Disaster Resilience Education Units of Work Lower Primary Middle Primary Upper Primary & Lower Secondary Mt Macedon Disaster Resilience Education Units of Work 2|P a g e AEMI – A Centre of Excellence Attorney–General’s Department Disaster Resilience Education Units of work Contents ‘Emergencies and Me’ ......................................................................................... 4 Lower Primary Unit of Work ............................................................................ 4 What a Disaster? ................................................................................................ 13 Middle Primary School Unit of Work ............................................................. 13 Jigsaw Example – Types of Disasters ............................................................. 17 Jigsaw Approach ............................................................................................ 20 Appendixes..................................................................................................... 25 Disaster Education Learning Centre Tasks ..................................................... 30 Index of Learning Centre Tasks ...................................................................... 31 Disasters and the World around Us ................................................................... 46 Upper Primary/Lower Secondary Unit of Work ............................................ 46 Appendixes..................................................................................................... 60 Disaster Education Learning Centre Tasks ..................................................... 65 Index of Learning Centre Tasks ...................................................................... 66 AEMI – A Centre of Excellence Attorney General’s Department P a g e |3 Disaster Resilience Education Units of Work ‘Emergencies and Me’ Lower Primary Unit of Work The following unit of work is designed to follow the various stages of the Inquiry Approach. The work of Lane Clark is acknowledged as the backbone of the Inquiry Approach advocated here. The next page of this document provides an overview of the stages of learning for this particular Unit. The activities suggested in this Unit make use of various ‘Thinking Curriculum’ skills and strategies. 4|P a g e AEMI – A Centre of Excellence Attorney–General’s Department Disaster Resilience Education Units of work Series Line for Emergencies and Me The following Series Line details a unit of work that might be followed. Each stage of this Series Line has suggested activities that could be undertaken as a part of this unit of work or used separately to fit with a unit of work developed locally. FREE IMMERSION ACTIVITIES This is an opportunity to introduce the children to the topic and to ‘key’ them into the unit of work. WHAT? 1. Establish what the children know about disasters 2. Investigate the different types of disasters FINDING OUT Who deals with the different types of emergencies? SO WHAT? What does knowing this information mean to the students, what difference will it make to them and their community? AEMI – A Centre of Excellence Attorney Generals Department INTERNALISE This is an opportunity for the students to ‘pull’ together their learning and to ‘internalise’ the information gathered What do they do? How do they do it? What do they use to help them? When do they do it? P a g e |5 Disaster Resilience Education Units of work Free Immersion Activities Provide students with an opportunity to ‘tune in’ to the topic. Activities might include one or more of the following examples that could be used as whole class activities, or provided as ‘stations’ that the students circulate through. Organise a talk/presentation by the local fire services, State Emergency Service, Red Cross Branch, Ambulance Service Watch a suitable video, movie or cartoon about disasters e.g. ‘Hazards Disasters and Survival’, ‘Great Australian Disasters of the 20th Century’, or ‘Nature’s Fury – Natural Disasters’ (available for loan from the Australian Emergency Management Library. You can contact the library directly by email: em.library@ag.gov.au Collect newspaper and magazine clippings, photographs, and internet images of emergencies and disasters and make a wall montage Listen to music from various disaster movies Read real life stories about disaster - some are available on the Disaster Resilience Education for Schools website - www.em.gov.au/schools through the use of the Living with Disaster – Digital Stories. What? What do they know? Find out what the children know about disasters using one or more of the following activities: Brainstorm as a class (or in small groups and then as a class). Remember - all contributions are accepted in a brainstorm. Consider recording the information as pictures rather than words or in a simple web format Note: Pictures could be used to replace the words in this web. 6|P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work In groups children create a simple song, poem, play, poster, or story about disasters or particular disasters. Use the wall montage, created in the immersion stage, to attach brainstormed information to. Investigate the types of disasters that might affect our community. Each Jigsaw ‘home’ group (see below) finds out about different types of disasters. Using the chart below students visit various ‘Research Stations’ to collect information. Individuals then return to their home group where the information is collated on a group chart. Possible Research Stations: Use ‘Disaster Mapper’ – An interactive resource for schools (‘Disaster Mapper’ is an interactive curriculum resource that have over fifty disaster events that have occurred in Australia since 1890.It has facts and images of each event and has the ability to identify where disasters occur throughout Australia). ‘Disaster Mapper’ can be found on the Home page at www.em.gov.au/schools, to locate your region in Australia and identify the potential hazards/risks for your community. non-fiction texts with information about a range of disasters simple survey of students from other or older grades fiction texts Disasters Chart – students record their information (in words and/or pictures) in each box What I found out about disasters Insert pictures of a flood Insert words about a Insert words and flood pictures about a volcano Wonderings? AEMI – A Centre of Excellence Attorney Generals Department P a g e |7 Disaster Resilience Education Units of work Jigsaw Example (Types of Disasters) This is a cooperative group strategy that can work in a variety of ways; the suggestion below can be modified to suit the activity being undertaken. In this example a class of 24 students are divided into four mixed ability groups (home groups). One person from each of the ‘home’ groups then joins one of the ‘expert’ groups. The ‘expert’ groups work together to find and share information on their ‘topic’. Students then return to their ‘home’ group and share the information learnt. 8|P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Finding out – Who? 1. Place students into mixed ability home groups – see Jigsaw Approach below. 2. Using the chart below students visit the various Research Stations to collect information find out about the people in our community who are involved in emergencies. Note that ‘wonderings’ from the previous activity could be added to the chart. 3. Individuals then return to their home group where the information is collated on a group chart. Research Stations could include: Disaster Mapper – An interactive resource for schools (Disaster Mapper is an interactive curriculum resource that has over fifty disaster events that have occurred in Australia since 1890.It has facts and images of each event and has the ability to identify where disasters occur throughout Australia. Disaster Mapper can be found on the Home page at www.em.gov.au/schools.) Non-fiction texts with information about a range of disasters Simple survey of students from other or older grades Fiction texts AEMI – A Centre of Excellence P a g e |9 Disaster Resilience Education Units of Work People and Emergencies Chart Who? What do they do What do they use? ? Police officer Direct, rescue, protect, Police car, dogs, sirens, lights, helicopter, Fire Person Teach, put out fires, Fire engines, hoses, water, evacuate, rescue helicopter, fire, bulldozers Vulcanologist National Parks Worker Ambulance officer Red Cross volunteer Town Planner 10 | P a g e AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Jigsaw Approach (Learning about Particular Disasters) This is a cooperative group strategy that can work in a variety of ways. The suggestion below can be modified to suit the activity being undertaken. In this example a class of 24 students are divided into four mixed ability groups (home groups). Students from each of the ‘home’ groups visit the various Research Stations to learn about one or two particular disasters. Students then return to their ‘home’ group and share the information learnt. Research Stations Students from each home group visit the Research Stations to gather information about their disaster. Home groups Mixed ability groups Six students in each group. Students visit different Research Stations to gather information about their disaster. Students return to home groups to share information learnt Research Stations Students from each home group visit the Research Stations to gather information about their disaster. or ideas developed. Disaster Mapper 1 Web Search 2 3 Fiction texts Other / Older student survey 4 11 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Internalise the information 1. The groups select a method to present their information to the class and prepare their presentation. Methods for presentation could include: an audio tape, video, a play, a dance, a story, a picture, an advertisement, a chart, a book... 2. Students present their information to the class. 3. As a class combine the information from the group charts on a class chart. Class Action Plan Students develop a class action plan using the new information they have learned. Plans could include:-Developing household emergency plans. Practising aspects of the School Emergency Plans on a regular basis. Sharing their Learning Centre tasks with other grades, or the school community – through the school newsletter, or the wider community – on the school web site, or posters to put around the school. Writing to the people who are involved in disasters with ideas that could help them. Creating a household or class emergency kit. Undertaking a child’s first-aid course. Raising money to donate one of the volunteer emergency groups. 12 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work What a Disaster? Middle Primary School Unit of Work The following Unit of Work is designed to follow the various stages of the Inquiry Approach. The work of Lane Clark is acknowledged as the backbone of the Inquiry Approach advocated here. The next page of this document provides an overview of the stages of learning for this particular Unit. The activities suggested in this Unit make use of various ‘Thinking Curriculum’ skills and strategies. Series Line for What? A Disaster! The following Series Line details a unit of work that might be followed. Each stage of this Series Line has suggested activities that could be undertaken as a part of this unit of work or used separately to fit with a unit of work developed locally. AEMI – A Centre of Excellence Attorney Generals Department P a g e | 13 Disaster Resilience Education Units of Work Free Immersion Activities Provide students with an opportunity to ‘tune in’ to the topic. Activities might include one or more of the following examples that could be used as whole class activities, or provided as ‘stations’ that the students circulate through. Organise a talk/presentation by the local fire services, State Emergency Service, Red Cross Branch, Ambulance Service Watch a suitable video, movie or cartoon about disasters e.g. ‘Hazards, Disasters and Survival’, ‘Great Australian Disasters of the 20th Century’, or ‘Nature’s Fury – Natural Disasters’ (available for loan from the Australian Emergency Management Library. You can contact the library directly by email: em.library@ag.gov.au). Collect newspaper and magazine clippings, photographs, and internet images of disasters and make a wall montage Listen to music from various disaster movies Read real-life stories about disasters - see the Disaster Resilience Education for Schools at www.em.gov.au/schools 14 | P a g e AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work What? What do they know? Find out what the children know about disasters using one or more of the following activities: Brainstorm - as a class (or in small groups and then as a class). Remember - all contributions are accepted in a brainstorm. Consider - recording the information in pictures and words or in a simple web format. Bush Drought Flood Fire Water Fire truck In groups, children create a simple song, poem, play, poster, or story about emergencies or particular emergencies Use the wall montage, created in the immersion stage, to attach brainstormed information to. AEMI – A Centre of Excellence Attorney Generals Department P a g e | 15 Disaster Resilience Education Units of Work Investigate the types of disasters that might affect our community 1. Each Jigsaw ‘home’ group (see below) finds out about different types of disasters. 2. Using the chart below students visit various ‘Expert Groups’ to collect information. 3. Individuals then return to their home group where the information is collated on a group chart. Possible Expert Groups: Use Disaster Mapper – An interactive resource for schools (Disaster Mapper is an interactive curriculum resource that have over fifty disaster events that have occurred in Australia since 1890.It has facts and images of each event and has the ability to identify where disasters occur throughout Australia. Disaster Mapper can be found on the Home page at www.em.gov.au/schools) to locate your region in Australia. Simple survey of students from other or older grades Fiction texts Disaster Chart Type of disaster 16 | P a g e What happens? Wonderings? AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Jigsaw Example – Types of Disasters This is a cooperative group strategy that can work in a variety of ways; the suggestion below can be modified to suit the activity being undertaken. In this example a class of 24 students are divided into four mixed ability groups (home groups). One person from each of the ‘home’ groups then joins one of the ‘expert’ groups. The ‘expert’ groups work together to find and share information on their ‘topic’. Students then return to their ‘home’ group and share the information learnt. AEMI – A Centre of Excellence Attorney Generals Department P a g e | 17 Disaster Resilience Education Units of Work Check various events, including each of the types of disasters, to see if they fit the definition of a disaster. A simple definition: A disaster is something that causes a lot of destruction, disruption and/or distress to a community. Use the table on the next page for ‘home’ groups to discuss what a disaster is. A class discussion could then follow. What is a Disaster? Event A lot of destruction A lot of disruption A lot of distress Car crash Bushfire Flood Drought Earthquake/Tsunami Storm Surge Heatwave Bike accident Cyclone Landslide Tornado Volcano Large toxic chemical spill Bridge collapse Major animal disease Severe Storm and Lightning 18 | P a g e AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Find out (The Who? Where? When? Why? & How? of various disasters). 1. Place students into mixed ability home groups – see Jigsaw Approach below. 2. Using the chart below students visit the various Research Stations to collect information on the disaster they are finding out about. Note that ‘wonderings’ from the previous activity could be added to the chart. 3. Individuals then return to their home group where the information is collated on a group chart. Research Stations could include: Disaster Mapper – An interactive resource for schools (Disaster Mapper is an interactive curriculum resource that have over fifty disaster events that have occurred in Australia since 1890.It has facts and images of each event and has the ability to identify where disasters occur throughout Australia. Disaster Mapper can be found on the Home page at www.em.gov.au/schools.) Non-fiction texts with information about a range of disasters Internet Simple survey of students from other or older grades Fiction texts Types of Disaster Who is involved? Where do When do Why do they they happen? they happen? happen? How do they happen? Wondering? ? AEMI – A Centre of Excellence Attorney Generals Department P a g e | 19 Disaster Resilience Education Units of Work Jigsaw Approach (Learning about Particular Disasters) This is a cooperative group strategy that can work in a variety of ways. The suggestion below can be modified to suit the activity being undertaken. In this example a class of 24 students are divided into four mixed ability groups (home groups). Students from each of the ‘home’ groups visit the various Research Stations to learn about one or two particular disasters. Students then return to their ‘home’ group and share the information learnt. 20 | P a g e AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Internalise the information 1. The groups select a method to present their information to the class and prepare their presentation. Methods for presentation could include: an audio presentation, a video, a play, a dance, a story, a picture, an advertisement, a chart, a book etc. 2. Students present their information to the class. 3. As a class combine the information from the group charts on a class chart. Going Further Provide students with a range of Learning Centre tasks (see below) to choose from and a ‘Topic Wheel’ (see Appendixes) organiser to assist with undertaking the task. Establish ‘criteria’ (see Appendixes about the Learning Centre tasks with the students. Students self assess their tasks against the criteria developed. Blooms revised Remembering Understanding List disasters that have affected your community in recent years Write a play based on a picture story book involving a disaster (E.g. Smudge by Jacqueline French) Applying Analysing Evaluating Creating Create a new school evacuation plan Write a newspape r article about a new (fictitious) flood rescue vehicle Multiple Intelligences Word (Linguistic) Maths (Logical/Math ematical) Make a timeline of Australian disasters AEMI – A Centre of Excellence Attorney Generals Department Get data about a particular disaster and construct a graph that educates people about disasters. Create a map of the school or local area and note the potential sources of risk/hazards to the school P a g e | 21 Disaster Resilience Education Units of Work Picture (Spatial) Body (Bodily/ Kinaesthetic) Make a cartoon strip showing people how to respond to a particular disaster. Make a diorama or model of a particular disaster. Find out the ‘speed’ of a variety of disasters – see if you can outrun them – record your results. Organise and supervise a school evacuation exercise. Write and perform a play about how to prepare for a particular disaster. Write a soundscape that represents a particular disaster. Write a song or jingle to sell a household emergency kit. Musical People (Interpersonal) Tell your family or a younger grade about an Australian hazard (design an evaluation form for your audience to complete) Self Nature (Naturalist) Interview people about their disaster experiences. Describe what you do in a flood situation (Intrapersonal) List ways in which humans contribute to natural disasters 22 | P a g e Create plans/ diagrams of a new product that will assist in preventing disasters Find some Indigenous Australian Dreamtime stories that mention disasters. Explain the stories in your own words. Write a song that describes how people might feel after a disaster Organising and participate in a debate on the value of bushfires/ flooding. Make a recording or brochure about what you think are the main ‘rules’ for surviving a cyclone Make a game to teach people about water conservation Develop a plan to rescue an endangered animal from a hazard. AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Other tasks could include: historical events in local, Australian or World history information about what we can do about different disasters activities which develop a greater understanding of particular disasters communications in emergency situations describe and then modify an emergency product disasters in the media – books, stories, film, songs, music environmental issues detail about Prevention, Preparedness, Response and Recovery speculating on the future literature and disasters mapping activities Internet resources evaluation Art works about disasters and emergencies. AEMI – A Centre of Excellence Attorney Generals Department P a g e | 23 Disaster Resilience Education Units of Work Internalise and reflect In groups, or individually, students mind map their knowledge of disasters Mind Mapping Developed by Tony Buzan, Mind Mapping, in its simplest form, is a tool that can be used to graphically record information and ideas. So what? Action Plan Students develop a personal action plan using the new information they have learned. Plans could include:- developing a household evacuation plan reviewing the school’s Emergency Plans sharing their Learning Centre tasks with other grades, or the school community – through the school newsletter, or the wider community – on the school web site writing to the newspaper about the necessity for people to be prepared for emergencies creating a household emergency kit organising and/or undertaking a kids first-aid course, and organising an Evacuation Drill at school or home, analyse how it went, suggest improvements and test again. 24 | P a g e AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Appendixes Teaching and Learning Tools & Strategies Detailed below are a number of teaching and learning tools & strategies suggested for use in this Unit of Work. Graphic Organisers. Graphic organisers are charts that be used to assist students to record, organise, evaluate and analyse, information. Examples include: simple webs, concepts maps, Venn diagrams, Mindmaps, flow charts and matrices. Wonderings As students gather information and research particular topics questions may arise regarding that topic or related ideas. Providing opportunities and encouraging students to record their ‘wonderings’ will assist framing future directions for their own, and potentially the group or class, inquiry learning. Multiple Intelligences Professor Howard Gardner of Harvard University suggests that there are at least eight different kinds of human intelligence, including 1. The Linguistic (Word) Intelligence; 2. The Mathematical/Logical Intelligence; 3. The Spatial (Picture) Intelligence; 4. The Bodily/Kinaesthetic Intelligence; 5. The Musical Intelligence; 6. The Intrapersonal (Self) Intelligence; 7. The Interpersonal Intelligence; and 8. The Naturalist (Nature) Intelligence. 9. Blooms Taxonomy (Anderson Revision) AEMI – A Centre of Excellence Attorney Generals Department P a g e | 25 Disaster Resilience Education Units of work Physical Behavioural Environmental Think–chart A useful organiser for giving more detailed analysis of a topic or issue (in this case we have also included a column for students to record their wonderings). Disaster Type Physical Behavioural Environmental What does it look like? Cause Where & when do you find it? (sound, smell etc – it is the taking in of stimuli from the five senses). Swollen rivers Lots of water Flood Heavy rain Big lake Flash floods How does it happen? Wonderings? Effect What does it do? Land covered with water Winter or summer in the tropics Houses flooded Sometimes with storms or from a tsunami Crops destroyed Bridges washed away People can be killed or injured Heavy or prolonged rain Rivers Lakes coast How often do they happen in Australia? What is the biggest one ever? Could it happen to my house? What do you do in a disaster like this? Rivers break banks Flash floods 26 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Think it - Venn Diagrams Taking the information from a series of Think–charts and comparing and contrasting that information within a Venn or tri-Venn diagram is known as the Think it process and is an organiser sequence developed by Lane Clark. It is a powerful process that when used correctly allows learners to discover the characteristics of anything being examined. Venn diagrams are a useful tool for grouping and comparing information. In this example three different sources provide the following information about severe storms. Using the diagram helps us see that severe storms have high winds, but can also include heavy rain, flash flooding, tornados, thunder & lightning, and hailstones. Video Cold temperatures Snow People killed Flash flooding Heavy rain Hailstones Text High winds Crops destroyed Fires started Buildings damaged Stock killed Cars washed away People injured Net search AEMI – A Centre of Excellence Attorney Generals Department P a g e | 27 Disaster Resilience Education Units of Work Developing Criteria Developing criteria regarding the expectations of an activity assists students to clarify what they are working towards, and provides students with opportunities to self or peer assess. Criteria should preferably be developed or negotiated with the students. An example of Criteria that might have been developed for the Middle Primary Learning Centre tasks might look thus: OK Great Really Great disaster ideas on your topic 5 disaster ideas on your 7 disaster ideas on your included topic included topic included ideas for action described 4 ideas for action described 6 ideas for action described Sources of information used 3 sources of information 4 sources of information used used information about local, or 2 communication vehicles Information about local, national or international used and national and issues included international issues included 1 communication vehicle 2 communication vehicles 3 communication vehicles used used used 28 | P a g e AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Topic Wheels Students complete the following table to assist them with clarifying the direction and form of their study/research: Some ideas for finding out: write a letter survey people phone someone visit somewhere read a book or books go to the school or local library think about it and record your ideas talk to others test it do it photograph it film it search the net send an email watch a video. AEMI – A Centre of Excellence Attorney Generals Department P a g e | 29 Disaster Resilience Education Units of Work Disaster Education Learning Centre Tasks Middle Primary Student Activities The following sets of Learning Centre Tasks are designed to be used in the ‘Going Further’ stage of an inquiry process. Students should negotiate with the teacher which of these ‘mini projects’ they are to undertake. There are two tasks per page. The page could be cut in half to make a set of cards. Each task includes: A description of the task An indication of the most likely Blooms level and Multiple Intelligence Domain focus A table for students to: consider what resources they will require consider presentation ideas space to write brief notes/ideas and to record who they might be working with dot points for students to record criteria for assessment space to record ideas for improvement after completion of the task 30 | P a g e AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Index of Learning Centre Tasks Page No. Title Blooms level Multiple Intelligence Domain/s 32 A Disaster Play Understanding Word 32 Interview Analysing Interpersonal & Word 33 Local Disasters Remembering Word 33 Evacuation Plan Evaluating Word 34 Disaster Graph Analysing Maths 34 Local Emergency Manager Creating Intrapersonal 35 A Map Of Local Hazards Evaluating Maths & Spatial 35 A Timeline Remembering Maths & Spatial 36 The Speed Of Disasters Understanding Maths & Kinaesthetic 36 Cartoon Strip Understanding Spatial 37 Good Disasters? Evaluating Interpersonal & Word 37 Disaster Performance Analysing Kinaesthetic 38 Disaster Buster Creating Spatial 38 A New Flood Vehicle Creating Word 39 Construct a Disaster Applying Spatial 39 A Water Game Applying Naturalist & Spatial 40 Evacuation Exercise Applying Kinaesthetic 40 Spread The Word Remembering Interpersonal & Word 41 What Would You Do? Understanding Intrapersonal 41 Surviving A Cyclone Understanding Intrapersonal & Spatial 42 Human Causes Remembering Naturalist 42 Soundscape Applying Music 43 Emergency Kit Song Analysing Music 43 Feelings! Creating Music & Intrapersonal 44 Rescue Plan Creating Naturalist 44 Indigenous Australians Understanding Naturalist 45 Your Own Task 45 Blank sheet AEMI – A Centre of Excellence Attorney Generals Department P a g e | 31 Disaster Resilience Education Units of Work A Disaster Play Notes/Ideas/Group Task Resources Presentation Write a short play based on a picture story book about a disaster. (e.g. Smudge by Jacqueline French) List the resources you will need: List ideas for presenting your findings: Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Understanding MI Focus: Word Interview Notes/Ideas/Group Task Resources Presentation Interview people about their disaster experiences. Present the information in a class talk. List the resources you will need: List ideas for presenting your findings: Members Assessment: How will you know you’ve done a good job? Next time I would: 32 | P a g e Level: MP Blooms: Analysing MI Focus: Interpersonal & Word AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Local Disasters Task Resources Presentation List disasters that have affected your community in recent years. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Remembering MI Focus: Word Evacuation Plan Task Resources Presentation Create a new school evacuation plan. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: MP Blooms: Evaluating MI Focus: Word P a g e | 33 Disaster Resilience Education Units of Work Disaster Graph Task Resources Presentation Get data about an Australian disaster and construct a graph which will educate people about those type of disasters. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Analysing MI Focus: Maths Local Emergency Manager Task Resources Presentation Describe what you would do if you were in charge of a local emergency service. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 34 | P a g e Level: MP Blooms: Creating MI Focus: Intrapersonal AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work A Map of Local Hazards Task Resources Presentation Create a map of the List the resources you school or local area will need: and note the potential sources of risk/hazard for the school. Notes/Ideas/Group Members List ideas for presenting your findings: Assessment: How will you know you’ve done a good job? Level: MP Blooms: Evaluating MI Focus: Maths & Spatial Next time I would: A Timeline Task Resources Presentation Make a timeline of Australian disasters. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: MP Blooms: Remembering MI Focus: Maths & Spatial P a g e | 35 Disaster Resilience Education Units of Work The Speed of Disasters Notes/Ideas/Group Task Resources Presentation Find out the ‘speed’ of various disasters – see if you can outrun them – record your results. List the resources you will need: List ideas for presenting your findings: Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Understanding MI Focus: Maths & Kinaesthetic Cartoon Strip Task Resources Presentation Make a cartoon strip showing people how to respond to a particular emergency. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 36 | P a g e Level: MP Blooms: Understanding MI Focus: Spatial AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Good Disasters? Task Resources Presentation Organise and participate in a debate on the value of bushfires and/or floods. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Level: MP Blooms: Evaluating MI Focus: Interpersonal & Word Next time I would: Disaster Performance Task Resources Presentation Write a play about how to prepare for a particular disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: MP Blooms: Analysing MI Focus: Kinaesthetic & Word P a g e | 37 Disaster Resilience Education Units of Work Disaster Buster Notes/Ideas/Group Task Resources Presentation Create plans/diagrams of a new product that will assist in preventing disasters. List the resources you will need: List ideas for presenting your findings: Members Assessment: How will you know you’ve done a good job? Level: MP Blooms: Creating MI Focus: Next time I would: Spatial A New Flood Vehicle Task Resources Presentation Write a newspaper article about a new (fictitious) flood rescue vehicle. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 38 | P a g e Level: MP Blooms: Creating MI Focus: Word AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Construct a Disaster Task Resources List the resources you Make a diorama or model of a particular will need: disaster. Presentation Notes/Ideas/Group Members List ideas for presenting your findings: Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Applying MI Focus: Spatial A Water Game. Task Resources Presentation Make a game to teach people about water conservation. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: MP Blooms: Applying MI Focus: Naturalist & Spatial P a g e | 39 Disaster Resilience Education Units of Work Evacuation Exercise. Notes/Ideas/Group Task Resources Presentation Organise and supervise a school evacuation exercise. List the resources you will need: List ideas for presenting your findings: Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Applying MI Focus: Kinaesthetic Spread the Word Task Resources List the resources you Tell your family or a younger grade about will need: an Australian hazard. Notes/Ideas/Group Presentation Members List ideas for presenting your findings: (Design an evaluation form for your audience to complete). Assessment: How will you know you’ve done a good job? Next time I would: 40 | P a g e Level: MP Blooms: Remembering MI Focus: Interpersonal & word AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work What Would You Do? Task Resources Presentation Describe what you would do in a flood situation. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Understanding MI Focus: Intrapersonal Surviving a Cyclone Task Resources Presentation Make a recording or a brochure about what you think are the main ‘rules’ for surviving a cyclone. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: MP Blooms: Understanding MI Focus: Intrapersonal & Spatial P a g e | 41 Disaster Resilience Education Units of Work Human Causes Task Resources Presentation List ways in which humans cause/ contribute to natural disasters. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Remembering MI Focus: Naturalist Soundscape Notes/Ideas/Group Task Resources Presentation Write a soundscape that represents a particular disaster. List the resources you will need: List ideas for presenting your findings: Members Assessment: How will you know you’ve done a good job? Next time I would: 42 | P a g e Level: MP Blooms: Applying MI Focus: Music AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Emergency Kit Song Notes/Ideas/Group Task Resources Presentation Write a song or jingle to sell an emergency kit. List the resources you will need: List ideas for presenting your findings: Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: Analysing MI Focus: Music Feelings! Task Resources Presentation Write a song that describes how people might feel after a disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: MP Blooms: Creating MI Focus: Music & Intrapersonal P a g e | 43 Disaster Resilience Education Units of Work Task Develop a plan to rescue an endangered animal in your State or Territory from a potential hazard. Rescue Plan Resources Presentation List the resources you will need: Notes/Ideas/Group Members List ideas for presenting your findings: Assessment: How will you know you’ve done a good job? Level: MP Blooms: Creating MI Focus: Naturalist Next time I would: Indigenous Australians Notes/Ideas/Group Task Resources Presentation Find some Indigenous Australian dreamtime stories that mention disasters. Explain the stories in your own words. List the resources you will need: List ideas for presenting your findings: Assessment: How will you know you’ve done a good job? Next time I would: 44 | P a g e Members Level: MP Blooms: Understanding MI Focus: Naturalist AEMI – A Centre of Excellence Attorney General’s Department Disaster Resilience Education Units of work Your Own Task. Task Resources Presentation Create your own task – it must be negotiated with your teacher! List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: MI Focus: Blank Task Resources Presentation List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: MP Blooms: MI Focus: AEMI – A Centre of Excellence Attorney Generals Department P a g e | 45 Disaster Resilience Education Units of work Disasters and the World around Us Upper Primary/Lower Secondary Unit of Work The following Unit of Work is designed to follow the various stages of the Inquiry Approach. The work of Lane Clark is acknowledged as the backbone of the Inquiry Approach advocated here. The activities suggested in this Unit make use of various ‘Thinking Curriculum’ skills and strategies. The appendix at the end of the document contains detail of a number of Teaching and Learning tools suggested throughout this Unit of Work. Series Line for Disasters and the World Around Us The following Series Line details a unit of work that might be followed. Each stage of this Series Line has suggested activities that could be undertaken as a part of this unit of work or used separately to fit with a unit of work developed locally. 46 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Free Immersion Activities Provide students with an opportunity to ‘tune in’ to the topic. Activities might include one or more of the following examples that could be used as whole class activities, or provided as ‘stations’ that the students circulate through. Organise a talk/presentation by the local fire services, State Emergency Service, Red Cross Branch, Ambulance Service Watch a suitable video, movie or cartoon about disasters e.g. ‘Hazards Disasters and Survival’, ‘Great Australian Disasters of the 20th Century’, or ‘Nature’s Fury – Natural Disasters’ (available for loan from the Australian Emergency Management Library. You can contact the library directly by email: em.library@ag.gov.au). Collect newspaper and magazine clippings, photographs, and internet images of disasters and make a wall montage Listen to music from various disaster movies Read stories about disasters AEMI – A Centre of Excellence Attorney Generals Department P a g e | 47 Disaster Resilience Education Units of Work What? 1. What do they know? Find out what the children know about disasters using one or more of the following activities: Brainstorm as a class (or in small groups and then as a class). Remember - all contributions are accepted in a brainstorm. Consider recording the information as pictures rather than words or in a simple web format . In groups children create a simple song, poem, play, poster, or story about disasters or particular disasters Use the wall montage, created in the immersion stage, to attach brainstormed information to. 2. Investigate the types of disasters that might affect our community! a. Each Jigsaw ‘home’ group (see below) finds out about different types of disasters b. Using the chart below students visit various ‘Expert groups’ to collect information c. Individuals then return to their home group where the information is collated on a group chart. 48 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Possible Expert groups: Locate your region in Australia in Disaster Mapper –see Home page www.em.gov.au/schools Non-fiction texts with information about a range of disasters Internet search Simple survey of students from older grades Fiction texts Student might use an Organiser, such as the example below, to record their findings: Disaster Type Volcano Landslide What Happens? Where can it happen? Who might be involved? Wonderings? Hot rock and gas escapes the earth’s crust All around the world Local people None on the Australian mainland Medical people When was the last one on the Australian mainland? Doesn’t happen much in Australia SES Rocks and soil slide down a hillside Fire fighters vulcanologists Ambulance Residents Police Do they happen under the sea? How can you stop them? Why do they happen? Fire brigade AEMI – A Centre of Excellence Attorney Generals Department P a g e | 49 Disaster Resilience Education Units of Work Jigsaw Example (Types of Disasters) This is a cooperative group strategy that can work in a variety of ways; the suggestion below can be modified to suit the activity being undertaken. In this example a class of 24 students are divided into four mixed ability groups (home groups). One person from each of the ‘home’ groups then joins one of the ‘expert’ groups. The ‘expert’ groups work together to find and share information on their ‘topic’. Students then return to their ‘home’ group and share the information learnt. 50 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Check various events, including each of the types of disasters, to see if they fit the definition of a disaster. One definition: A disaster is something that causes a lot of destruction, disruption and/or distress to a community. Use the table below for ‘home’ groups to discuss what a disaster is. A class discussion could then follow. Students could also use this information to construct flow charts e.g. 1. a flow chart for a fire related to destruction and/or disruption and/or distress; 2. a flow chart on responding to a fire; and 3. a flow chart related to what could be done to prevent or prepare for a similar event in the future. What is a Disaster? Event A lot of Destruction A lot of Disruption A lot of Distress Car crash Bushfire Flood Drought Earthquake/Tsunami Storm Surge Heatwave Bike accident Cyclone Landslide Tornado Volcano Large toxic chemical spill Bridge collapse Major animal disease Severe Storm and Lightning AEMI – A Centre of Excellence Attorney Generals Department P a g e | 51 Disaster Resilience Education Units of Work Find out The Who? Where? When? Why? & How? of various emergencies. 1. Place students into mixed ability home groups – see Jigsaw Approach below. 2. Using the chart below students visit the various Research Stations to collect information on the emergency they are finding out about. Note that ‘wonderings’ from the previous activity could be added to the chart. 3. Individuals then return to their home group where the information is collated on a group chart. Research Stations could include: Disaster Mapper – An interactive resource for schools (Disaster Mapper is an interactive curriculum resource that have over fifty disaster events that have occurred in Australia since 1890.It has facts and images of each event and has the ability to identify where disasters occur throughout Australia. Disaster Mapper can be found on the Home page at www.em.gov.au/schools.) Non-fiction texts with information about a range of disasters Internet search Simple survey of students from other or older grades Fiction texts Who is Where do When do they Why do they How do they involved? they happen? happen? happen? happen? ? 52 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Wondering? Disaster Resilience Education Units of work Jigsaw Approach (Learning about Particular Disasters) This is a cooperative group strategy that can work in a variety of ways. The suggestion below can be modified to suit the activity being undertaken. In this example a class of 24 students are divided into four mixed ability groups (home groups). Students from each of the ‘home’ groups visit the various Research Stations to learn about one or two particular disasters. Students then return to their ‘home’ group and share the information learnt. AEMI – A Centre of Excellence Attorney Generals Department P a g e | 53 Disaster Resilience Education Units of Work Internalise the information 1. The groups select a method to present their information to the class and prepare their presentation. Methods for presentation could include: an audio presentation , a play, a dance, a story, a picture, an advertisement, a chart, a book 2. Students present their information to the class 3. As a class combine the information from the group charts on a class chart 54 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Learning Centre Tasks Blooms Rememberi ng Understanding Applying List disasters that have affected your community in recent years Write a short play based on a particular disaster. Write a story about a volcano that erupts in Western Victoria Make a timeline of Australian disasters Create a spreadsheet detailing information from three different cyclones. Analysing Evaluating Creating Create a new school evacuation plan Write a newspaper article about a new (fictitious) flood rescue vehicle Create a map of the local area and note the potential sources of risk/hazards to the school Develop a flow chart of potential Preparation, Preparednes s, Response and Recovery for a Tsunami (Revised) Multiple Intelligences Word (Linguistic) Maths (Logical/ Mathematical ) Picture (Spatial) Body (Bodily/ Kinaesthetic) Get data from various Australian disasters and construct a graph that shows their potential impact on the Economy Make a cartoon strip showing people how to respond to a particular disaster. Make a diorama or model of a particular disaster. Find out the ‘speed’ of a variety of disasters – see if you can outrun them – record your results. Organise and supervise a school evacuatio n exercise. AEMI – A Centre of Excellence Attorney Generals Department Create plans/dia grams of a new product that will assist in preventi ng disasters Create and perform a play about how to prepare for a particular disaster. P a g e | 55 Disaster Resilience Education Units of Work Construct a music film clip that explains the concept of PPRR. Musical People (Interpers onal) Tell your family or a younger grade about an Australian Hazard (design an evaluation form for your audience to complete) Describe what you would do in a flood situation. Self (Intrapers onal) Nature (Naturalist ) Write a soundscap e that represents a particular disaster. List ways in which humans contribute to Natural Disasters 56 | P a g e Examine a number of Indigenous Australian dreamtime stories – what references do they make to disasters. Make a game to teach people water conservati on. Write a song or jingle to sell an emergenc y kit. Write a song that describes how people might feel after a disaster Interview people about their disaster experienc es, present the informati on in a class talk. Organise and participate in a debate on the value of bushfires/ flooding. Describe how you would use technolog y to manage an emergenc y Make a recording or brochure about what you think are the main ‘rules’ for surviving a cyclone Describe what you would do if you were in charge of a local Emergency Service Organise a panel discussion about the effects of human made disasters on the environme nt. Develop a plan to rescue an endangered animal from a flood or bushfire AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Other tasks could include: activities based on the ‘wonderings’ developed so far historical events in local, Australian or World History activities which develop a greater understanding of particular emergencies communications used in Emergency Management (EM) describe and then modify an EM product data gathering, interpretation and presentation activities disasters in the media – books, stories, film, magazines, music on the concept of Preparation, Preparedness, Response and Recovery speculating on the future literature and disasters detail a particular event in history detail on responders (Fire services, Ambulance, SES, Red Cross, Salvation Army) Internet resources evaluation Art works about disasters AEMI – A Centre of Excellence Attorney Generals Department P a g e | 57 Disaster Resilience Education Units of Work Internalise and reflect In groups, or individually, students Mind Map their knowledge of disasters Mind Mapping Developed by Tony Buzan Mind Mapping, in its simplest form, is a tool that can be used to graphically record information and ideas. So what? Action Plan Students develop a personal action plan using the new information they have learned. Plans could include: Developing a household emergency plan. Reviewing the school’s Emergency Plans. Sharing their Learning Centre tasks with other grades, or the school community – through the school newsletter, or the wider community – on the school web site. 58 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Writing to the newspaper about the necessity for people to be prepared for disasters. Creating a household emergency kit. Organising and/or undertaking a child’s first-aid course. Organise an Evacuation Drill at school or home, analyse how it went, suggest improvements and test again. AEMI – A Centre of Excellence Attorney Generals Department P a g e | 59 Disaster Resilience Education Units of Work Appendixes Teaching and Learning Tools & Strategies Detailed below are a number of teaching and learning tools & strategies suggested for use in this Unit of Work. Graphic Organisers. Graphic organisers are charts that can be used to assist students to record, organise, evaluate and analyse, information. Examples include:simple webs, concepts maps, Venn diagrams, Mindmaps, flow charts, matrices. Wonderings (Lane Clark) As students gather information and research particular topics questions may arise regarding that topic or related ideas. Providing opportunities and encouraging students to record their ‘wonderings’ will assist framing future directions for their own, and potentially the group or class, inquiry learning. Multiple Intelligences Professor Howard Gardner of Harvard University suggests that there are at least eight different kinds of human intelligence, including 1. The Linguistic (Word) Intelligence; 2. The Mathematical/Logical Intelligence; 3. The Spatial (Picture) Intelligence; 4. The Bodily/Kinaesthetic Intelligence; 5. The Musical Intelligence; 6. The Intrapersonal (Self) Intelligence; 7. The Interpersonal Intelligence; and 8. The Naturalist (Nature) Intelligence. 60 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Blooms Taxonomy Physical Behavioural Environmental Think–chart. A useful organiser for giving more detailed analysis of a topic or issue (in this case we have also included a column for students to record their wonderings) . Disaster Physical Behavioural Environmental Type What does it look like? Cause Where & when do you find it? (sound, smell etc – it is the taking in of stimuli from the five senses). Swollen rivers Flood How does it happen? Wonderings? Effect What does it do? Lots of water Land covered with water Heavy rain Houses flooded Big lake Crops destroyed Flash floods Bridges washed away People can be killed or injured Heavy or prolonged rain Winter or summer in the tropics How often do they happen in Australia? Sometimes with storms or from a Tsunami What is the biggest one ever? Rivers Could it happen to my house? Lakes coast What do you do in an emergency like this? Rivers break banks Flash floods AEMI – A Centre of Excellence Attorney Generals Department P a g e | 61 Disaster Resilience Education Units of Work Think it - Venn Diagrams Taking the information from a series of Thinkcharts and comparing and contrasting that information within a Venn or tri-Venn diagram is known as the Think it process and is an organiser sequence developed by Lane Clark. It is a powerful process that when used correctly allows learners to discover the characteristics of anything being examined. Venn diagrams are a useful tool for grouping and comparing information. In this example three different sources provide the following information about severe storms. Using the diagram helps us to see that severe storms have: High winds But can also include: Heavy rain Flash flooding Tornados Thunder & Lightning Hailstones Cold temperatures Snow People killed Hailstones Text Crops destroyed Fires started Stock killed People injured High winds Tornados Lightning & Thunder Flash Flooding Heavy rain Buildings damaged Cars washed away Internet search 62 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Developing Criteria Developing criteria regarding the expectations of an activity assists students to clarify what they are working towards, and provides students with opportunities to self or peer assess. Criteria should preferably be developed or negotiated with the students. An example of Criteria that might have been developed for the Upper Primary/Lower Secondary Learning Centre tasks might look thus: Below Expected At Expected Above Expected 4 disaster ideas on your topic included 7 disaster ideas on your topic included 9 disaster ideas on your topic included 2 ideas for action described 4 ideas for action described 6 ideas for action described 3 sources of information used 4 sources of information used 5 sources of information used Information about local, or national or international issues included Information about local, and/or national and/or international issues included Information about local, and national and international issues included 2 communication vehicles used 3 communication vehicles used 1 communication vehicle used AEMI – A Centre of Excellence Attorney Generals Department P a g e | 63 Disaster Resilience Education Units of Work Topic Wheels Students complete the following table to assist them with clarifying the direction and form of their study/research: Some ideas for finding out: write a letter survey people phone someone visit somewhere read a book or books go to the school or local library think about it and record your ideas talk to others test it do it photograph it film it search the net send an email watch a video. 64 | P a g e AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Disaster Education Learning Centre Tasks Upper Primary and Lower Secondary Student Activities The Following set of Learning Centre Tasks are designed to be used in the ‘Going Further’ stage of an inquiry process. Students should negotiate with the teacher which of these ‘mini projects’ they are to undertake. There are two tasks per page. The page could be cut in half to make a set of cards. Each task includes: A description of the task An indication of the most likely Blooms level and Multiple Intelligence Domain focus A table for students to consider what resources they will require consider presentation ideas space to write brief notes/ideas and to record who they might be working with dot points for students to record criteria for assessment space to record ideas for improvement after completion of the task AEMI – A Centre of Excellence Attorney Generals Department P a g e | 65 Disaster Resilience Education Units of Work Index of Learning Centre Tasks Page Number 67 67 Title Blooms level Panel Discussion Interview Evaluating Analysing 68 68 69 69 70 70 71 71 72 72 73 Local disasters Evacuation Plan A Disaster Play Volcano In Australia The Cost Of Disasters Cyclone Spreadsheet A Map Of Local Hazards A Timeline The Speed Of Disasters Cartoon Strip Good disasters Remembering Evaluating Understanding Applying Analysing Understanding Evaluating Remembering Understanding Understanding Evaluating 73 74 74 75 75 76 76 Disaster Performance Disaster Buster A New Flood Vehicle Construct a Disaster A Water Game Evacuation Exercise Spread The Word Analysing Creating Creating Applying Applying Applying Remembering 77 77 What would you do? Surviving A Cyclone Understanding Understanding 78 78 79 Local Emergency Manager PPRR Flow Chart Music Film Clip Creating Creating Understanding 79 80 80 Soundscape Emergency Kit Song Feelings! Applying Analysing Creating 81 81 82 82 83 83 Human Causes Technology & Emergencies Rescue Plan Indigenous Australians Your own task Blank sheet Remembering Analysing Creating Understanding 66 | P a g e Multiple Intelligence Domain/s Naturalist & Word Interpersonal & Word Word Word Word Word Maths Maths Maths & Spatial Maths & Spatial Maths & Kinaesthetic Spatial Interpersonal & Word Kinaesthetic Spatial Word Spatial Naturalist & Spatial Kinaesthetic Interpersonal & Word Intrapersonal Intrapersonal & Spatial Intrapersonal Maths Music & Interpersonal & Kinaesthetic Music Music Music & Intrapersonal Naturalist Intrapersonal Naturalist Naturalist AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Panel Discussion Task Resources Presentation Organise a panel discussion about the effects of human made disasters on the environment. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Level: UP/LS Blooms: Evaluating MI Focus: Naturalist & Word Next time I would: Interview Task Resources Presentation Interview people about their disaster experiences, present the information in a class talk. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: UP/LS Blooms: Analysing MI Focus: Interpersonal & Word P a g e | 67 Disaster Resilience Education Units of Work Local Emergencies Task Resources List disastersthat have List the resources you will need: affected your community in recent years. Presentation Notes/Ideas/Group Members List ideas for presenting your findings: Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Remembering MI Focus: Word Evacuation Plan Task Resources Presentation Create a new school evacuation plan. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 68 | P a g e Level: UP/LS Blooms: Evaluating MI Focus: Word AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work A Disaster Play! Task Resources Presentation Write a short play based on a particular disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Understanding MI Focus: Word Volcano in Australia! Task Resources Presentation Write a short story about a volcano that erupts in Western Victoria? List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members (It is possible you know!) Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: UP/LS Blooms: Applying MI Focus: Word P a g e | 69 Disaster Resilience Education Units of Work The Cost of Disasters Task Resources Presentation Get data from various Australian disasters and construct a graph which shows their potential impact on the economy. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Level: UP/LS Blooms: Analysing MI Focus: Maths Next time I would: Cyclone Spreadsheet Task Resources Presentation Create a spreadsheet detailing information from three different cyclones. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 70 | P a g e Level: UP/LS Blooms: Understanding MI Focus: Maths AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work A Map of Local Hazards Task Resources Presentation Create a map of the local area and note the potential sources of risk/hazard for the school. Use proper mapping conventions. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Level: UP/LS Blooms: Evaluating MI Focus: Maths & Spatial Next time I would: A Timeline Task Resources Presentation Make a timeline of Australian disasters. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: UP/LS Blooms: Remembering MI Focus: Maths & Spatial P a g e | 71 Disaster Resilience Education Units of Work The Speed Of Disasters Task Resources Presentation Find out the ‘speed’ of various disasters – see if you can outrun them – record your results. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Level: UP/LS Blooms: Understanding MI Focus: Maths & Kinaesthetic Next time I would Cartoon Strip Task Resources Presentation Make a cartoon strip showing people how to respond to a particular disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 72 | P a g e Level: UP/LS Blooms: Understanding MI Focus: Spatial AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Good Emergencies? Task Resources Presentation Organise and participate in a debate on the value of bushfires and/or floods. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Level: UP/LS Blooms: Evaluating MI Focus: Interpersonal & Word Next time I would: Disaster Performance Task Resources Presentation Create and perform a play about how to prepare for a particular disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: UP/LS Blooms: Analysing MI Focus: Kinaesthetic P a g e | 73 Disaster Resilience Education Units of Work Disaster Buster Task Resources Presentation Create plans/diagrams of a new product that will assist in preventing disasters. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Creating MI Focus: Spatial A New Flood Vehicle Task Resources Presentation Write a newspaper article about a new (fictitious) flood rescue vehicle. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 74 | P a g e Level: UP/LS Blooms: Creating MI Focus: Word AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Construct a Disaster Task Resources Presentation Make a diorama or model of a particular disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Applying MI Focus: Spatial A Water Game Task Resources Presentation Make a game to teach people about water conservation. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: UP/LS Blooms: Applying MI Focus: Naturalist & Spatial P a g e | 75 Disaster Resilience Education Units of Work Evacuation Exercise Task Resources Presentation Organise and supervise a school evacuation exercise. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Applying MI Focus: Kinaesthetic Spread the Word Notes/Ideas/Group Task Resources Presentation Tell your family or a younger grade about an Australian hazard. List the resources you will need: List ideas for presenting your findings: Members (Design an evaluation form for your audience to complete). Assessment: How will you know you’ve done a good job? Next time I would: 76 | P a g e Level: UP/LS Blooms: Remembering MI Focus: Interpersonal & Word AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work What Would You Do? Task Resources Presentation Describe what you would do in a flood situation. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Understanding MI Focus: Intrapersonal Surviving a Cyclone Task Resources Presentation Make a recording or a brochure about what you think are the main ‘rules’ for surviving a cyclone List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: UP/LS Blooms: Understanding MI Focus: Intrapersonal & Spatial P a g e | 77 Disaster Resilience Education Units of Work Local Emergency Manager Task Resources Presentation Describe what you would do if you were in charge of a local emergency service. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Creating MI Focus: Intrapersonal PPRR Flow Chart Task Resources Presentation Develop a flow chart of potential Preparation, Preparedness, Response and Recovery for a tsunami. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 78 | P a g e Level: UP/LS Blooms: Creating MI Focus: Maths AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Music Film Clip Task Resources Presentation Construct a music film clip that explains the concept of Preparation, Preparedness, Response and Recovery. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: Level: UP/LS Blooms: Understanding MI Focus: Music, Interpersonal & Kinaesthetic How will you know you’ve done a good job? Next time I would: Soundscape Task Resources Presentation Write a soundscape that represents a particular disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: UP/LS Blooms: Applying MI Focus: Music P a g e | 79 Disaster Resilience Education Units of Work Emergency Kit Song Task Resources Presentation Write a song or jingle to sell an emergency kit. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Analysing MI Focus: Music Feelings! Task Resources Presentation Write a song that describes how people might feel after a disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 80 | P a g e Level: UP/LS Blooms: Creating MI Focus: Music & Intrapersonal AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Human Causes Task Resources Presentation List ways in which humans cause/ contribute to natural disasters. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Level: UP/LS Blooms: Remembering MI Focus: Naturalist Next time I would: Technology and Emergencies Task Resources Presentation Describe how you would use technology to manage an disaster. List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: AEMI – A Centre of Excellence Attorney Generals Department Level: UP/LS Blooms: Analysing MI Focus: Intrapersonal P a g e | 81 Disaster Resilience Education Units of Work Rescue Plan Task Resources Presentation Develop a plan to rescue an endangered animal in your State or Territory from a potential hazard List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: Creating MI Focus: Naturalist Indigenous Australians Task Resources Presentation Examine a number of Indigenous Australian dreamtime stories. What references are made to disasters? List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: 82 | P a g e Level: UP/LS Blooms: MI Focus: AEMI – A Centre of Excellence Attorney Generals Department Disaster Resilience Education Units of work Your Own Task Task Resources Presentation Create your own task – it must be negotiated with your teacher! List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: MI Focus: Blank Task Resources Presentation List the resources you will need: List ideas for presenting your findings: Notes/Ideas/Group Members Assessment: How will you know you’ve done a good job? Next time I would: Level: UP/LS Blooms: MI Focus: AEMI – A Centre of Excellence Attorney Generals Department P a g e | 83 Disaster Resilience Education Units of Work 84 | P a g e AEMI – A Centre of Excellence Attorney Generals Department