Resilient Australia - Building Resilient Communities

Resilient Australia - Building Resilient Communities

Lesson 1 of 5 in this unit

  • Primary
  • Year 7 - 8
  • Technology
  • Design and Technologies
  • Environmental
  • Disaster resilience
  • Economic
  • Design Thinking
  • Technology
  • ...

Lesson Summary

Students investigate the importance of preservation, maintenance and what makes a community resilient. They will develop and present an idea for a healthy and resilient community that considers the connection to land, culture, various stakeholders, safety, communication, economy, and healthy landscapes.

Learning Intentions:

Students will...

  • investigate what makes a community resilient.

Success Criteria:

Students can...

  • describe the importance of having resilient communities in order to be better prepared for disasters.
  • know the difference between a hazard reduction burn and a cool burn.
  • identify local cultures that make up their community and understand their values.
  • devise a plan to maintain their community better prepared in the event of a disaster.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info

Lesson details

Curriculum Mapping

Australian Curriculum content descriptions: 

Year 7 & 8 Design and Technologies:

  • Analyse how people in design and technologies occupations consider ethical and sustainability factors to design and produce products, services and environments (AC9TDE8K01).

Syllabus outcomes: T4.1.2.

General capabilities: LiteracyCritical and Creative Thinking and Intercultural Understanding.

Cross-curriculum priority: Sustainability and Aboriginal and Torres Strait Islander Histories and Cultures.

Relevant parts of Year 7 & 8 achievement standards: By the end of Year 8, students explain factors that influence services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques.

Level of teacher scaffolding: Medium – The teacher will be expected to facilitate conversation and help students undergo a design process to create the warning system. 

Resources Required

Skills

This lesson is designed to build students’ competencies in the following skills:

  • Communication
  • Creativity
  • Critical Thinking
  • Enterprise
  • Global Citizenship
  • Problem Solving
  • Collaboration

Additional Info

We encourage you to undertake the free PD Course How to teach a unit on fire and flood resilience for tips on how to best deliver this lesson.
If you’re concerned about the challenging nature of these topics, consider the free PD Course How to approach trauma in the classroom for information on how best to support your students.

This lesson was made in partnership with
Minderoo Foundation (www.minderoo.org)

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