Sustainability



Rationale In Australia bushfires are a natural (and manmade) disaster. In terms of bushfires there is no specific link prior to year five that students study or examine bushfires or any natural disaster. There is however in stage two, the requirement of teaching students Australia’s relationships with other countries by referring to natural disasters (School Curriculum and Standards Authority (SCSA), 2014a), which could (if desired by the teacher) include bushfires. It is also a possibility in that as part of the Science curriculum students would have studied bushfires in relation to how weather affects the environment. Despite these links to natural disasters it cannot be assumed that students have previous knowledge of bushfires and how they work and effect people and the environment. It is for this reasons this module of work was created. The overall theme of this module has been based of one curriculum link in which students study the impact bushfires have on environments and communities and how people can respond to bushfires (SCSA, 2014b). Students participate in activities and lessons which broadens their understanding of why and how bushfires occur and the effects bushfires have on environments and communities both long and short term. Through literacy integration students learn to pose new questions, investigate and research, provide reasoning and communicate findings in both oral and written forms. Reflection Preparing modules of work requires both practical and creative thought processes. In developing this module of work there were some challenges in developing and planning lessons.A challenge I found with developing this module of work is the fact that there were only four lessons available to teach the topic. The topic or theme that I choose to focus on was very broad in that there was a lot of information to cover and more that could have been covered. In ensuring I was not trying to cram to much information into the four lessons I choose to limit the topics being covered by simply focusing on the causes and effects of bushfires and how people can plan and respond to bushfires. Despite consciously being aware of the four lesson limitations I still included to many activities and too much information to be covered. After receiving feedback from a peer, I have edited out and had to come to a compromise in that for students to learn the cause and effects of bushfires I had to remove a lesson on the frequency and locations of bushfires in Australia. Overall this would have provided students with the background knowledge of why bushfires are so important to learn about, however in hindsight, this was not what the content descriptor was aimed at teaching students and was therefore removed. Although I was limited and challenged by only having four lessons to complete this module of work one success I had was the fact that I could incorporate the inquiry process into all the lessons and include a range of different thinking and questioning levels. This module of work was all about getting students to discover and ‘inquire’ themselves. Apart from the lesson with the firefighter from Chittering shire there is very few explicit teaching moments. Students are involved in searching and discovering answers for themselves. I feel that by planning lessons in this way it encompasses another success. By involving students in all parts of the lesson students become more motivated and keen to continue the learning process for themselves, becoming self-motivated learners. Overall, the way in which I approached this module or work was effective in that I generally felt comfortable and confident in developing each lesson. I tend to overthink things and thus I was inundated with ideas as to how to teach each topic relating to bushfires. Although this was generally a success, it also leads to a challenge in that I had to refine all the ideas into four sixty minute lessons and thus I over-filled lessons with too much work that could not be completed in only one hour. I am therefore grateful to have had a peer evaluate my lessons and point out that I had included to many activities and work for students as I have now re-evaluated and changed my lessons to be more practical in terms of amount of work and time limits. Lesson Plan 1Lesson 1: Bushfires- Part of Australia Date: Monday 7th November Class: 5Lesson objectives:Identify and define what a bushfire is Identify reasons for Bushfires occurring in Australia. Establish and create inquiry questions on bushfires Content Descriptor:(ACHGK030): The impact of bushfires or floods on environments and communities, and how people can respond.(ACELY1702): Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning. General Capabilities:Critical and creative thinking: Clarify and provide reasoning.Literacy: Understanding and interpreting videos Personal and social capability: Working effectively in teams and developing empathy. Cross curriculum priorities:Sustainability Links to achievement Standards:Develop questions for a specific purpose.Use subject-specific terminology. Resources: Inquiry question board, pretend camp fire, interactive whiteboard, note taking sheets, workstation texts, I-pads. ProcedureTime(60 mins)Content/StageTeaching StrategyScaffoldingUsing Blooms Taxonomy(see appendix B) and Costas level of thinking (see appendix c) Link to IL(See inquiry model – appendix F) ResourcesFormative Assessment5 mins-6349986995003 mins8 mins20 mins25 mins-63500104139001 min Introduction and lesson hook Introduction: Learning objectives and todays lessonTask: What do we already know and what don’t we know? Task: what is a bushfire? (learning objective 1) -76263516764000Task: Work stations (5 mins at each station)ClosureStudents walk into classroom (lights are of) and are asked to sit in large circle on the mat. In the middle of the circle is a ‘pretend’ camp fire (See appendix A) with small lights around it-making the impression of light from a fire. Talking with the person next to them students discuss what they think their topic is, based on the camp fire in the middle (GC: Personal and social capability) Explain to students that the camp fire was there to introduce the topic of bushfires and how bushfires can start from many different reasons or sources. Explain that students will be developing an inquiry about bushfires. For today’s lesson students, will be identifying what a bushfire is and why it occurs in Australia. -17621253238600Each student will be given six sticky notes (more can be provided if needed) On the floor is three rulers and three pieces of paper with the headings: Already know lots, know a little and want to know/don’t know anything. Splitting each page apart is three-meter-long rulers (See appendix D).Using the sticky notes students write down their ideas and are to put at least one sticky note in each section.As a class discuss student’s responses. As each sticky note is read aloud and briefly discussed type onto word document version of chart which will be printed of and placed at the front of the room and uploaded to class blog. Using this knowledge students then write one inquiry question they have based on bushfires that will placed on the inquiry question board at the front of the room. -176212540640As a class discuss the difference between a normal fire (e.g. house fire) and a bushfire. On the board create a Venn diagram of the difference and similarities between a bushfire and a normal fire (GC: critical and creative thinking). Direct student’s attention to ‘recent’ bushfire that occurred in Yarloop. Ask students to share with class what they know or remember from this bushfire. Display on interactive whiteboard where Yarloop is in Western Australia. Watch video on Yarloop bushfire (GC: personal and social capability). At conclusion of video students each contribute one thought or idea from the video. Around the classroom there are five work stations set up around the room. Each station has a written text or video (displayed on I-pads) in which students must complete the note taking sheet for each station (see appendix E). Each station is based on a different cause or reason of bushfires in Australia. Station 1: Lightning (video) Station 2: Arson (text)Station 3: Extreme temperatures (video)Station 4: Fuel load (text)Station 5: High winds with hot temperatures (text)Students hand in note taking sheets and return to desks.Level one questions: Why do you think we have the camp fire in the middle?What do you think the camp fire could do?How could this camp fire relate to what we will be learning about? Level one questions:Tell us or explain what you already know?Describe what you want to know more ofWhat do you know a little about but want to know more? Remembering: Identifying and naming what they already know and have already learnt. Level one questions:What do bushfires do?What do house fires do?What do they look like?How are they started?Who and what is effected?How do you think people of Yarloop felt?What effects did this have on people’s lives?Scaffolded thinking: Students build knowledge and understanding of causes or reasons why Bushfires through questioning and clarifying with group members after reading and viewing each station. Understanding: Paraphrasing and interpreting data and information. Tuning in: Invite students and gain interest into lesson. Tuning in: What do students already know and what do they need to know? Tuning in: Finding out new information and exploring past knowledge. Sorting out: Students start finding answers to their initial post-it notes of what they don’t know. Pretend camp fire Sticky notes,Meter rulers, Interactive white-board -White-board-Yarloop ABC video -Note-taking sheets-two I-pads- text on fuel load, high winds and arson. Teacher gains understanding of what students already know and what they need to know more of. Class discussion: defining and outlining what a bushfire is (learning objective 1). Developing empathy to Yarloop residents (GC: personal and social capability)- the effects of bushfires. Identify reasons for bushfires occurring- using their note taking sheets (learning objective 2) Pose new questions (learning objective 3) based on what they have learnt about causes or reasonsFormative Assessment overview: One way of implementing formative assessment is through oral questioning (Reynolds, 2014, p.266). This lesson uses a lot of oral questioning in that through class and student discussions students are asked a series of questions to guide discussion and gain an understanding of what students already know. Whist students are working there is also teacher observations (Reynolds, 2015). Although there is no specific checklist in which the teacher is using during observations the teacher walks around and observes students work habits, discussions with students, team working skills and overall understanding of the content being discussed. Students note taking worksheets are also collected in that the teacher briefly looks at student’s worksheets to see how students went with the content and note taking skills. Student differentiation overview: Differentiation is an important part of teaching and should be used in all lessons (Readman & Allen, 2015). Although there is no explicit links to differentiation in this assessment there are some opportunities for differentiated learning. During the workstation activity students are given the opportunity to learn through both written text and video. This ensures that students who struggle with reading are given an opportunity to learn through a different mode of literacy. Appendix AAppendix B-127120764500‘Pretend campfire’ ‘Blooms Taxonomy’ 34277307937500Appendix C‘Costas level of thinking’ 5114925102235(Singer, 2014)4000020000(Singer, 2014)Appendix C299085014605(Carter, 2016)4000020000(Carter, 2016)‘Costas level of questioning’ 273051143000Appendix D‘What we know and don’t know format’ 4570730498475Don’t know anything 00Don’t know anything 2351405469900Know a little/ want to know more 00Know a little/ want to know more 274955454660Already know lots 00Already know lots 608647530416541052752565401922780307975Appendix E‘Note-taking work station sheet’. Station Title:Reason for causing bushfires: Dot-pointed notesWhat you have learnt? 12345Appendix F21666206350(Murdoch, Branch, Oberg & Stripling, 2009)4000020000(Murdoch, Branch, Oberg & Stripling, 2009)left20764400‘Inquiry learning model’Lesson Plan 2Lesson 2: Bushfires- the impacts Date: Tuesday 8th November Class: 5Lesson objectives:Identify and describe the impact bushfires has on vegetationIdentify and describe the impact bushfires have on communities Creatively respond to the impacts bushfires have on communities Content Descriptor:(ACHGK030): The impact of bushfires or floods on environments and communities, and how people can respond.General Capabilities:Critical and creative thinking: Clarify and provide reasoning, creatively respond to topics or issues.Personal and social capability: Working effectively in teams and developing empathy. Literacy: Communicating learning through writing Cross curriculum priorities:Sustainability Links to achievement Standards:Develop questions for a specific purpose.Use subject-specific terminology. Resources: Inquiry question board, I-pads, interactive whiteboard, I-pads, roles badges, expert group sheet. ProcedureTime(60 mins)Content/StageTeaching StrategyScaffoldingUsing Blooms Taxonomy and Costas level of thinking Link to ILResourcesFormative Assessment5 mins -92076122555005 mins-53975196850002 mins-730261174740025 mins10 mins20 mins Introduction and lesson hookIntroduction of learning objectives and lesson.Introduction: What do we already know?Body of lessonConsolidation of learning -7721601943100Response to learning/ conclusion Students are seated at their desks in partners. Each pair has an I-pad. Explain to students that they will be completing a quick ‘Kahoot’ quiz on the causes of bushfires (explored during the previous lesson). Each pair completes the quiz questions together. At the completion of the Kahoot go through each question explaining each answer. Explain to students that during the previous lesson they explored the causes of Bushfires. Using their knowledge of cause and effect relationships (which has been previously explored in guided reading textbooks) students will now look at the effects of bushfires. Explain to students that they will be exploring the effects bushfires has on communities and the environment. Look at questions created and placed on inquiry question board, locate and identify any questions about effects of bushfires. As a class create a list of effects bushfires have (in general) Explain to students that we will be refining this list and exploring the effects bushfires have on communities and the environment. Students will be split into two ‘expert groups’. One half of the class is experts on effects bushfires have on the environment while the other half is experts on the effects bushfires have on communities. Working in groups of three (with students from the same expert group) students will research the effects bushfires have on the environment or the community. Explain to students that they have 25 minutes for researching and that they will be presenting their findings to another group of three from the other expert group. Prior to beginning the researching activity each group is given the roles badges (see appendix A) and are each allocated a role. They are also given a blank piece of lined paper in which they are to record their sourced information in any form they choose (preferably dot points as this is how previous research activities have been modelled and encouraged to be used) -18097506921500Students find a group from the other expert group (community effects group match with environmental effects group).Each expert group is then required to communicate their findings to the other expert group. To guide discussion students are required to complete the expert group sheet (See appendix C) As a class students discuss what was found during research and group discussions. Show students video on community effects of Yarloop bushfire (GC: Personal and social capability-developing empathy) to students that they will need to think about both the environmental and community effects of bushfires and write a diary entry from the perspective of a Yarloop resident. On the board write questions to guide creativity and responses. Kahoot questions (level one questions):Which of the following was not a cause of bushfires? (lightning, hot weather, high winds, rain) What was the main cause of bushfires in Australia? (Wind, lightening, arson, fuel load)What conditions made the Yarloop fire so hard to control? (high winds with high temperatures, frequency of lightning strikes, large number of people, not enough fire services)Which of the following is not a way to control or minimise fuel load? (prescribed burning, water plants regularly, chopping trees down before summer, clean and remove dry leaves) Level one questions: What do bushfires do during the fire?What do they leave after the fire?Understanding: Students interpret and source information themselves coming to understand the effects bushfires have on communities or the environment. Questions to scaffold research:What does a bushfire do to the community or environment during the fire?What long term effects are there?Who or what is effected?What short term effects are there? Level two questioning/thinking: Students are required to compare and apply what they have learnt during the research stage to communicate their findings to the other group and the class. Level three questioning/thinking: Apply what you have learnt about the effects of bushfires to take on the perspective of a Yarloop resident Creating: Students create a diary entry from the perspective of a Yarloop resident based on the information and knowledge they have explored during the lesson. Tuning in: Students review what was discussed during the previous lesson and become involved and interested in what this lesson will involve. Tuning in: Using previous knowledge to gain understanding of what will be learnt during this lesson. Finding out: Students locate and find information and date themselves. Sorting out: Students sort out all the information they have collected to communicate their findings. Making conclusions: Students make conclusions about the effects bushfires have on people’s lives in Yarloop. -Kahoot-I-pads -Inquiry question board -white-board -I-pads-Role badges-Lined paper-Expert group sheet -lined paper-Yarloop video Students Kahoot answers provide a summary of what students learnt and remember from the previous lesson. Students responses-what do they already know- to shape what needs to be covered during lesson. Observation checklist (see appendix B) Observing student discussion and providing feedback or assistance where required. Observe student group discussions and continue to add to checklist. Observe student learning during class discussion. Collect student’s diary entries: look for reasoning behind feelings (incorporating effects of bushfires)Observe and provide feedback whilst students are writing. Formative Assessment overview: This lesson involved a fair amount of observations and feedback. Formative assessment is all about improving learning along the way (Reynolds, 2014). By observing and providing feedback whist students are learning and working the teacher can make changes and improve student understanding at the time of learning, rather than at the end. A formative assessment checklist was also used in this lesson. The checklist provides a formal way for the teacher to record students work habits with regards to working in groups and using ICT. This checklist can be added to and edited throughout this lesson and with other lessons.Student differentiation overview: Group work is an easy and effective way to allow for differentiation (Readman & Allen, 2015). During this lesson students complete the research in groups, therefore allowing for group discussing and consolidation for learning as well as the opportunity for students to work with mixed abilities and learning styles. Appendix A‘ Roles and responsibilities badges’ WriterThis person is responsible for writing down results.Researcher This person is responsible for the search engine searchers and ‘in charge’ of the I-pad/computerCommunicator This person is responsible for communicating findings to other expert group. Appendix B‘Observation checklist’Student nameContributes evenly to group workUses ICT safely and appropriately Considers other student’s viewpoints and opinions Uses appropriate listening strategies Appendix C‘Expert group discussion sheet’ 61595139700What did the other group study (what effect)?4000020000What did the other group study (what effect)?-107951777900488954131310Describe three short term effects: 4000020000Describe three short term effects: 1441452397760Describe three of the long-term effects:4000020000Describe three of the long-term effects:77470597535List some of the effects the group has talked about:4000020000List some of the effects the group has talked about:Lesson Plan 3Lesson 3: Bushfires- prevention, mitigation and preparedness Date: Wednesday 9th November Class: 5Lesson objectives:Identify and describe ways to prevent bushfiresIdentify and describe mitigation techniquesIdentify and describe ways to prepare for bushfires. Identify and explain Yarloop’s prevention, mitigation and preparedness before, during and after the bushfire.Content Descriptor:(ACHGK030): The impact of bushfires or floods on environments and communities, and how people can respond.General Capabilities:Critical and creative thinking: Clarify and provide reasoning, respond to topics or issues. Personal and social capability: Working effectively in teams and developing empathy. Literacy: Communicating learning through writing, communicating effectively through words and writing. Cross curriculum priorities:Sustainability Links to achievement Standards:Develop questions for a specific purpose.Use subject-specific terminology. Resources: Bushfire alert sheet, interactive whiteboard, plain paper ProcedureTime(60 mins)Content/StageTeaching StrategyScaffoldingUsing Blooms Taxonomy and Costas level of thinking Link to ILResourcesFormative Assessment5 mins-7302540640035 mins 15 mins 5 mins Introduction/ lesson hook Body of lesson-77152517335500Consolidation of learning Conclusion Have students seated on mat and explain to students that they have learnt about the causes and effects of bushfires with some reference to the Yarloop fire. Today they will be learning about how to prepare, mitigate and plan for bushfires. At the front of the class students may have noticed table of resources and man standing at front of room.Introduce fire fighter from chittering shire. Explain to students that he was a volunteer firefighter in the Yarloop bushfires- despite coming from Chittering. Explain to students that the firefighter will be talking with them and showing some photos of the Yarloop fire and what he was involved with as well as showing and talking about some resources and ways to prepare for bushfires. The firefighter from chittering shire goes through and explains his experiences in the Yarloop bushfire (what his role was, what he saw, how he felt, what the weather conditions were like, how bad Yarloop was effected, etc). Students are encouraged to ask questions throughout his explanation. Firefighter goes through and explains each category of the bushfire alerts- which students may have heard of seen on TV, radio, etc. Students complete the Bushfire alert sheet (see appendix A) whist firefighter is talking about each alert warning and what it meant for Yarloop. Students are then asked different ways people can prepare and plan for bushfires. List is created on board of class responses. Firefighter then goes through and explains ways of preparing houses and communities for bushfires-using examples and personal experiences. Students are shown a Bushfire action plan and go through each step. Students are also introduced to the term mitigation and are explained mitigation policies and practices that were in place during the Yarloop bushfire. Firefighter then talks about ways chittering is prepared for bushfires (map of fire escapes, prescribed burns, pre-packed fire emergency packages, etc.). Explain to student that each house/ property has its own access to a fire emergency escape road and are required to have packed fire emergency packages in the car or shed ready to go. Using the knowledge from what the firefighter has taught students in groups of three students create a bushfire action plan for a house in Yarloop. Action plans must include:Preparation steps: what need to be done before the fire and ready before summerEmergency contact numbers and apps (Bushfire alerts) Tigger’s to know when to leave Action plan: Where to go, what to take, who to callBackup plan-1762125326390Students are seated on the mat in a circle. Each group briefly explains their bushfire action plan and how they have thought about the Yarloop bushfires in creating the plan. Through scaffolded explanations (by firefighter and teacher) students learn about ways to prepare and plan for bushfires as well as prevention methods. They also learn the term mitigation and how these are there to prevent and prepare for bushfires. Understanding: Students come to understand new terms such as preparedness, prevention and mitigation and learn how these terms apply to bushfires. Level one questioning/ thinking:What needs to be done to help prevent the bushfire from occurring?What signs will you need to see to know when to leave?Who will you call?What will you do?Where will you go?What will you do if your first plan doesn’t work? Evaluate:Students explain and ‘defend’ what they have included in their action plans. Tuning in: Students are engaged and interested to see and hear what the firefighter has to say. Tuning in: Students listen to and become interested in the lesson through a guest speaker. Finding out: Students discover new information and learn new terms and skills. Sorting out: Students summarise the information they have received during the firefighter’s presentation. Taking action/Making conclusions: Students justify and explain their action plans based on the knowledge they have learnt during the lesson. -Bushfire alert sheet-Firefighter from chittering shire Collect student’s bushfire alert sheets.Observation: student’s questions for the firefighter and involvement in discussion. Observation: Students working collaboratively in groups. Including all relevant information. Provide feedback and assistance where required. Feedback: From both peers and teacher after students have presented their action plans. Collect students action plans to observe student understanding. Formative Assessment overview: Formative assessment should form part of the teaching and learning cycle (Readman & Allen, 2015). It is for this reason that throughout this lesson student are observed in terms of both their behaviour (class discussions, group discussions, working well with others, contributing to group work) and their overall understanding of the content. During this lesson students are also given the opportunity to provide feedback or opinions on other students work. It is important that feedback is not always given by the teacher and should (where possible) be provided by students (Readman & Allen, 2015). Students provide feedback and comments on groups action plans and hence become more involved in the learning process. Student differentiation overview: Like the previous lesson differentiation has been catered for by including group work in the written work. This means that students who struggle or are not as confident with writing are not under as much pressure or stress or are not limited in demonstrating their understanding. 240474587630(Department of Fire and emergency services, 2016)4000020000(Department of Fire and emergency services, 2016)Appendix A‘Bushfire alert signs’ lefttopLesson Plan 4Lesson 4: Create Date: Thursday 10th November Class: 5Lesson objectives:Outline ways to prepare and prevent bushfires Outline causes and effects of bushfires Creatively respond to bushfire safety Content Descriptor:(ACHGK030): The impact of bushfires or floods on environments and communities, and how people can respond.(ACELY1705): Re-read and edit students own and others work using agreed criteria for text structures and language feature’s. General Capabilities:Critical and creative thinking: Clarify and provide reasoning, respond to topics or issues. Personal and social capability: Working effectively in teams and developing empathy. Literacy: Communicating learning through writing, communicating effectively through words and writing. Cross curriculum priorities:Sustainability Links to achievement Standards:Develop questions for a specific purpose.Use subject-specific terminology. Resources: ProcedureTime(60 mins)Content/StageTeaching StrategyScaffoldingUsing Blooms Taxonomy and Costas level of thinking Link to ILResourcesFormative Assessment2 mins 5 mins 10 mins 45 mins-7302595250002 mins-82551213360 Introduction Introduction of lesson objectives and lesson requirements -81025918478500Planning Body of lesson: Creating Conclusion Have students seated on mat.Explain to students that they will be completing a creative task during this lesson based on bushfires. -17621258381900Explain to students that using the knowledge gained from the previous lessons they will be completing a creative task which demonstrated their understanding of bushfires and bushfire safety. Provide each student with a copy of the rubric (see appendix A). Explain to students that they have one lesson to either create and informative poster on bushfires or an informative brochure that is aimed at year three students. Go through the requirements of the rubric (what is expected of students).Hand back all completed worksheets on bushfires that were completed during the previous lessons.Using the information on the completed worksheets students are to plan what they will include in their informative posters or brochures. This planning sheet is also used as a draft copy as well in which students have time to begin writing a basic copy of the information to be included. Students are given 45 minutes to complete the ‘creation’ of their informative poster or brochure. Student discussion will be encouraged, however must remain and relate to the task. Collect student’s posters or brochures and copies of rubric. These will be handed back to students once ‘marked’ and students will present to year threes (target audience). Level 3 questioning/thinking: Create and apply what you have learnt to an informative poster or brochureCreating:Students apply what they have learnt to create a piece of information representing their understanding and knowledge of the topic. Creating: Students apply what they have learnt during the previous lessons to demonstrate their understanding and knowledge. Tuning in: Outline of lesson. Tuning in: Students are made aware of the requirements of this lesson and shown the assessment criteria. Taking action: Students use knowledge gained from previous lessons to ‘take action’ and apply what they have learnt. Taking action: Students use knowledge from previous lessons to apply and represent their knowledge in an informative way. -Rubric -Completed worksheets from previous lessons. -Plain paper Assist students where needed. Observe students work habits and overall ways of approaching the task. Assist and provide feedback. Students should be providing feedback to other students- hence engorgement of discussion. Formative Assessment overview: This lesson is all about producing a creative and informative response to what has been learnt during the previous lessons. It is therefore important that whist students are planning and producing their informative posters or brochures to provide assistance and feedback as this is the only chance they have to complete the task. Group and peer discussion is also encouraged to ensure students are discussing and providing feedback to peers. Student differentiation overview: In preparing and planning for differentiated lessons and assessment it is important to consider and plan for choices (Readman & Allen, 2015). Students are given the choice of either completing an informative poster or an informative brochure aimed at year threes. Although both options are written forms of assessment the fact that students have choice in how they demonstrate their learning means that students are not only given the opportunity to choose and have some control in assessment but it also provides less stress and more opportunities for engagement in the assessment. Appendix A‘Rubric for creative task’Working towards expectations Meeting expectationsExceeding expectations Causes of bushfiresIdentifies causes of bushfires with some or little detail. Minimal attempt to use examples. Identifies and explains at least three causes of bushfires with some detail and uses at least one example. Identifies and explains more than three causes of bushfires with detail and uses more than one example. Effects of bushfires Identifies some effects of bushfires and describes briefly the effect the Yarloop bushfire had on the community or environment. Identifies both long term and short term effects of bushfires. Describes at least one environmental impact and one impact on community regarding the Yarloop bushfire. Identifies and explains both long term and short terms effects of bushfires. Describes in detail more than one example of environmental and community impacts of the Yarloop bushfire. Prevention methodsIdentifies at least one prevention method and describes briefly how this prevents bushfires. Identifies more than one preventive action and describes how this minimises the risk of bushfires. Identifies and describes in detail multiple prevention methods and how each method minimises bushfires from occurring.Planning for bushfires Identifies at least one way to plan for bushfires and uses at least one example. Identifies more than one way to plan for bushfires, recognising that bushfires will occur and plans need to be put in place. Uses examples for all planning methods identified. Identifies and described more than three planning methods. Recognises the need to plan and understanding that bushfires will occur. Uses examples for all planning methods. Terminology Makes some use of subject specific terminology. Uses and demonstrates an understanding of subject specific terminology. Uses subject specific terminology and demonstrates and exceptional understanding of terminology. Use of images and diagramsUses some images and diagrams with little reference to descriptions. Uses a range of diagrams and images and makes some attempt to relate these to descriptions. Uses a vast array of images and diagrams that directly relate to descriptions. References Carter, D. (2016). Costas levels of Questioning review [Image]. Retrieved from of Fire and emergency services. (2016). Lesson Plans-Years 5-6. Retrieved from . Murdoch, J.L. Branch., D. Oberg, and B. Stripling.(2009). The inquiry cycle [Image]. Retrieved from , K. & Allen, B. (2015). Practical planning and assessment. Victoria: Oxford University Press. Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd Ed.) Victoria: Oxford University PressSchool Curriculum and Standards Authority. (2014a). Foundation to year 10 Curriculum: Humanities and Social Sciences: Geography (ACHGK012). Retrieved from Curriculum and Standards Authority. (2014b) Foundation to year 10 Curriculum: Humanities and Social Sciences: Geography (ACHHK030). Retrieved from , J. (2014). 38 question starters based on Blooms Taxonomy [Image]. Retrieved from ................
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