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Emergencies Disasters and the World Around Us

By Pamela Ruiz,2014-12-08 10:49
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Emergencies Disasters and the World Around Us

     Disaster Education Disaster Education

     Upper Primary/ Upper Primary/

    Lower Secondary Lower Secondary

    Unit of Work Unit of Work

Emergencies, Disasters and the World Around Us’

    The following Unit of Work is designed to follow the various stages of an inquiry process for learning. The Inquiry approach related here is in fact an amalgamation of a number of other models and specific elements of it are the copyright property and the trademarks of other authors. These copyright and trademarked elements have been included here with the written permission of the relevant owners. These instances of permission have been noted within the unit of work and it should be recognised that these specific elements remain the copyright and trademarked property of the authors noted. The work of Lane Clark is acknowledged as the backbone of the inquiry approach advocated here. A number of graphic organisers and organiser sequences have also been reproduced and used here with permission of those authors. Specifically, the PBE Thinkchart?,

    and the ‘Think it’? organiser sequence are used here with the permission of the owner, Lane Clark.

    The Series Line on the next page of this document provides an overview of the stages of learning for this particular Unit.

The activities suggested in this Unit make use of various ‘Thinking

    Curriculum’ skills and strategies:

     For further information regarding the Think !nQ Inquiry framework

    and the strategies attributed to Lane Clark throughout the unit (PBE

    Thinkchart ?, Think it? process please visit the following web site:

    www.laneclark-ideasys.com

     Blooms Taxonomy of Cognitive Processes - http://rite.ed.qut.edu.au/oz-

    teachernet/training/bloom.html

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 1 of 20

     Multiple Intelligence Learning -

    http://members.ozemail.com.au/~caveman/Creative/Brain/mult_intell.htm or

    http://www.thomasarmstrong.com/multiple_intelligences.htm

    The appendix at the end of the document contains detail of a number of Teaching and Learning tools suggested throughout this Unit of Work.

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 2 of 20

Series Line

    The following ‘Series Line’ details a unit of work that might be followed. Each stage of this Series Line has suggested activities that could be undertaken as a part of this unit of work or used separately to fit with a unit of work developed locally.

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 3 of 20

Free Immersion Activities

(Lane Clark; 1992. used with permission)

Provide students with an opportunity to ‘tune in’ to the topic.

    Activities might include one or more of the following examples that could be used as whole class activities, or provided as ‘stations’ that the students circulate through.

    ; Organise a talk/presentation by the local fire services, State Emergency

    Service, Red Cross Branch, Ambulance Service see the Links or

    State/Territory page at www.ema.gov.au/schools

    ; Watch a suitable video, movie or cartoon about disasters/emergencies e.g.

    ‘Hazards Disasters and Survival’, ‘Great Australian Disasters of the 20th

    Century’, or ‘Natures Fury – Natural Disasters’ (available for loan from the

    EMA Library - by post see Resources page at www.ema.gov.au/schools ).

    ; Collect newspaper and magazine clippings, photographs, and internet

    images of emergencies and disasters and make a wall montage

    ; Listen to music from various disaster movies

    ; Read stories about disaster/emergencies - see the Resources page at

    www.ema.gov.au/schools

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 4 of 20

What?

1. What do they know?

    Find out what the children know about emergencies/disasters using one or more of

    the following activities:-

    ; Brainstorm as a class (or in small groups and then as a class). Remember

    - all contributions are accepted in a brainstorm. Consider recording the

    information as pictures rather than words or in a simple web format

    eucalypt flood trees drought

     evacuation fire

     SES cyclone

     CFA water

    ; In groups children create a simple song, poem, play, poster, or story about

    emergencies or particular emergencies

    ; Use the wall montage, created in the immersion stage, to attach

    brainstormed information to.

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 5 of 20

2. Investigate the types of disasters that might affect our community!

1. Each Jigsaw ‘home’ group (see below) finds out about different types of

    disasters/emergencies

    2. Using the chart below students visit various ‘Expert groups’ to collect information

    3. Individuals then return to their home group where the information is collated on

    a group chart.

    Possible Expert groups:

    ; Locate your region in Australia on the poster ‘Australia’s Natural Hazard

    Zones’ or your State or Territory Natural Hazards Map and identify the

    potential hazards/risks for your community see the Resources page at

    www.ema.gov.au/schools

    ; Non-fiction texts with information about a range of disasters - see the

    Resources page at www.ema.gov.au/schools

    ; Web or CD search

    ; Simple survey of students from older grades

    ; Fiction texts see the Resources page at www.ema.gov.au/schools

    ; Video ‘Hazards, Disaster and Survival’ - see the Resources page at

    www.ema.gov.au/schools

Student might use an Organiser, such as the example below, to record their

    findings:

EmergencyWhat Where can it Who might be Wonderings?

    / Disaster Happens? happen? involved?

    Type

    Volcano Hot rock ; All around ; Local people When was the

    and gas the world ; Fire fighters last one on the

    escapes the ; None on ; Medical Australian

    earths crust the people mainland?

    Australian ; vulcanologists Do they

    mainland happen under

     the sea?

    Landslide Rocks and Doesn’t ; SES How can you

    soil slide happen much ; Ambulance stop them?

    down a in Australia ; Residents Why do they

    hillside ; Police happen?

    ; Fire brigade

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 6 of 20

Jigsaw Example (Types of Disasters)

    This is a cooperative group strategy that can work in a variety of ways; the suggestion below can be modified to suit the activity being undertaken. In this example a class of 24 students are divided into four mixed ability groups (home groups). One person from each of the ‘home’ groups then joins one of the ‘expert’ groups. The ‘expert’ groups work together to find and share information on their ‘topic’. Students then return to their ‘home’ group and share the information learnt.

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 7 of 20

Check various events, including each of the types of Emergencies/Disasters, to

    see if they fit the definition of a disaster/emergency

    One definition: An emergency is something that causes a lot of destruction,

    disruption and/or distress to a community.

    ; Use the table below for ‘home’ groups to discuss what an

    Emergency/disaster is. A class discussion could then follow.

    ; Students could also use this information to construct flow charts e.g. 1. a

    flow chart for a fire related to destruction and/or disruption and/or distress; 2.

    a flow chart on responding to a fire; and 3. a flow chart related to what could

    be done to prevent or prepare for a similar event in the future. What is an Emergency/Disaster?

    Event A lot of A lot of A lot of

    Destruction Disruption Distress

    Car crash

Bushfire

Flood

Drought

Earthquake/Tsunami

Storm Surge

Heatwave

Bike accident

Cyclone

Landslide

Tornado

Volcano

Large toxic chemical

    spill

    Bridge collapse

Major animal disease

    Severe Storm and

    Lightning

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 8 of 20

FIND OUT

    (Lane Clark; 1992, used with permission)

    The Who? Where? When? Why? & How? of various emergencies.

    1. Place students into mixed ability home groups see Jigsaw Approach below.

    2. Using the chart below students visit the various Research Stations to collect

    information on the emergency they are finding out about. Note that ‘wonderings’

    from the previous activity could be added to the chart.

    3. Individuals then return to their home group where the information is collated on

    a group chart.

     Research Stations could include:-

    ; The poster ‘Australia’s Natural Hazard Zones’ or your State or Territory

    Natural Hazards Map Poster - see the Resources page at

    www.ema.gov.au/schools

    ; Non-fiction texts with information about a range of disasters see the

    Resources page at www.ema.gov.au/schools

    ; Web or CD search - see Links page at www.ema.gov.au/schools

    ; Simple survey of students from older grades

    ; Fiction texts see the Resources page at www.ema.gov.au/schools

    Type of Emergency/Disaster:

    Who is Where do When do Why do How do Wonderings?

    involved? they they they they

    happen? happen? happen? happen?

    ?

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 9 of 20

Jigsaw Approach (Learning about Particular Disasters)

    This is a cooperative group strategy that can work in a variety of ways. The suggestion below can be modified to suit the activity being undertaken. In this example a class of 24 students are divided into four mixed ability groups (home groups). Students from each of the ‘home’ groups visit the various Research Stations to learn about one or two particular disasters/emergencies. Students then return to their ‘home’ group and share

    the information learnt.

Internalise the information

    (Lane Clark; 1992. Used with permission)

    1. The groups select a method to present their information to the class and prepare

    their presentation.

    Methods for presentation could include: an audio tape, a play, a dance, a story, a

    picture, an advertisement, a chart, a book, ……

2. Students present their information to the class

    3. As a class combine the information from the group charts on a class chart

Going Further

    ‘Emergencies, Disasters and the World Around Us’

    Upper Primary/Lower Secondary Unit of Work

    Page 10 of 20

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