HASLEM STREET PRIMARY SCHOOL - Habits of Mind
HASLEM STREET PRIMARY SCHOOL
INTEGRATED UNIT PLANNER
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|TOPIC: Disasters YEAR LEVEL: 3/4 |
|UNDERSTANDINGS |SKILLS |
|Many phenomena people call disasters are actually part of the natural cycle. |Analysing |
|These events become disasters when they are accompanied by human tragedy and damage to the environment. |Checking |
|Disasters can be manmade or natural. |Classifying |
|Disasters vary in their intensity and the amount of damage they cause to people and the environment. |Cooperating |
|Community members, emergency services and aid agencies often assist in times of disaster. |Considering options |
| |Designing |
| |Elaborating |
| |Estimating |
| |Explaining |
| |Generalising |
| |Hypothesising |
| |Inferring |
| |Interpreting |
| |Justifying |
| |Listening |
| |Locating information |
| |Making Choices |
| |Note-taking |
| |Observing |
| |Performing |
| |Persuading |
| |Planning |
| |Predicting |
| |Presenting in a range of ways |
| |Providing Feedback |
| |Questioning |
| |Reading |
| |Recognising bias |
| |Reflecting |
| |Reporting |
| |Responding to others’ work |
| |Restating |
| |Revising |
| |Seeing patterns |
| |Selecting information |
| |Self-assessing |
| |Sharing ideas |
| |Summarising |
| |Synthesising |
| |Testing |
| |Viewing |
| |Visually representing |
| |Working |
| |Independently |
| |Working to a |
| |timeline |
| | |
|RESOURCES | |
|Guided Reading books: Twisters, Tornados and Other wild weather, twisters and other wind storms, Earthquakes, Quirks of| |
|the earth, read hot rocks, disaster plan. | |
|National Geographic: Extreme Weather, Droughts, Floods, Earthquakes and Volcanoes | |
|Websites: kids/dizarea.htm | |
|Library Books: | |
|100 Greatest Natural Disasters | |
|Australian Disasters Books: Bushfires, Cyclones | |
|Australia’s Worst Disasters: Droughts, Cyclones and Storms, Fires, Floods, Air Disasters, Mining Disasters, Rail | |
|Disasters | |
|Totally Weird Natural Disasters | |
|The Best ever book of Disasters | |
|Crash the search for the stinson | |
|Sea Disasters | |
|Fire and Flood | |
|Eyewitness: Volcano, The Visual Dictionary of the earth | |
|Can you believe– Hurricanes | |
|Extraordinary Volcanoes | |
|Volcanoes-facts, stories, activities | |
|Earthquakes and Volcanoes | |
|Video: All About Volcanoes, Earthquakes and Glaciers | |
| | |
|HOST CONTENT AREA | |
|Science |Biological |Chemical |Earth & Space |Physical | |
|SOSE |History |Geography |Economy & Society | | |
|Technology |Information |Materials |Systems | | |
|Health |Health of |Self and |Movement and physical | | |
| |individuals and |relationships |activity | | |
| |populations | | | | |
|Assessment routines and |Keep individual brainstorm as a record of their understanding and repeat at end of unit to compare. |
|records: |Journal– students keep a journal showing their understandings throughout the unit. |
|What needs to be set up at |Self/ Group Assessment– of their Expert Group |
|the beginning of the unit|Group presentation– Peer assessment of their presentation |
|to ensure: |Alpha ladder– Compile a list of A-Z words for Disasters. |
| | |
|Systematic | |
|collection of assessment | |
|data? | |
|Ongoing | |
|reflection and | |
|self-assessment (see | |
|assessment plan) | |
| | |
|Tuning in and preparing to |Brainstorm individually words associated around the word disaster. |Groupings |
|find out: |“When I hear the word “Disaster” I think of…….’ | |
|What variety of activities |Concept Extraction– share ideas from brainstorm– place under headings as students submit words eg natural,| |
|will be used to: |medical, caused by people, effects. | |
| |Begin a collection of newspaper, magazine articles. Set up class | |
|engage all |bulletin board. | |
|students in the topic? |Set up a reading corner with books– fact and fiction. | |
|Assess prior |Provide large sheets, each with the name of a disaster such as cyclone, tidal wave, earthquake, storm, | |
|knowledge? |volcanic eruption, drought, flood. Place around room. Students in pairs or groups of three move from sheet| |
|Refine further |to sheet , reading information already provided and add information as they proceed. | |
|planning? |Prepare a class wall list of terms. Make a class glossary. Ask students to find out the meanings and | |
|Lead into the |record in their own words. Add to the glossary as the unit progresses. | |
|‘finding out’ |Homework– Students ask their parents/grandparents about disasters they remember or have heard about. | |
|experiences? |Students prepare questions to ask. Record data from the survey. Students could draw a table to record | |
| |results or select own recording method. | |
| |Teach ‘Tuning Protocol’- In groups of 6-8 one student presents one disaster he recorded from the parent | |
| |interview– both orally and visually. | |
| |Focus on our inquiry– to generate questions-Question matrix– present a 3x3 grid– play noughts and crosses–| |
| |ask a question before placing a nought or cross. Following this, students write questions they would like | |
| |answered by the unit. Think, pair, share. Write questions on cardboard strips and display in room. | |
| |Prepare a class data chart. In left hand column list a range of identified disasters. Write focus | |
| |questions that match the disaster in the next column. Add examples of these disasters from Australia and | |
| |other parts of the world. | |
| |Use a world map to locate and build up a picture of disasters recently/ currently occurring in the world. | |
| |As the unit progresses add more locations to help build a pattern of areas subject to particular to types | |
| |of disasters. | |
| | | |
|Finding out: |Sorting out: |
|Experiences to assist |Activities to assist students to process and work with the information and ideas they have gathered about the topic (including |
|students to gather |exploring values). |
|new information about the |Organise, represent, present. |
|topic. | |
|Challenge– take children | |
|beyond what they already | |
|know. | |
| | |
|Study of a natural disaster|Expert groups– assign students to a group responsible for finding out about one type of natural disaster. |
| |Explain each group is to find out- |
| |How the natural disaster occurs |
| |Its impact on people and the environment |
| |Examples of emergency groups. |
| |How people work together to restore the damage associated in Australia and in other countries. |
| |About some of the worst examples of these disasters in Australia and other countries , now and past. |
| | |
| |Implement cooperative learning roles eg: encourager, reporter, gatherer, time keeper |
| |Self/ Group Assessment At the end of sessions– 1 or 2 lessons give groups a sheet to complete on which they rank (from1-10) their|
| |performance/ cooperation, capacity to stay on task, work output. |
| |Presentation of research to the class. Groups decide how to best present their findings. Select from –poster, drama, model, |
| |frieze, mural, board game, book, news report…..-Different parts of the presentation should be clear and logical and models, |
| |diagrams, other activities should be used to support their explanation of the disaster and it’s effects. |
| |Peer Assessment– at end of presentation each student completes an assessment of the group presentation, highlighting new |
| |information , questions answered, group cooperation. |
| |Use talk tokens to ensure whole class involvement in peer assessment. |
| | |
|Related Reflections/ Activities |
|Risk taking– Would you rather be in an earthquake or flood. Choose one and give 3 reasons. |
|Venn Diagram– Use a Venn diagram to compare the similarities and differences between a Tornado and a cyclone. |
|Alpha Ladder- Compile a list of A-Z words for Disasters |
|Y Chart– Create a Y chart for an earthquake. Looks like. Feels like. Sounds like. |
|Imagination– Imagine you are a fire raging through a building. Describe in poem or diary entry. |
|PMI– Bush Fires– P (plus), M (minus), I (interesting) |
|Inventions Key– Invent a machine to clean oil spills from the sea. Draw a diagram and label the parts. |
|Making |Question Key- Each student selects a card that has an answer written on it. They then write one or two questions for the answer.|
|conclusions: |Collect all students questions. Read them out to the class who give their answers. See if they match the cards children are |
|Activities to ‘pull it all |holding. |
|together’, to assist | |
|students to demonstrate |How big was the disaster? |
|what they have learned and |As a class prepare an intensity line from 0-10. Students place identified disasters along the line to indicate a scale and |
|reflect on their learning. |justify their placements. Consider how children made their choice and whether they took both human and natural effects into |
| |account. |
| | |
|Related |Multiple Intelligences—Students select one activity from each area– Knowledge, Comprehension, Application, Analysis, Synthesis, |
|Experiences: |Evaluation—to complete. Work may be completed at school and home. |
|Ways of extending students’| |
|interest and learning in | |
|the topic. Ways of | |
|challenging students’ ideas| |
|and providing different | |
|perspectives. | |
| | |
|Reflection and Action: |Ask students– What do these disasters have to do with you? Why should you be concerned if your family , your friends are not |
|Ways of empowering students|affected by them? Should you leave the responsibility to the government and aid agencies to deal ? |
|to act on what they have |As a class identify emergencies that could affect the local area. How could these be prevented? What procedures are in place to |
|learnt. |lessen the affects? Discuss and list local organisations that could assist in an emergency. Who is responsible for a local |
| |disaster plan? Is there an evacuation point? |
| |Invite representatives from SES to speak to the class about their role/ knowledge of disasters in our area. |
| | |
| |Plan an evacuation procedure for your family. |
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|Possible weekly overview |
| |Tuning In |
|Week 1 | |
|Week 2 |Tuning In |
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|Week 3 |Finding and Sorting Out |
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|Week 4 |Finding and Sorting Out |
|Week 5 |Finding and Sorting Out |
| |Thinkers Keys |
|Week 6 |Finding and Sorting Out |
| |Thinkers Keys |
|Week 7 |Presentation of Projects |
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|Week 8 |Making conclusions |
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|Week 9 |Multiple Intelligences |
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|Week 10 |Reflection and Action |
|Week 11 |Reflection and Action |
|Unit Evaluation and Comments: |
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|VALUES |Thinking |HABITS OF MIND |STRATEGIES |ASSESSMENT |
| |Tools | | | |
|Values to be developed throughout |K.W.L. |Applying Past Knowledge To New |*Brainstorm individually words associated around the |Keep Individual brainstorm as a |
|this unit? |Interviews |Situations |word disaster. |record of their understanding and |
|Respect: For the |Mind Maps | |Concept Extraction– share ideas from brainstorm– place |repeat at end of unit to compare. |
|environment. |Y-Chart | |under headings as |Student Journal |
|Safety: Personal Safety / health |T-Chart | |students submit words eg natural, medical, caused by |Checklist for HOMs |
|Inclusion: Sharing |Jigsaw | |people, effects. |Key Words |
|resources, working together |Note taking | |*Role-plays |Self/ group assessment |
|Understanding and |Labelling | |*Mind Maps |Presentation-group |
|empathy - for people |Comparison |Questioning and Posing Problems |*Question matrix |Questioning-appropriateness |
|affected by disasters. |Sequencing | |*Question Key |Research Skills |
| |Classification | |Tuning Procotol |Co-operative Skills |
| |Decision Making |Thinking Interdependently |*Co-Operative Group activities |Completion of Multiple |
| |Brainstorming | |*Self/ Group Assessment of. their expert group. |Intelligences |
| |Thinker’s Keys | |*Think-Pair-Share | |
| |Questioning | |Expert Groups | |
| |BAR | |*Chinese Whispers/Share Circles | |
| |Six Thinking Hats |Listening With Understanding and Empathy |*Think-Pair-Share | |
| |Multiple Intelligences | | | |
|UNDERSTANDINGS: |
|*Many phenomena people call disasters are actually part of the natural cycle. |
|These events become disasters when they are accompanied by human tragedy and damage to the environment. |
|Disasters can be manmade or natural. |
|Disasters vary in their intensity and the amount of damage they cause to people and the environment. |
|Community members, emergency services and aid agencies often assist in times of disaster. |
|VALUES |Thinking |HABITS OF MIND |STRATEGIES |ASSESSMENT |
| |Tools | | | |
|Values to be developed throughout |K.W.L. |Applying Past Knowledge To New |*Brainstorm individually words associated around the |Keep Individual brainstorm as a |
|this unit? |Interviews |Situations |word disaster. |record of their understanding and |
|Respect: For the |Mind Maps | |Concept Extraction– share ideas from brainstorm– place |repeat at end of unit to compare. |
|environment. |Y-Chart | |under headings as |Student Journal |
|Safety: Personal Safety / health |T-Chart | |students submit words eg natural, medical, caused by |Checklist for HOMs |
|Inclusion: Sharing |Jigsaw | |people, effects. |Key Words |
|resources, working together |Note taking | |*Role-plays |Self/ group assessment |
|Understanding and |Labelling | |*Mind Maps |Presentation-group |
|empathy - for people |Comparison |Questioning and Posing Problems |*Question matrix |Questioning-appropriateness |
|affected by disasters. |Sequencing | |*Question Key |Research Skills |
| |Classification | |Tuning Procotol |Co-operative Skills |
| |Decision Making |Thinking Interdependently |*Co-Operative Group activities |Completion of Multiple |
| |Brainstorming | |*Self/ Group Assessment of. their expert group. |Intelligences |
| |Thinker’s Keys | |*Think-Pair-Share | |
| |Questioning | |Expert Groups | |
| |BAR | |*Chinese Whispers/Share Circles | |
| |Six Thinking Hats |Listening With Understanding and Empathy |*Think-Pair-Share | |
| |Multiple Intelligences | | | |
|UNDERSTANDINGS: |
|*Many phenomena people call disasters are actually part of the natural cycle. |
|These events become disasters when they are accompanied by human tragedy and damage to the environment. |
|Disasters can be manmade or natural. |
|Disasters vary in their intensity and the amount of damage they cause to people and the environment. |
|Community members, emergency services and aid agencies often assist in times of disaster. |
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THEME: DISASTERS
THEME: DISASTERS
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