pialbastateschool.files.wordpress.com · Web viewPresent ideas for the purpose of showing the interconnected relationships between the reasons for laws, the ways laws affect the

Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 5 SEMESTER 1 UNIT 2 PLAN (Term 2)Deep Learning Inquiry Cycle Question

Managing Australian communities - How do people and environments influence one another?Support students to explain the Inquiry Questions through:

examine how Australian communities are affected by the interconnection between people, places and environments

investigate the importance of laws and regulations in managing people and environments in Australian communities

explore the influence of people on the human characteristics of places, including the organisation of space through zoning

recognise the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource management

investigate environmental challenges such as natural hazards and their effect on Australian communities

explore the principles involved in minimising the harmful effects of natural hazards interpret data to evaluate the ways citizens responded to an Australian natural

hazard propose ways in which citizens can respond to natural hazards and describe the

possible effects of actions.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class.

Check in / Check out (thumbs up) strategies

Learning Interactive Objects (C2C Unit Resources g Drive)You Tube video’s – places, cultures economics, Australia’s connections, cultural diversity.Vocab development through Warmup to lessons and integrated into English – Literacy Block

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

1

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: To identify how legal and environmental issues in Australian communities can be managed.

Term 2 Week 4 S Part A: Describing roles

Term 2 Week 4 S Part B: Sorting, recording and representing

Term 2 Week 8 S Part C: Proposing action


Collaboration Creativity Critical Thinking Citizenship Character Communication

2


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: HASS Year Level Team: add teacher names Term: Semester 1WALT/WILF/TIB

(The What)

Unit 1

Active Learning Engagement(The How)

Check for Understa

ndingInternal

monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Vocabularyenvironmental characteristics, human characteristics, rural, urban________________

WALT: Understand the human and environmental characteristics of Australian communities.

WILF:Identify and define characteristics of places as human and environmental?

TIB: understanding Australia’s place in our world and the influence people have on their environments.

Participating in Australian communities

C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Explore the unit focus Examine the unit inquiry question: How are people and environments managed

in Australian communities? Activate prior knowledge about communities. Record ideas and questions related to the unit focus, for example:

What are some human and environmental characteristics of places? Consider that most places are made up of human and environmental

characteristics.

Identify and describe the characteristics of local community as human or environmental Identify and describe human and environmental characteristics of a place (sheet

Human and environmental characteristics of local area). Identify how human and environmental factors are interrelated and influence the

characteristics of places (e.g. farming, dam building).

Examine differences in the characteristics of rural and urban communities in Australia Examine photographs and images to identify human characteristics of rural and

urban places (slideshow Human characteristics). Compare the human characteristics of rural and urban places (sheet Human

characteristics of places).C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and

Formative (Feedback)Check for Evidence of Learning throughout the lessons.

Monitor students’ ability to:Pose factual and exploratory questions related to a topic of inquiry.

Learning alertsBe aware of: Prior knowledge and experiences.

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Explore a range of sources to enhance understanding of rural and urban places.

U2B

Expose to more technical or specific HASS vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Compare and contrast human and environmental characteristics in rural and urban places.

HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html

Refer to HASS Word Wall Vocabulary –

ResourcesSupported learning resource — HASS Glossary Year 5 Unit 2Slideshow — Human characteristicsSheet — Human characteristics of placesSheet — Human and environmental characteristics of local area

3

https://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html




Vocabularycustomary law, discriminate, law, offence, regulation________________

WALT: Understand the role of laws and regulations in managing Australian communities.

WILF:Evaluate information from different sources to draw conclusions about the effect of laws on the lives of citizens in Australian communities?

TIB: Understanding Australia’s place in our world and the influence of our laws on society that make up our local and global community.

enhancing understanding and fluency.

Describing roles — The role of law in Australian communities

Explore the role of laws and regulations in managing Australian communities Explore the reasons for laws, different types of laws and how they address issues

affecting the lives of citizens (slideshow Types of laws: How they affect our lives).

Analyse sources to identify reasons for laws and different types of laws Use and evaluate information from different sources to identify the reasons for

laws, the ways laws address issues in the community and the effect of laws on citizens (sheet Types of laws and how they affect our lives).

Draw conclusions about the role of laws and regulations in Australian communities Interact with others with respect, identify different points of view and share

opinions about how laws affect the lives of citizens, including Aboriginal peoples and Torres Strait Islander peoples.

C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and

Monitor students’ ability to:Collect, describe and record data on a relevant issue.

Learning alertsBe aware of:Diverse cultural backgrounds.

L2B


Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.




Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape and video.

Strategic organisation of groups to support understanding of concepts.

U2B




Use ICT to investigate/locate additional features for mapping activity.

Interpret literal information and make inferences to expand topic knowledge.



ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow — Types of law: How they affect our lives

Sheet — Types of laws and how they affect our lives

4





Vocabularyimmigration, interrelationship________________WALT: Understand the roles and responsibilities of legal personnel in managing communities.

WILF:Describe the roles and responsibilities of key people in law enforcement and the legal system?


Describing roles — Responsibilities of legal personnel

Explore the roles of people working in law enforcement and the legal system Consider the roles of people working in law enforcement and the legal system

and recognise that each role carries certain responsibilities to the community (slideshow Roles and responsibilities of key people in law enforcement and the legal system).

Organise information to identify the roles and responsibilities of key people in law enforcement and the legal system Use and evaluate information to identify the roles and responsibilities of key

people in law enforcement and the legal system (sheet Key personnel in law enforcement and the legal system).

Work with others to use and evaluate information to identify the roles and responsibilities of key people in law enforcement and the legal system (sheet Key personnel in Australia’s law enforcement and legal system: Sorting activity).

Infer relationships between the reasons for laws and the work of key people in law enforcement and the legal system Present ideas for the purpose of showing the interconnected relationships

between the reasons for laws, the ways laws affect the lives of citizens, and the work of key people in law enforcement and the legal system (sheet Concept map to show the relationship between key personnel in law enforcement and the legal system).

Describe the roles and responsibilities of key people in law enforcement and the legal system using civics and citizenship terms.

C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and

Monitor students’ ability to:Consider, select and adopt a range of strategies for working independently and taking initiative.

Learning alertsBe aware of:Prior knowledge and experiences.

L2B







Use technology to record students work; e.g. digital photography, tape and video.

Repeat instructions to clarify understanding of the interconnected relationship between

U2B




Evaluate own written texts to ensure use of subject-specific terms/information from sources.

Identify factors that influence a point of view about the role of law enforcement.



ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.Slideshow — Roles and responsibilities of key people in law enforcement and the legal systemSheet — Key personnel in law enforcement and the legal system Sheet — Key personnel in Australia’s law enforcement and legal system: Sorting activitySheet — Concept map to show the relationship between key personnel in law enforcement and the legal system

5





___________________Vocabularycommercial, green space, human impact, industrial, land use, population density, residential, town planning, urbanisation, zoning

WALT: Understand the effects of urbanisation on Australian communities.

Understand how local government planning regulations help manage space in Australian communities.

WILF:Describe the influence urbanisation has on the human characteristics of Australian communities?

Explain how spaces can be managed in Australian communities through zoning?


Describing roles — Managing issues in urban communities

Examine how the process of urbanisation influences the human characteristics of places Recognise that urbanisation (increasing proportion of the population living in

urban areas) influences the human characteristics of places.

Interpret images to describe trends in urban growth in Australian communities View examples of urban growth using satellite images (video Urbanisation). Explain how urban spaces are managed using zoning and who manages them

(e.g. local and state governments). List reasons for increased urbanisation (e.g. job opportunities in urban areas,

access to services).

Evaluate the impact of urbanisation on the human characteristics of Australian communities Discuss the influence urbanisation has on the human characteristics of places

(e.g. built elements of the environment, communities, production).

Examine how the needs and wants of people influence the way spaces are organised and managed Identify features of a local area (e.g. shops, doctor, schools, housing, parks) and

consider:o how and why people use these features o how they access them.

Recognise how the needs and wants of people influence the ways in which features are organised within a local area.

Interpret maps to describe how local governments regulate land use through zoning Explain how urban spaces are managed using zoning and who manages them

(e.g. local and state governments). Recognise zoning as a tool to designate land use.

Identify major zoning categories of residential, commercial, industrial green/recreation and special purpose (video Urban planning).

Identify the characteristics of each zoning category and why zoning is used.

Represent land use zones on a large-scale map Classify land use zones on a map of the local area (sheet Urban spaces).

Present findings about factors that influence the way urban spaces are managed Create a simple plan for land use within an urban area that considers the needs

Monitor students’ ability to:Use growing subject-specific vocabulary to communicate about learning area topics.

Learning alertsBe aware of:Individual learning styles.

people and the laws of the community.

L2B







Provide scaffolded learning opportunities or instruction.

Repeat instructions to clarify understanding of classifying land use zones on a local area

U2B





Lead a discussion to compare and contrast climate data of selected places.

Use critical thinking strategies to design a town considering multiple factors.



ResourcesVideo — UrbanisationVideo — Urban planningSheet — Urban spacesSheet — Design a town

Helpful information Website - Brisbane City Plan 2014 (Brisbane City Council) http://eplan.brisbane.qld.gov.au/

6

http://eplan.brisbane.qld.gov.au/

http://eplan.brisbane.qld.gov.au/





and wants of people (sheet Design a town).

C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency

Describing roles — Managing issues in rural communities

map.

7


Vocabularyhazard, natural, settlement, traditional________________WALT: Understand how people have influenced the environmental characteristics of Australia’s rural places.

Understand the traditional land use practices of Aboriginal peoples and Torres Strait Islander peoples.

Understand ways of managing environmental issues in rural communities.

WILF:Identify and describe traditional and current land use practices?

Describe the ways people have responded to environmental changes in rural communities?

Examine traditional and current land use practices in Australia to identify environmental issues Review the environmental characteristics of their local area. Brainstorm specific natural features found in a local area (e.g. names of

rainforests, mountains, rivers, lakes). Discuss ways the environment has been used or modified by different groups

(e.g. mining, industrial farming, urbanisation, firestick farming, cultivation, introduced species).

Interpret images to explain the causes and effects of key environmental issues in Australia’s rural communities Examine past and present uses of environments to identify how people’s actions

can change places and influence the future use of places (slideshow How do people influence environmental characteristics of places?).

Evaluate information about ways of managing environmental issues in Australia’s rural communities Identify and explain positive and negative impacts of people on the environment

over time:o Case study: Grassy Hill, Cooktowno Case study: Feral pigso Case study: Franklin-Gordon Wild Rivers National Park (sheet Impacts of

people on the environment)

C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency

Describing roles — Assessment checkpoint: Part A and Part B

Monitor students’ ability to:Interpret literal information and make inferences.


L2B








Explore a range of sources to enhance understanding of the

U2B






Use evidence to argue ways to minimise the human impact on environments caused by land



ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Slideshow — How do people influence environmental characteristics of places?Sheet — Impacts of people on the environment

Helpful information Website — Aboriginal fishing methods (Aboriginal Culture, David M. Welch) http://www.aboriginalculture.com.au/fishing_methods.html

8

http://www.aboriginalculture.com.au/fishing_methods.html







Understand the assessmentStudents will:• describe the roles of different people in Australia’s legal system• identify the effects of these interconnections on the characteristics of place and

environments• sort, record and represent data in different formats, including large scale maps,

using basic conventions.

Review the Guide to making judgments and understand the standards A–E• Work through the Guide to making judgments with students and highlight the

assessable elements for the assessment and discuss what responses might look like at each of the standards A–E.

• Provide students with an opportunity to clarify any components of the assessment.

Conduct the assessment• Complete Part A and Part B of the assessment task. Refer to Teaching notes for

implementation details.

Assessment purposeTo identify how legal and environmental issues in Australian communities can be managed.

cause and effect of environmental issues.

L2B








use..U2B






Use critical thinking strategies to design a town considering multiple factors.



Resources

Assessment task —

Managing Australian

communities

Assessment task —

Managing Australian

communities: Model

response

Assessment task —

Managing Australian

communities:

Teaching notes

Assessment task — Managing Australian communities: Source

9






KLA: HASS Year Level Team: Year 5 Term: Semester 1WALT/WILF/TIB

(The What)

Unit 1


Check for Understanding

Internal monitoring data




Resources

Vocabularybushfire, community, cyclone, disaster, drought, flood, impact, natural disaster, natural hazard, respond________________WALT: Understand the difference between natural hazards and natural disasters.

Understand that Australian communities are affected by a range of natural hazards.

WILF:Explain the difference between natural hazards and natural disasters?

Recognise the impacts of natural hazards on Australian communities?

Participating in Australian communitiesC2C Lesson 9-16 Each lesson KWL and Vocab developmentLesson 9Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Define natural hazards and natural disasters Define the terms ‘natural hazard’ and ‘natural

disaster’ and explain the difference between the two. List hazards and identify the ones most likely to occur

in Queensland. Define the hazards as geophysical (land), hydrological

(water), climatological (climate) or biological (living things).

Identify how Aboriginal peoples and Torres Strait Islander peoples used knowledge of their environment to prepare for hazards (slideshow Natural disasters and natural hazards).

Represent the location of recent natural hazard events in Australia Define ‘cyclone’ and identify its other names and

explain the conditions that form cyclones. Identify where and when cyclones are most likely to

occur in Australia (sheet Location of cyclone events in Australia).

List some of the major cyclones that have affected Queensland (slideshow Cyclones).

Describe the cyclone intensity scale and cyclone warning systems.

Interpret data to describe and classify the social,


Learning alertsBe aware of: Individual student contexts.

L2B






Explore a range of simple texts to enhance

U2B




Compare and contrast the impacts of different natural hazards considering social, economic and environmental factors.



Slideshow — Natural disasters and natural hazardsSlideshow — CyclonesSheet — Impacts of Cyclone Tracy on people Sheet — Location of cyclone events in Australia

Helpful information Website — Behind the news: Wild weather (3:46) (ABC) http://www.abc.net.au/btn/story/s3681044.htm

Video — The Darwin story (5:08) (ABC) http://vrroom.naa.gov.au/records/?ID=25892

Website — BOM: Tropical Cyclone Warning Services (Commonwealth of Australia) http://www.bom.gov.au/cyclone/about/warnings/

Video — Li'L Larikkins Natural Hazards Children’s Program (ACSES)http://www.ses.org.au/839004.html?3

10

http://www.ses.org.au/839004.html?3

http://www.bom.gov.au/cyclone/about/warnings/

http://vrroom.naa.gov.au/records/?ID=25892

http://www.abc.net.au/btn/story/s3681044.htm





economic and environmental impacts of a natural hazard Examine people’s experiences of being in a cyclone. Describe the impact of a major cyclone on the

community (sheet Impacts of Cyclone Tracy on people).

Determine the response of people to the devastation caused by a major cyclone.

Classify impacts of a major cyclone as social, economic and environmental.

understanding of natural hazards.

11




(The What)

Unit 1







Resources

Vocabularystorm, tropical, tsunami________________WALT: Understand the location, frequency and severity of floods in Australia.Understand the impact of floods on communities.

WILF:Explain the location, frequency and severity of floods in Australia?

Recognise the impact of floods on communities?


Identify the potential causes of flooding events Explain how flooding occurs (e.g. cyclones,

storms, tsunamis) (slideshow Floods). List some of the major floods that have affected

Australia (sheet Floods).Interpret maps to describe the spatial distribution of flood events in Australia Identify where and when flooding is most likely

to occur in Australia. Explain how people contribute to the

occurrence of floods and describe flood warning systems.

Examine other’s experiences about being in a flood and storms.

Consider Aboriginal people’s perspectives on flooding.

Evaluate the social, economic and environmental impacts of floods and methods of responding to these events Classify impacts of floods as social, economic

and environmental (sheet Effects of flooding).


Learning alertsBe aware of: Prior knowledge and experiences.

L2B






Lead a discussion about the cause and effects of a natural hazard including the significant impacts on

U2B




Share prior knowledge of responses to natural hazards to build understanding of the cause and effects associated with natural hazards.



ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.Sheet — Effects of flooding Sheet — Floods Slideshow — Floods

Helpful informationWebsite — The Queensland flood crisis 2010–2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html

Website — Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/


Website — BOM: Flood Warning Services (Commonwealth of Australia) http://www.bom.gov.au/water/floods/floodWarningServices.shtml

12

http://www.bom.gov.au/water/floods/floodWarningServices.shtml

http://www.bom.gov.au/water/floods/floodWarningServices.shtml


http://www.abc.net.au/news/specials/qld-floods/

http://media01.couriermail.com.au/multimedia/floodcrisis/index.html






people.



(The What)

Unit 1







Resources

Vocabularyevacuate, inundate, levee________________WALT: Understand the causes and effects of the 2011 Queensland floods.

Understand the responses to the event (including the role of the law and other citizens).

WILF:Explain the impacts of the Queensland floods on communities and environments?

Describe the role of the law and government in responding to flood events?

Participating in Australian communitiesC2C Lesson 9-16 Each lesson KWL and Vocab developmentLesson 11Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.Proposing action — Case study: Queensland floods 2011

Examine the causes, effects and experiences of people involved in the 2011 Queensland floods Investigate a major flood occurrence in recent

Australian history, in particular the Queensland floods of 2011 (slideshow Floods).

Explain why this was a significant event.o Describe how people responded to this event

(building dams, reforestation, building on high ground, changing farming methods).

Evaluate evidence about the social, economic and environmental impacts of the event Describe the impact of the major flood on

communities. Classify impacts of the major flood as social, economic

or environmental.

Draw conclusions about the role of the law in responding to the event Investigate responses to the flood event and

determine how the environment and people and communities were affected.

Examine the role of the law and government in

Monitor students’ ability to:Explain and justify ideas and outcomes.

Learning alertsBe aware of:Diverse family backgrounds.

L2B






U2B






ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.Slideshow — FloodsSheet — Case study: Queensland floods 2011

Helpful informationWebsite — The Queensland flood crisis 2010–2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html



13









responding to flood events. Draw conclusions about how government responses

will help communities to be better prepared for a natural hazard.

Consider the role of citizens in responding to a natural hazard.

14




(The What)

Unit 1







Resources

Vocabularyintegrity, justice________________WALT: Understand the role and values of citizens working together to respond to the flood event.

WILF:Explain the contribution of citizens who worked together in response to the flood event?


Proposing action — The role of citizens in Queensland floods

Examine the reasons for and values of citizens in Australian communities that work together to achieve civic goals Understand the reasons people work together in

groups in the community to achieve their aims (slideshow People work together in groups: Reasons people work in groups).

Examine viewpoints about the role of volunteers in the community Explore personal perspectives and opinions about the

roles and responsibilities of volunteers in various groups in the community.

Identify reasons why people join and work in groups (sheet People work together in groups: Reasons people work in groups).

Collect information from sources about the contributions of the ‘Mud Army’ in the Queensland floods Gather, use and evaluate information from media

sources to identify how and why people work in



L2B






Share prior knowledge of

U2B




Interpret literal information and make inferences to expand



ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.

Slideshow — People work together in groups: Reasons people work in groupsSheet — People work together in groups: Reasons people work in groupsSheet — Mud Army

Helpful informationWebsite — The Queensland Flood crisis 2010–2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html


Website — State Emergency Service (ABC, Behind the News) http://www.abc.net.au/btn/story/s3148195.htm

15








groups to achieve shared goals (sheet Mud Army). Consider the ways people work together to express

their shared beliefs and values and exercise influence.Present findings about the values and beliefs of citizens who worked together to respond to the Queensland floods Present ideas about how and why people join groups

in their community.o What motivated people to respond to the flood

disaster and join the Mud Army?o What values and beliefs did citizens who

participated in the Mud Army have?

ways to volunteer to build understanding about reasons citizens respond to natural hazards.

Website — Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/

Website — Australian Red Cross (Australian Red Cross) http://www.redcross.org.au/default.aspx

Website — Clean Up Australia (Clean Up Australia, Ltd) http://www.cleanup.org.au/

16

http://www.cleanup.org.au/

http://www.redcross.org.au/default.aspx

http://sls.com.au/




(The What)

Unit 1







Resources

Vocabularyprepare, mitigate________________WALT: Understand the principles involved in minimising the harmful effects of natural hazards.

WILF:Explain the principles of prevention, mitigation and preparedness?

Participating in Australian communitiesC2C Lesson 9-16 Each lesson KWL and Vocab developmentLesson 13-14Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.Proposing action — Managing floods

Develop appropriate questions about ways that communities can manage the future impacts of natural hazards Explore the key inquiry question:

How can communities manage the future impacts of natural hazards?

Identify key words/phrases important to the inquiry question.

Develop sub-questions about each key word or phrase (sheet Management of natural hazards: Inquiry).

Locate information from sources about the role of citizens, law and governments in hazard management Decide the order that questions should be

researched. Locate information from digital and non-digital

sources to answer sub-questions. Identify state government agencies that assist if an

extreme natural event occurs. Contact local area government to identify how they

prepare for extreme natural events.


Learning alertsBe aware of: Individual student contexts.

L2B






U2B




Scrutinise the effectiveness of questions posed about management of natural hazards.



ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.Sheet — Management of natural hazards: InquiryHelpful informationWebsite — The Queensland Flood crisis 2010–2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html


Website — State Emergency Service (ABC, Behind the News) http://www.abc.net.au/btn/story/s3148195.htm

Website — Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/

17

http://sls.com.au/









Present findings about ways communities can manage the effects of natural hazards Explain using subject-specific terms how communities

can manage the future impacts of natural hazards.

Use provided questions that guide an inquiry about managing the effects of a natural hazard.

18




(The What)

Unit 1







Resources

Participating in Australian communities

Assessment: Managing Australian communities

Proposing action — Assessment checkpoint: Part C

Lessons 15-16

Understand the assessmentStudents will:• sequence information about selected phenomena in chronological order using

timelines• independently propose action• describe the possible effects of their proposed action• present their ideas, findings and conclusions in a range of communication forms

using discipline-specific terms and appropriate conventions

Review the Guide to making judgments and understand the standards A–E• Work through the Guide to making judgments with students and highlight the

assessable elements for the assessment and discuss what responses might look like at each of the standards A–E.

• Provide students with an opportunity to clarify any components of the assessment.

Conduct the assessment• Complete Part C of the assessment task. Refer to Teaching notes for

implementation details.

Assessment purpose

To identify how legal and environmental issues in Australian communities can be managed.

L2B






Use small group instruction and cooperative learning

U2B






ResourcesAssessment task — Managing Australian communitiesAssessment task — Managing Australian communities: Model responseAssessment task — Managing Australian communities: Teaching notes

19





strategies

20

Year 5 HASS: Unit 1 —Assessment: Managing Australian communities (Complete Term 2)

HASSManaging Australian communities Year 5 Unit 2Assessment task — Managing Australian communities

Name Class

Teacher Date

Task


Instructions

Part A: Describing roles

Students will:

describe the roles of different people in Australia’s legal system.

Part B: Sorting, recording and representing

Students will:

identify the effects of these interconnections on the characteristics of place and environments

sort, record and represent data in different formats, including large-scale maps, using basic conventions.

Part C: Proposing action

Students will:

sequence information about selected phenomena in chronological order using timelines

independently propose action

describe the possible effects of their proposed action

present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

21 of 39document.docx

Part A: Describing roles

The Australian police have an important role in our communities.

1. Answer true or false.

A responsibility of the Australian police is to keep the peace and maintain order in a community.

T F

Each state and territory has its own police force that deals with crimes. T F

State and territory police investigate illegal immigration and transportation of goods. T F

It is a responsibility of the police to decide whether a person is guilty. T F

State and territory police officers enforce traffic laws. T F

Many other people work in law enforcement and Australia’s legal system.

2. Describe each person’s role.

Customs officer

Judge

Lawyer


Part B — Sorting, recording and representing

Areas on the Little Keelington town map (assessment task Managing Australian communities: Source) have been shaded to identify their zone.

1. Use the information on the town map to complete the legend.

2. Shade another area on the town map to represent the zone it is located in.

3. Choose the correct word in each statement:

The (residential / commercial) zone limits the construction of high-rise buildings.

The (industrial / commercial) zone allows for services such as shopping centres.

The (special purpose / industrial) zone is usually located away from residential areas.

The (green space / special purpose) zone is an open area of land for recreation.

4. How have the zones in Little Keelington been planned to meet the needs of people?


Part C — Proposing action

Queensland floods December 2010 to January 2011 70 towns affected Three-quarters of Queensland declared a disaster zone

1. Which strategy would be most effective in preparation for an extreme natural event?

Make it compulsory for all households to register an emergency plan with the local emergency services (police/fire and rescue).

All local councils should provide automatic early warning systems to send voice messages to phones and text messages to mobiles to warn about extreme natural events.

2. Explain why this is an effective preparation strategy.

3. What would you include in an emergency kit?

4. How would these items be useful in an emergency?


‘Stuff everywhere, random things, trees fallen down, just water everywhere … mud. Bits of debris from other people’s houses …’

Anonymous child, comments on their experience of the floods in Brisbane, 2011.

Source: I can see clearly now (Dept. of Community Safety) http://www.emergency.qld.gov.au/ram/gold%20coast%20-%20i%20can%20see%20clearly%20now.wmv CC BY 4.0 https://creativecommons.org/licenses/by/4.0/deed.en.

5. Sequence ways a community could prepare, manage and respond to a flood on the timeline.

Early warnings for evacuation

Organised clean-up collection points

Radio announcements and text alerts

Building houses on higher ground

Community awareness publications

Flood events timeline


Community volunteers respond

Evacuation centres set up

Releasing water from dams

Responding

Preparing

Preparing

Managing

Year 5 HASS: Unit 2 — Managing Australian communities Name:


Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Identify the effects of interconnections on the characteristics of place and environments.Describe the roles of different people in Australia’s legal system.

Sequence information about selected phenomena in chronological order using timelines.

Sort, record and represent data in different formats, including large-scale maps, using basic conventions.Independently propose action.Describe the possible effects of their proposed action.

Present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Details characteristics of places to explain logical interconnections.Explains the roles of different people.

Categorises information accurately in chronological order.

Evaluates needs to propose effective actions.Justifies the effectiveness of proposed actions.

Familiar and unfamiliar contexts are considered to draw logical conclusions.

A

Describes the effects of interconnections.Describes the roles of people in the legal system.

Logically sequences most information on a timeline.

Interprets data to draw conclusions.Explains the effectiveness of proposed actions.

Uses discipline-specific terms to enhance presentation of information.

B

Identifies the effects of interconnections on the characteristics of place and environments.Identifies the roles of different people in Australia’s legal system.

Sequences information about an extreme event in chronological order using timelines.

Represents data accurately on a map using basic conventions.Independently proposes action.Describes the possible effects of proposed actions.

Presents their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.

C

Identifies a characteristic of a place.Lists the characteristics of a role.

Places all relevant information on a timeline.

Uses basic conventions to record information.Identifies appropriate actions.

Provides information in response to familiar contexts. D

Recalls familiar facts relating to a role. Lists events. Identifies a familiar action relevant

to the event being considered.Communicates information and preferences. E

Feedback:



Australian Curriculum (Prep to Year 6) HASS – Year 5

Year 5 Achievement Standard

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Curriculum Priorities - PedagogyConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year 4:

Pose questions to investigate people, events, places and issues (ACHASSI073) Locate and collect information and data from different sources, including observations (ACHASSI074) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate

conventions (ACHASSI075) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)


Curriculum Priorities - PedagogyConsiderationsCurriculum working towardsThe teaching and learning in this unit work towards the following in Year 6:

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122) Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific

terms and conventions (ACHASSI133)

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Evaluate evidence to draw conclusions (ACHASSI101)

Questioning

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)

Communicating

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Analysing

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

Researching

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)

Civics and citizenship

Why regulations and laws are enforced and the personnel involved (ACHASSK117)

Geography

The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)

The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)


General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.

Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy

Using spatial reasoning Interpreting statistical information

Information and communication technology (ICT) capability

Investigating with ICT Managing and operating ICT

Critical and creative thinking

Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Ethical understanding

Reasoning in decision making and actions

Intercultural understanding

Recognising culture and developing respect Interacting and empathising with others

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples and Torres Strait Islander peoples cross-curriculum priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspxSustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas

Assessing student learning30 of 39document.docx

http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas

Assessment name: Managing Australian communities

Assessment description: Students identify how legal and environmental issues in Australian communities can be managed.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline- specific terms and appropriate conventions.

Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

FeedbackFeedback to Students

Establish active feedback partnerships between students, teachers and parents to find out: what each student already knows and can do how each student is going where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.Use feedback to inform future teaching and learning.

Reflection on the unit plan

Identify what worked well during and at the end of the unit for future planning.


Year 5 Report Card Comment Bank (Unit 2 Term 2)

A B C D E1H5A2 1H5B2 1H5C2 1H5D2 1H5E2

Unit 1 — Managing Australian communities

{Name} detailed characteristics of places to explain logical interconnections. {She,He} explained the roles of different people. {Name} categorised information accurately in chronological order. (She,He} evaluated the needs to propose effective actions. {Name} justified the effectiveness of proposed actions. {Name} needs to propose effective actions. {She,He} justified the effectiveness of proposed actions. {Name} used familiar and unfamiliar contexts are considered to draw logical conclusions.

Unit 1 — Managing Australian communities {Name} described the effects of interconnections. {She,He} described the roles of people in the legal system. {Name} logically sequenced most information on a timeline. {She,He} interpreted data to draw conclusions. {Name} explained the effectiveness of proposed actions. {She,He} used discipline-specific terms to enhance presentation of information.


{Name} identified the effects of interconnections on the characteristics of place and environments. {She,He} identified the roles of different people in Australia’s legal system. {Name} sequenced information about an extreme event in chronological order using timelines. {She,He} represented data accurately on a map using basic conventions. {Name} independently proposed an action. {She,He} described the possible effects of proposed actions. {Name} presented their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.


{Name} identified a characteristic of a place. {She,He} listed the characteristics of a role. {Name} placed all relevant information on a timeline. {She,He} used basic conventions to record information.Identifies appropriate actions. {Name} provided information in response to familiar contexts.


{Name} recalled familiar facts relating to a role. {She,He} listed events. {Name} identified a familiar action relevant to the event being considered. {She,He} communicated information and preferences.


HASS Pre-ModerationYear 5: Unit 2 Semester 1 Title: Managing Australian

communities

Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question:

How have people enacted their values and perceptions about their community, other people and places, past and present?

Learning opportunities support students to:• examine how Australian communities are affected by the interconnection between people, places and environments• investigate the importance of laws and regulations in managing people and environments in Australian communities• explore the influence of people on the human characteristics of places, including the organisation of space through zoning• recognise the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource

management• investigate environmental challenges such as natural hazards and their effect on Australian communities• explore the principles involved in minimising the harmful effects of natural hazards• interpret data to evaluate the ways citizens responded to an Australian natural hazard• propose ways in which citizens can respond to natural hazards and describe the possible effects of actions.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

Identify the effects of interconnections on the characteristics of place and environments. Describe the roles of different people in Australia’s legal system. Sequence information about selected phenomena in chronological order using timelines. Sort, record and represent data in different formats, including large-scale maps, using basic

conventions. Independently propose action. Describe the possible effects of their proposed action. Present their ideas, findings and conclusions in a range of communication forms using discipline-

specific terms and appropriate conventions.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit from Unit 1. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesFeedback to Students

Establish active feedback partnerships between students, teachers and parents to find out: what each student already knows and can do how each student is going where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.Use feedback to inform future teaching and learning.

Reflection on the unit plan

Identify what worked well during and at the end of the unit for future planning.


Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Identifies the effects of interconnections on the characteristics of place and environments. Identifies the roles of different people in Australia’s legal system. Sequences information about an extreme event in chronological order using timelines. Represents data accurately on a map using basic conventions. Independently proposes action. Describes the possible effects of proposed actions. Presents their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Describes the effects of interconnections. Describes the roles of people in the legal system. Logically sequences most information on a timeline. Interprets data to draw conclusions. Explains the effectiveness of proposed actions. Uses discipline-specific terms to enhance presentation of information.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Details characteristics of places to explain logical interconnections. Explains the roles of different people. Categorises information accurately in chronological order. Evaluates needs to propose effective actions. Justifies the effectiveness of proposed actions. Familiar and unfamiliar contexts are considered to draw logical conclusions.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year 1 as per their Support Plan or ICP Plan Tasks and assessments.’


Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?


Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1Australia's rural and urban communities Example learning sequence

Explore the unit focus Identify and describe the characteristics of local

community as human or environmental Examine differences in the characteristics of rural

and urban communities in Australia

Evidence of learningCan the student:

Identify and define characteristics of places as human and environmental?

Lesson 2The role of law in Australian communities Example learning sequence

Explore the role of laws and regulations in managing Australian communities

Analyse sources to identify reasons for laws and different types of laws


Evaluate information from different sources to draw conclusions about the effect of laws on the lives of citizens in Australian communities.

Lesson 3Responsibilities of legal personnel Example learning sequence

Explore the roles of people working in law enforcement and the legal system.

Organise information to identify the roles and responsibilities of key people in law enforcement and the legal system.

Infer relationships between the reasons for laws and the work of key people in law enforcement and the legal system.


Describe the roles and responsibilities of key people in law enforcement and the legal system.

Lessons 4-5Managing issues in urban communities Example learning sequence

Examine how the process of urbanisation influences the human characteristics of places

Interpret images to describe trends in urban growth in Australian communities

Evaluate the impact of urbanisation on the human characteristics of Australian communities

Examine how the needs and wants of people influence the way spaces are organised and managed

Interpret maps to describe how local governments regulate land use through zoning

Represent land use zones on a large-scale map Present findings about factors that influence the

way urban spaces are managed


Describe the influence urbanisation has on the human characteristics of Australian communities?

Explain how spaces can be managed in Australian communities through zoning?

Lessons 6-7Managing issues in rural communities Example learning sequence

Examine traditional and current land use practices in Australia to identify environmental issues

Interpret images to explain the causes and effects of key environmental issues in Australia's rural communities

Evaluate information about ways of managing environmental issues in Australia's rural communities


Identify and describe traditional and current land use practices?

Describe the ways people have responded to environmental changes in rural communities?


Teaching Sequence FeedbackLesson 8Assessment checkpoint: Part A and Part B Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment


Lesson 9Natural hazards in Australia Example learning sequence

Define natural hazards and natural disasters Represent the location of recent natural hazard

events in Australia Interpret data to describe and classify the social,

economic and environmental impacts of a natural hazard


Explain the difference between natural hazards and natural disasters?

Recognise the impacts of natural hazards on Australian communities?

Lesson 10Floods in Australia Example learning sequence

Identify the potential causes of flooding events Interpret maps to describe the spatial distribution of

flood events in Australia Evaluate the social, economic and environmental

impacts of floods and methods of responding to these events


Explain the location, frequency and severity of floods in Australia?

Recognise the impact of floods on communities?

Lesson 11Case study: Queensland floods 2011Example learning sequence

Examine the causes, effects and experiences of people involved in the 2011 Queensland floods

Evaluate evidence about the social, economic and environmental impacts of the event

Draw conclusions about the role of the law in responding to the event


Explain the impacts of the Queensland floods on communities and environments?

Describe the role of the law and government in responding to flood events?

Lesson 12The role of citizens in Queensland floods Example learning sequence

Examine the reasons for and values of citizens in Australian communities that work together to achieve civic goals

Examine viewpoints about the role of volunteers in the community

Collect information from sources about the contributions of the 'Mud Army' in the Queensland floods

Present findings about the values and beliefs of citizens who worked together to respond to the Queensland floods


Explain the contribution of citizens who worked together in response to the flood event?


Teaching Sequence FeedbackLessons 13-14Managing floods Example learning sequence

Develop appropriate questions about ways that communities can manage the future impacts of natural hazards

Locate information from sources about the role of citizens, law and governments in hazard management

Present findings about ways communities can manage the effects of natural hazards


Explain the principles of prevention, mitigation and preparedness?

Lessons 15-16Assessment checkpoint: Part C Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment



Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State school Reporting and Moderation Policy (Pre-Post) Policy – Social Moderation Norms

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next HASS Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.


Scan and Assess

Act

Review

Prioritise

Review

Documents

pialbastateschool.files.wordpress.com · Web viewPresent ideas for the purpose of showing the interconnected relationships between the reasons for laws, the ways laws affect the