Activity Introduction

Minderoo_lesson_frame_lesson10

Subjects: English 

Year Levels: Years 7 & 8

Topics: Fires, floods, resilience, community, hazards, creative writing.

Teaching Time: 120 mins (best delivered over a number of lessons).

Quick summary: 

In this English lesson, students reflect on the knowledge and understanding they have developed throughout this unit of work, completing a lotus diagram organiser to reflect their key learnings. Following this, students explore an interactive map outlining the areas of Australia most geographically affected by hazards, to conceptualise the effect hazards have on Australia as a whole. Seeking to evoke hope for the future, students are challenged to imagine what Australia would look like, if it were prepared and more resilient to mitigate fires and floods. Students provide peer assessment and feedback in this task.

Learning intentions:

  • Students will understand the impact of hazards on Australia as a whole, to build an understanding of the possibility of a future Australia that is disaster resilient.

21st-century skills: 

CommunicatingCommunity EngagementCritical Thinking EmpathyGlobal CitizenshipSocial Skills Problem Solving             

Australian Curriculum Mapping

Content descriptions: 

Years 7 English:

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)

Years 8 English:

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731).

Syllabus outcomes: EN4-4B.

General capabilities: Literacy.

Cross-curriculum priority: Sustainability.

Relevant parts of Year 7 achievement standards:

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience.

Relevant parts of Year 8 achievement standards:

Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect.

 Level of teacher scaffolding: Medium – teachers need to facilitate conversations with students and guide them through thinking to launch into the oral presentation.

Resources required:

  • A device capable of projecting a website to the class
  • Student Worksheets – one copy per student. 

Keywords:: hazards, fire, floods, Australia, hope, hazard-free, oral presentation.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Minderoo_lesson_frame_lesson10Teacher Preparation

Learning intentions: Students will...

  • …understand the impact of hazards on Australia as a whole, to build an understanding of the possibility of a future Australia that is resilient to natural hazards and disasters.

Success criteria: Students can…

  • …use a lotus diagram graphic organiser to reflect their understanding across a unit
  • …reflect on the impact of hazards across Australia
  • …deliver an oral presentation presenting their point of view on a topic, using multimodal elements to support.

Teacher content information:

Handling Sensitive Topics:

While presenting the lesson, you may notice that students could develop heightened emotions as you uncover the physical and psychological effects of hazards and disasters. Resilience, rebuilding and hope are essential learnings from the lessons. Therefore, it is vital to create a psychologically safe place for students to discuss and debrief, shall they need to. The tasks can be activating for some stud

...
 
- or - to view worksheets

Student Worksheet

Thought-starter: "Man has become our greatest hazard and our only hope" — John Steinbeck.

1. Reflecting on big ideas.

Some of the big ideas you may have explored in this unit include:

  • Leadership through hazards
  • Misconceptions around Australia and hazards
  • Traditional Land Management strategies of our First Nations peoples
  • Resilience, cultivated through overcoming hazards
  • Hope, and how individuals and organisations evoke this.

Use the lotus diagram below to reflect on some of these ideas. There are spaces for you to add your own big themes or ideas, too.

Lotus diagram

2. Respond and free write (in your books, iPad or laptops) to the prompt: Imagine an Australia resilient to fires or floods.

3. Your task is to present to the class where you would live if Australia was resilient to fires and floods, and why. Your presentation should be 1.5-2 minutes long, and you should support your oral point of view with a visual presentation. You can use the planning guide below to help structu

...
 
- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.