieved
from http://www.ses.vic.gov.au/get-ready/at-school/floodsafe-ga me.
Australian flood risk information portal-
Australian Government & GeoScience Australia. (2016). Australian flood risk
information portal. Retrieved from
http://www.ga.gov.au/flood-study-web/#/search.
Disaster mapper-
Australian Government & Attorney Generals Department. (2016). Disaster
Mapper. Retrieved From
https://emknowledge.org.au/disastermapper/#/intro
Map of Australia-
Australian Government & Attorney Generals Department. (2016). Map of
Australia.
Disaster Resilient Australia.Retrieved from
https://emschools.org.au/sites/default/files/Fld-Map%20of%20
Australia-Activity%20Sheet.pdf
Extension activity
Students will play the flood safe game to find out why floodwater is
dangerous.
Accessed from- http://www.ses.vic.gov.au/get-ready/at-
school/floodsafe-game
Students have 60 seconds to discover as many items as possible.
Assessment
Activity 3
Formative Assessment: Collecting work samples.
Students data representations will be collected as work
samples.Teacher will assess students understanding on representing data
based on impacts of floods to the community.
Activity 4
Summative Assessment: Rubric
Group self evaluation along with teacher comments using a rubric.
(appendix 4)
Assessment
Activity 5
Formative assessment: Work samples
Teacher will collect students tables and answer the following questions based off
students work samples:
Has the student utilised knowledge gained from previous lessons
and the incursion?
Has the student built upon knowledge and thought of new ideas?
Can the student identify how to remain safe in a flood?
Can the student assess the dangers of objects found in flood water?
Has the student provided suggestions on how to prepare for a
flood?
Can the student identify some essential items for a flood kit.
Activity 6
Summative assessment: Rubric
Teacher will use the warnings brochures students created and
assess them based on the rubric attached in appendix
Teacher will assess brochures based on the rubric attached in
appendix 6.