Human Society & Its Environment K-6
Units of Work
Natural Disasters
Natural Disasters
CC
EN
This unit provides student with the opportunity to gain an appreciation and understanding of the
impact that Natural Disasters have on society and cultural groups (with an emphasis on Indigenous
people), within Australian and across the globe. Students will learn about the importance of
SS
SS
warning systems in informing people of Natural Disasters. It focuses on the access that different
cultures and countries have to support networks, and technologies associated with Natural
Disasters.
Unit Duration Approximately 8 weeks – 2 lessons per week
Subject Matter Focus In this unit, students learn about:
 The impact of Natural Disasters on communities
 Disasters warning systems
 Indigenous populations and Natural Disasters
 ?
 Associations that assist people during Natural Disasters
 ?
 Natural Disasters that affect coastal versus inland areas
 ?
Implications for Learning In this unit, students have opportunities to:
 Gather information about Natural Disasters and their affects on society
 Explore different warning systems used to detect imminent disasters
 Explore the importance of organizations in the recovery process during and after Natural Disasters
 ?
 ?
1
Stage 3
 Investigate the impact that Natural Disasters have on communities, with a focus on Australian Indigenous populations
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Literacy Notes
This unit provides opportunities for students to explore Natural Disasters and their impact on cultural/societal
populations, with an emphasis on Indigenous Australians.
The HSIE teaching strategies/practices in this unit include:
KWHL Chart
Web Quest
Moodle
SWOT Analysis
Brainstorming
Independent and Group work
Discussions
Links with Other Key Learning Areas
English:
TS3.1
Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, wellorganised ideas dealing with more challenging topics.
WS3.12 a Produces text in a fluent and legible style, and uses computer technology to present these effectively in a variety
of ways.
Science & Technology:
Surroundings, and also Using Technology.
Mathematics:
C.A.P.A:
Personal Development, Health and Physical Education:
Resources
2
Stage 3
This unit of work relates directly to the knowledge and understanding strands of Living Things, Environment and its
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Special Equipment:

SWOT Analysis Template

KWHL Template

Internet access

Moodle Creation

Research

Web Quest
Board of Studies Curriculum/Syllabus Documents
HSIE Syllabus and Units of Work books, Board of Studies NSW.
Websites:
Tile of Website
Description
URL
TeacherTube Video
Natural Disasters Digital Story
A TeacherTube video is a compilation of
how Natural Disasters and how they impact
on peoples’ lives
http://www1.teachertube.com/viewVid
eo.php?video_id=151927&title=Natura
l_Disasters_Digital_Story&vpkey
YouTube Video
Australia: Mother Natures
Playground
News reports on Natural Disasters that have
occurred around Australia
http://www.youtube.com/watch?v=C2
DvnJmWh-k
YouTube Video
Australia battles more natural
disasters
This Euronews article shows the impact of
Natural Disasters that have occurred in
Australia
http://www.youtube.com/watch?v=7Nn
5TkbV6XQ
YouTube Video
Natural Disasters 2011
This compilation of news footage on
Natural Disasters that have occurred around
the world in 2011 shows Natural Disasters
can cause distress, and also demonstrates
the strength of people in times of need.
http://www.youtube.com/watch?v=4G
W3jHnayTc
Moodle
A virtual learning environment (similar to a
wiki) where students can collaboratively
collate information to be accessed by the
teacher for assessment
http://moodle.org/
Books/Information Kits/Education Kits:
3
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Outcomes and Indicators
CUS3.4
Examines how cultures change through interactions
with other cultures and the environment.
 identifies the impact that the environment can
have on any culture
Type outcome code here (eg SSS2.7)
Type outcome wording here (eg) Describes how and why
people and technologies interact to meet needs and explains
the effects of these interactions on people and the
environment.
 Type indicators here
 Type indicators here
 Type indicators here
 Type indicators here
 Type indicators here
 Type indicators here
 Type indicators here
Type outcome code here (eg SSS2.7)
Type outcome wording here (eg) Describes how and why
people and technologies interact to meet needs and explains
the effects of these interactions on people and the
environment.
 Type indicators here
ENS3.5
Demonstrates an understanding of the
interconnectedness between Australia and global
environments and how individuals and groups can act
in an ecologically responsible manner.
 explains the effects of human changes on an
environment, evaluating the positive and
negative aspects of these changes
 Type indicators here
Type outcome code here (eg SSS2.7)
Type outcome wording here (eg) Describes how and why
people and technologies interact to meet needs and explains
the effects of these interactions on people and the
environment.

Type indicators here
 explains the effects of natural changes on the
environment, such as floods, earthquakes and
fires, and how people respond to these changes
 Type indicators here
 Type indicators here
 Type indicators here
 Type indicators here
 Type indicators here
 Type indicators here
4
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Values & Attitudes
The values and attitudes are embedded in the content of this unit (BOS, 1998). However, throughout the completion of
this unit the values and attitudes that are being promoted include:
 Social Justice
 Intercultural understanding
 Ecological sustainability
 Beliefs and moral codes
 Lifelong learning
This unit will provide each student with the opportunity to develop their knowledge and understanding in relation to the
impact that Natural Disasters have on populations, with an emphasis on Indigenous populations, and the way of life.
The values and attitudes that are promoted and role modelled are:
 Social Justice
 showing concern for the welfare, rights and dignity of all people.
 Intercultural understanding
 empathising with people of different cultures and societies;
 supporting cultural diversity within a cohesive society.
 Beliefs and moral codes
 appreciating and valuing the different spiritual and religious traditions that have provided the foundations of our
society and resulted in its diverse nature;
 continuing to develop a personal value system and acting accordingly and responsibly.
 Lifelong learning
 being curious and ready to participate in learning about people, society and environments;
 making connections between what one knows and what one is learning;
 appreciating the importance of lifelong learning in a constantly changing world.
5
Stage 3
 Ecological sustainability
 appreciating the environment, one’s personal relationship with it and one’s responsibility for its future;
 recognising the interdependence of people and the environment;
 showing commitment to ecologically sustainable development and lifestyles;
 being environmentally responsible.
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Assessment
Teachers will monitor the progress of individual students throughout the unit of work. Assessment tasks will vary
considerably in length.
Assessment items are marked
in each lesson sequence.
The teacher will assess values and attitudes throughout the unit through an informal manner i.e. discussions, opinions,
journal entries and actions.
To assess students’ skills, the teacher will collect information from groups’ ‘Moodles’, ???
Skills will also be assessed in the following ways:
Acquiring Information

read, view, write, listen to and talk about a range of subject matter;

locate information using reference and information skills, drawing on the school

library/information technology centre, maps, globes and community resources;

select appropriate sources of information by observing, identifying, finding, arranging, tabulating,

displaying, evaluating and reflecting;

consider the usefulness, accuracy, reliability and validity of information;

identify bias, differences between fact and opinion and omissions in information;

consider information from a variety of perspectives;

critically reflect on the purpose and intended audience of texts related to the subject matter;

reflect on the existence of previous knowledge and experiences before selecting resources;

reflect upon and evaluate the skills that they have used to acquire information;

use a variety of sources, such as the Internet, e-mail, reference texts, artefacts, original sources,

archives, computer technology, telecommunications, people and the media.
Using an Inquiry Process

initiate investigations by defining the purposes of the investigation, posing questions about the investigation and
planning the investigation;

identify and gather information by selecting: relevant sources of information, including people such as parents,
community members, workers, experts and representatives; places such as relevant sites, local areas, local
councils, State Parliament, museums, historical societies, archives and libraries; and other sources such as
artefacts, telephone directories, maps, year books, information technologies, media, surveys, interviews, oral
histories, and various types of factual and literary texts;

analyse, organise and store information through a variety of methods, including graphs, maps, models, timelines,
diagrams, charts, matrices, databases, family trees and flow charts;

synthesise and communicate information gained using a range of texts and technologies, including recounts,
narratives, pictures, models, timelines, graphs, diagrams, tables, databases, information reports, family trees,
maps, homepages, multimedia, videos, flow charts and desktop publishing;
6
Human Society & Its Environment K-6
Units of Work
Natural Disasters

apply the information gained to new or different situations and issues by identifying the implications of their
learning for future action, by predicting, evaluating, suggesting, defining, deciding or problem-solving either
individually or in groups, and by judging value positions;

plan and implement action individually or in groups by identifying situations in which participation is required, by
contributing to the development of a supportive group, class and school climate, and by accepting and fulfilling
social and civic responsibilities within their family, school and community;

reflect on their learning by describing the sequence of activities undertaken, describing and reviewing their
inquiry process, communicating increases in knowledge and skills, and reviewing and modifying individual and
group participation.
Social and Civic Participation

listen to others, respond to each other’s ideas and advance their own ideas;

participate in activities and discussions;

work productively individually, with partners and in groups;

cooperate and negotiate;

participate in delegating duties, organising, planning and making decisions;

keep informed about current and relevant social and environmental issues;

behave as responsible and informed citizens in school, family and community contexts;

participate in appropriate forms of individual and group action that inform, encourage or initiate operations and
solve problems;

participate in activities associated with family, school and community events;

participate in environmental management and improvement activities;

reflect on the impact of particular decisions and actions;

accept specific roles and responsibilities;

consider their own rights and the rights of others;

acknowledge different kinds of citizenship.
NOTE: Suggested assessment templates can be located at the end of this unit of work.
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Human Society & Its Environment K-6
Units of Work
Natural Disasters
Learning Experiences
Key
assessment opportunities are marked:
Key assessment opportunities are marked:
Learning Sequence 1: Natural Disasters
Lesson 1: Natural Disasters Defined


To introduce unit of work, students view videos relating to Natural Disasters.

Natural Disasters Digital Story (3min 08sec)

Australia – Mother Natures Playground (6min 11sec)
Students brainstorm information about natural disasters. Teacher to write ideas onto board.

Natural Disasters to be investigated (in order) are:

Floods

Cyclones

Drought, and

Fire
Stage 3

This information will assist students to form their SWOT Analysis of Natural Disasters.
Key questions include:


What are Natural Disasters? How many different disasters can students identify

How do Natural Disasters occur? (e.g. weather patterns, man-made disasters, such as floods)

How do Natural Disasters affect the environment, and the way people live?

Where do Natural Disasters occur?

How do different Natural Disasters affect people living in different parts of the country? (e.g. costal
populations, versus inland populations)

How did Natural Disasters affect indigenous populations? (e.g. affects on wildlife, vegetation/food sources,
water supply, and displacement).
Students break into groups of 4-6 to develop a definition for Natural Disasters. These definitions will help
students to decide on one definition for the class (to displayed on the wall for the duration of the unit).
Example definition:

‘A Natural Disaster is an event caused by forces of nature that often has a significant effect on human
populations’ (Conan-Davies, 2003)

Class comes together to share their group’s definition with the class. Class, as a whole is to decide which
definition is most appropriate for Natural Disasters.

Students return to groups to complete a SWOT Analysis Table to investigate the impact of Natural Disasters on
society, with a focus on indigenous populations.

Students use resources such as internet, books, and personal experience to complete their SWOT Analysis.
8
Human Society & Its Environment K-6
Units of Work
Natural Disasters

In groups, students create a visual diagram of their findings, e.g. mind map, fishbone diagram, or T/Ychart.

Class comes together for groups to give a brief presentation of their findings.

Class Mind Map: Using information from students’ findings, class constructs a collaborative mind map of their
findings, to be displayed on the wall under the class definition of Natural Disasters.

One student from each group to write their findings in the appropriate section of the mind map.
Lesson 2: Impact of Floods on Society

Students revisit previous lesson content by briefly reflecting on the class definition and mind map of Natural
Disasters.

For this part of the unit of work, students will investigate ‘floods’.

Students to view videos about Natural Disasters that occurred in 2011.

Australia battles more natural disasters (1min 05sec)

Natural Disasters 2011 (4min 21sec)

Students discuss the impact that floods have on society and the way people live.

Encourage students to focus on Indigenous populations, and the impact floods may have had on their way of life,
food sources, water supply, shelter, and displacement.

Students engaged in discussion about recent ‘floods’ that have occurred in Australia. Students will then reflect on
floods that have occurred in their local area, e.g. the 2009 Coffs Harbour floods.

Read students the ‘Mulan Dreamtime story’, as told by Rex Johns, Mulan elder and founder (Goudie, 2004, p.
162-163). This Dreamtime story has been provided at the end of this unit of work.

Use open questioning techniques to elicit students’ responses about this Dreamtime story.
Key Questions:

Why did the Aborigines drown, e.g. was there enough warning for them to escape the flood?

How did Indigenous people forecast weather, and potential disasters (floods)? This question will lead to
the discovery of warning systems used by modern-day populations, versus indigenous people in history,
and the methods they used before the invention of warning systems and media/television.

How do students think indigenous populations living inland would have overcome the affects of floods like
the one portrayed in the story?

Why would it flood in the outback?

What type of Natural Disaster might cause this flood?

Students will then find Sturt Creek and Lake Gregory on an Australian map. Students will investigate this area to
discover whether there have been any floods in recent history. This information will be recorded in their
‘Moodle’.

Students will then create a ‘Moodle’ in groups of 4-6, to be developed further over the duration of the unit.

A ‘Moodle’ is similar to a ‘Wiki’. This will allow the teacher to monitor group/student participation.
9
Human Society & Its Environment K-6
Units of Work
Natural Disasters


The ‘Moodle’ will allow for students to share information with other groups and students around the
country/world.
The ‘Moodle’ will help students to gather information in a structured manner, to give students an
understanding of the impact that Natural Disasters have on society, culture, and the way of life for many
people.

Teacher to demonstrate to students how to create and edit a ‘Moodle’.

Students to form groups (same group as lesson one), to work on their ‘Moodle’.

Students to structure their ‘Moodle’ so that it is easy to understand.

Students use information from class mind map to put as much information into their ‘Moodle’ as possible.

Students will then gather as much information as possible, using books, the internet, and personal experience to
include in their ‘Moodle’.

The ‘Moodle’ will monitor student input and activity, allowing for easy assessment of the activity.
Natural Disasters to be investigated are: Floods, Cyclones, Droughts, and Fires.
Students will have the opportunity to add to their ‘Moodle’ over the duration of the unit.


Information to be gathered includes:

Natural Disaster Facts

Impact on communities (with an emphasis on indigenous populations)

Technology involved in detecting and monitoring potential Natural Disasters

Support networks (communities helping after disasters, rescue crews, such as SES, and Support
organisations, such as the Red Cross).
Groups come together to share information about their ‘Moodle’ and discuss any issues their group had with
creating their ‘Moodle’, or with gathering information on floods.
Lesson 3: Water, Water Everywhere

Students reflect on what they learnt in the previous lesson.

Students share their new knowledge of the impact that ‘floods’ have on society by discussing.

Students individually construct a KWHL Chart (What I know, What I want to know, How will if find out, and
What have I learnt).

Students are to complete as much of the chart relating to the topic of floods.

Students share with the class, one thing they have learnt about floods.

Teacher to note information on board for further discussion.

This KWHL chart will help students to gather information that is required for their ‘Moodle’.

Students form groups of 4-6 to share information, using the Round Robin strategy.

Students will then individually complete a Web Quest titled ‘Water, Water Everywhere’, focusing on floods.

A list of resources (websites) is provided at the bottom of the Web Quest to source answers to the
questions.
10
Human Society & Its Environment K-6
Units of Work
Natural Disasters

Students are to record their answers on the answer sheet provided. These worksheets are to be collected for
assessment.
Learning Sequence 2: ?????????????????????
Lesson 1:

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
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
???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

Stage 3
11
Human Society & Its Environment K-6
Natural Disasters
Lesson 2:

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????
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Units of Work
Human Society & Its Environment K-6
Natural Disasters
Lesson 3:

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????
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Units of Work
Human Society & Its Environment K-6
Natural Disasters
Learning Sequence 3: ?????????????????????
Lesson 1:

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????
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Units of Work
Human Society & Its Environment K-6
Natural Disasters
Lesson 2:

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????
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Units of Work
Human Society & Its Environment K-6
Natural Disasters
Lesson 3:

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????
16
Units of Work
Human Society & Its Environment K-6
Natural Disasters
Learning Sequence 4: ?????????????????????
Lesson 1:

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????
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Units of Work
Human Society & Its Environment K-6
Natural Disasters
Lesson 2:

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????
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Units of Work
Human Society & Its Environment K-6
Natural Disasters
Lesson 3:

???????????????????????????

???????????????????????????

???????????????????????????

???????????????????????????

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
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Units of Work
Human Society & Its Environment K-6
Natural Disasters
Learning Sequence 5: ?????????????????????
Lesson 1:

???????????????????????????

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
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
???????????????????????????

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
???????????????????????????
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Units of Work
Human Society & Its Environment K-6
Natural Disasters
Lesson 2:

???????????????????????????

???????????????????????????

???????????????????????????

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
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
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Units of Work
Natural Disasters
Lesson 3:

???????????????????????????

???????????????????????????

???????????????????????????

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
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
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
Stage 3
22
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Where to from here?
Have students ????????????????????????????
Stage 3
23
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Insert any Unit proformas, or assessment rubrics/charts here
(eg):
CATEGORY
4
3
2
Shows a good
understanding of the
topic.
1
Shows a full
understanding of the
topic.
Shows a good
Does not seem to
understanding of parts of understand the topic very
the topic.
well.
Listens to Other
Presentations
Listens intently. Does not Listens intently but has
make distracting noises one distracting noise or
or movements.
movement.
Sometimes does not
Sometimes does not
appear to be listening but appear to be listening and
is not distracting.
has distracting noises or
movements.
Collaboration
with Peers
Almost always listens to,
shares with, and supports
the efforts of others in
the group. Tries to keep
people working well
together.
Usually listens to, shares
with, and supports the
efforts of others in the
group. Does not cause
"waves" in the group.
Often listens to, shares
with, and supports the
efforts of others in the
group but sometimes is
not a good team member.
Rarely listens to, shares
with, and supports the
efforts of others in the
group. Often is not a
good team member.
Comprehension
Student is able to
accurately answer almost
all questions posed by
classmates about the
topic.
Student is able to
accurately answer most
questions posed by
classmates about the
topic.
Student is able to
accurately answer a few
questions posed by
classmates about the
topic.
Student is unable to
accurately answer
questions posed by
classmates about the
topic.
Purpose
Presentation has a clear
and interesting purpose.
Presentation is interesting Presentation is not very Presentation is not
but purpose is somewhat interesting and purpose is interesting and has no
unclear.
somewhat unclear.
discernable purpose.
Knowledge
Student showed excellent
knowledge of content,
needing no cues and
showing no hesitation in
talking or answering
questions.
Student showed excellent
knowledge of content,
but 1-2 students once
needed note cards to talk
or answer questions.
24
Student showed excellent Student needed note
knowledge of content,
cards to talk and to
but 1-2 often needed note answer questions.
cards to talk or answer
questions.
Stage 3
Content
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Insert Student Self Assessment Activities here
Stage 3
25
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Insert any Observation Checklists here
Student’s Name:
Date:
Evaluation Criteria

1

2.
Needs improving
Yes
to a degree
Yes very
well



1.
(eg) Group interaction Skills: The Student:

Shows good co-operation with a group

Shows consideration for others feelings

Demonstrates self-control

Contributes positively as a member of a group
Stage 3
Teacher Comments:
26
Human Society & Its Environment K-6
Units of Work
Natural Disasters
AUSTRALIAN WETLANDS
Outcomes Assessment
Unit Title:
Term:
Type Unit title here
Stage:
Content strand
Type
Outcome here
Type indicator
here
Type Outcome
here
Type indicator
here
Content strand
Type
Outcome here
Type indicator
here
Type Outcome
here
Type indicator
here
Stage 3
Type Outcome
here (Eg)
CCS2.2
Type indicator
here (eg)
Explains
changes in the
community and
family life and
evaluates the
effects of these
on different
individuals,
groups and
environments.
Content strand
Student Names:
27
Human Society & Its Environment K-6
Natural Disasters
Resource 1.1: SWOT Analysis to accompany Learning Sequence 1, Lesson 1
28
Units of Work
Human Society & Its Environment K-6
Units of Work
Natural Disasters
Resource 1.2: Dreamtime Story to accompany Learning Sequence 1, Lesson 2
Dreamtime stories of extreme floods
We should be able to learn from Dreamtime stories of extreme floods. The described floods should tell us about Probable
Maximum Floods, with the embedded message of possible large-scale evacuations or drownings. A clear example is the
Dreamtime story of the flooding of the Sturt Creek into Lake Gregory (Nunkiarry 1996), in considering evacuation of
Mulan ahead of major predicted flooding.
Mulan Dreamtime story
There were two emu up north from around Inverway Station, from Nungaroo Creek who were chased by two dingo. A
big distance away at Nungaroo.
People were walking. The emus were in front. The people were singing and dancing, and they were in between the
dingos and the emus. There were floodwaters behind the dingos.
When people were camping the flood would stop. There was one old man, he had a string line and he would cut the water
while they camped. He would hold the waters back while they camped. While they would sing and dance. Where they
camped the water was held up. That is where the billabongs in Sturt Creek are now. Like at Bindalaorro.
The black and white water bird, the one with the long legs, the little bird was with the people. Birds and other animals
joined the people as they moved south, singing and dancing.
They were coming down, straight down to the lake on the Sturt River side. But the dingo chased the emu round the other
side. Around to number 51 well (water bore) around to Gillang-gillam.
The dingo chased the emu back and forth on the main lake. One dingo was chasing one emu and the other dingo was
chasing the second emu. Back and forth. Each dingo grabbed an emu when they passed but they each grabbed the wrong
emu. They grabbed ‘em and killed ‘em and ate ‘em.
The people on the other edge of the lake, in the main channel, camped again. In that main camp they sung and danced,
that was where we call Lera Yard.
When the two dingos were full they walked up the other channel to Mulan. There was a soak there and they dug in.
They’re still there.
Then the water came in from both sides and all the people got drowned.
One old man walked off and sang them (he put a deadly curse on them all). They all drowned because they hadn’t shared
some food with him. But when he walked off, another old man spat on him, cursed him, so that first old man who walked
off died too.
Rex Johns,
Mulan elder and Founder
The Sturt Creek was a central link for all the desert communities visited. It is common knowledge now that if the initial
floodwaters were a milky colour passing through the Balgo area, it means a major flooding rain north, about 5 days
earlier, and the creek would probably stay up for months. If the water was red, it means local rains (from the smaller,
near catchment), so the creek would probably go down again in a few days.
The point of the Lake Gregory Flooding story is that, apart from the Dreamtime story, the lake has never overflowed in
living memory. The megaflood Dreamtime story tells us it did flood, that it can flood. And that every-one drowned.
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Resource 1.3a – KWHL Chart to accompany Learning Sequence 1, Lesson 3
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Natural Disasters
Resource 1.3b: Web Quest to accompany Learning Sequence 1, Lesson 3
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This Web Quest can be accessed at: www.
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Natural Disasters
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Natural Disasters
Resource 1.3c: Web Quest answer sheet to accompany Learning Sequence 1, Lesson 3
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Natural Disasters
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Natural Disasters
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