Lesson 1 – 1 hour
Outcomes and Indicators
CUS3.4
Examines how cultures change through interactions with other cultures and the environment.

ENS3.5
identifies the impact that the environment can have on any culture
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 natural changes on the environment, such as floods, earthquakes and fires, and how
people respond to these changes
Introduction
Introduce unit by watching a teachertube.com video about Natural Disasters:
Natural Disasters Digital Story (3min 08sec)
Australia – Mother Natures Playground (6min 11sec)
Gain an understanding of students’ prior knowledge of different types of natural disasters by:
Brainstorm Natural Disasters
Student brainstorm while teacher writes ideas on the board
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How many different natural disasters can students supply?
Key questions
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How do Natural Disasters happen? (e.g. weather patterns?)
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Are they all the result of natural occurrences, or can man influence the outcomes?
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Where do Natural Disasters occur? (e.g. tropical, coastal, inland areas).
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How do different natural disasters affect people living in different parts of the country,
e.g. coastal populations versus inland populations?

Establish student knowledge of Indigenous populations and how these disasters may
affect the environment they live in, ultimately affecting their culture or way of life.
o
e.g. effects on wildlife, vegetation/food sources/water supply, displacement.
Body
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Students form groups and devise a definition for Natural Disasters to be displayed on
the wall. 
e.g. A natural disaster is an event caused by natural forces of nature that often
has a significant effect on human populations.
Groups come together and share their definitions. Class, as a whole are to decide
which definition is most appropriate for Natural Disasters.
Show students definition for Natural Disasters, according to
Students to return to their groups.
Students complete SWOT analysis strategy to investigate the impact of natural
disasters on society and indigenous populations by using internet, books, etc/.
Students are to create visual diagram of their findings, e.g. mind map.

Conclusion
Students come together to discuss their findings, sharing with the class. A collaborative mind
map is then created on board, followed by a discussion to establish agreements and
disagreements about the impact of natural disasters on society, including indigenous people,
and their culture or way of living.
Assessment

Class definitions

Group mind maps of their finding
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Group contribution agreement sheet
These are to then be displayed on wall for further investigation during future lessons on the
topic.
Resources
Healey, J. (Ed.). (2006). Natural disasters: Issues in society. Thirroul, NSW: The Spinney
Press.
Newson, L. (1998). The atlas of the world's worst natural disasters. London: Dorling
Kindersley Limited.
YouTube / Teacher Tube videos
http://www1.teachertube.com/viewVideo.php?video_id=151927&title=Natural_Disasters_Di
gital_Story&vpkey
http://www.youtube.com/watch?v=C2DvnJmWh-k
Lesson 2 – 1 hour
Outcomes and Indicators
HSIE
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.


CUS3.4
explains the effects of human changes on an environment, evaluating the positive and negative aspects of
these changes
explains the effects of natural changes on the environment, such as floods, earthquakes and fires, and how
people respond to these changes
Examines how cultures change through interactions with other cultures and the environment.

identifies the impact that the environment can have on any culture
English
TS3.1
WS3.12
Communicates effectively for a range of purposes and with a variety of audiences to express welldeveloped, well-organised ideas dealing with more challenging topics.
 explains to a group a complex phenomenon using technical vocabulary, e.g. how an electric circuit works
Produces texts in a fluent and legible style and uses computer technology to present these effectively
in a variety of ways.

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designs and organises information for a web page
uses multimedia authoring software to create published works incorporating text, graphics, sound,
animation
Introduction
Revisit previous lesson by briefly looking at class definition of Natural Disasters, and look at
students’ mind maps outline impact that natural disasters have on society/culture/way of
living.
Students will create a Moodle in groups, to develop an understanding of the impact that
Natural Disasters have on Australian and Global communities (culture, lifestyles, etc).
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Students will work in groups of 4-6 to establish a Moodle (http://moodle.org/) (similar
to a Wiki).
Demonstrate how a Moodle can be easily created, using IWB.
Students are to gather as much information as possible over the period of the unit to
include on their Moodle
o
This will allow students to share information between other groups, and to communicate with
other students around the world to discover information about Natural Disasters for their
Moodle.
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Moodles monitor student input and activity. This will help with assessment of the activity.
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This will be monitoring on a weekly basis to ensure all students are participating.
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Body
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Students work in groups of 4-6 to research a Natural Disaster, allocated by the teacher,
e.g. floods, cyclones, fires, earthquakes, or tsunamis.
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Students create a Moodle to be built-on over the duration of the unit of work.
Teacher to assist students (if required) in the creation of their Moodle.
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Throughout the unit, students gather information to share with their group, relating to
their allocated Natural Disaster, e.g. floods, earthquake, drought, Cyclone, Tsunami, or
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Fire.
Students will have the opportunity to gather further information as the unit progresses.
The groups ‘Moodle’ will be assessed on the creativity, structure, and quality of
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information relevant to their topic. 
This will be assessed at the commencement of the unit.
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Information to be gathered includes:
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Natural Disaster facts
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Impact on communities (with an emphasis on Indigenous populations)
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Technology involved in detecting potential natural disasters
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Support networks (communities helping after disasters, rescue crews, etc).
Conclusion
Groups come together to share information about their Moodle and discuss any issues their
group may have had with creating their Moodle:
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Their topic – Natural Disaster, e.g. Floods
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Setting up Moodle
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Methods of gathering information/material for their Moodle
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Sources used
Explain that the following lessons will focus on Natural Disasters.
Starting with:
Floods
Cyclones
Earthquakes
Tsunamis, and
Fires
Resources
http://moodle.org/
YouTube Videos
http://www.youtube.com/watch?v=7Nn5TkbV6XQ
http://www.youtube.com/watch?v=4GW3jHnayTc
Lesson 3 – 1 hour
Outcomes and Indicators
CUS3.4
Examines how cultures change through interactions with other cultures and the environment.

ENS3.5
explores cultural change in their country of origin or in a country of interest
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
Floods
Introduction
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Students construct a KWHL (What I know/want to know/How will I find out/What
have I learnt) chart.
Students will fill out as much of their KWHL chart with information relating to floods.
This KWHL chart will help student to gather information that is required for their
Moodle.
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Body
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Using the Round Robin strategy to gather as much information as possible about
knowledge of floods, students will work in groups of 3-4 to brainstorm floods.
Conclusion
Resources
Barber, N. (1999). Natural disasters: Fire & Flood: Why do they happen? Where do they
happen? Kent, UK: ticktock Publishing.