EDSE12013, Assessment Two, Idiens, Samantha -2

7/18/2019 EDSE12013, Assessment Two, Idiens, Samantha -2

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EDSE12013- Senior Phase

Pedagogy

Assessment Two

Name: Samantha Idiens

Course Coordinator: Joanne Dargusch

1

1



Lecturer: Miriam Ham

Due: Friday 11pm, 5th June !15

Table of Contents

PART A: LESSON EXPERIENCE PLANS (LEPS) 3

PART B: BRIEF UNIT OUTLINE 15

PART C: CRITICAL DECONSTRUCTION OF PLANNING 1

REFERENCES !"

APPEN#ICES !1

APPEN#IX ONE !1APPEN#IX T$O !!APPEN#IX T%REE !3APPEN#IX FOUR !5APPEN#IX FI&E !'

Pat A: Lesson E*e+en,e Plans (LEPs)

LESSON ONE: LEARNING EXPERIENCE PLAN (LEP)

ion Focus Implementationate(s)

Cur

s Introduction to Natural Hazards Lesson One Geo

derstanding of the contribution of Geography to understanding uestions! issues and problems arising from human perceptions and

ent in the use of the %ey uestions and concepts of Geography and the &ay they guide the process of geographic investigation#

cal concepts to organise information about people and environments to achieve an understanding of uestions! issues and problem

ent in the use of a range of thin%ing! social! communication! practical and study s%ills! and be able to use each step in follo&ing thro

cal inuiry#

l literacy#

cern for the sustainability of the environment and the uality of human life# (hrough investigation! students should e)plore a range o

d to ecologically sustainable development! social *ustice and democratic processes and institutions#

y of Geography

o&ledge! abilities and ethical commitment to participate as active citizens in shaping the future#

acts! concepts and %ey ideas! and e)planations of the relationships bet&een people and their environments

recording information and primary data from sources and settings

re are the issues or patterns being studied-



agrams and statistics appropriately#

ior Syllabus for Geography (2007).

L' . ,hat does the learner already %no&- /Lin%s to prior %no&le

including diagnosis of previous learning e)periences1fy! analyse and e)plain significant interconnections bet&een people! places and environments and e)plain changes that result from

ons and their conseuences /3ustralian 4urriculum 3ssessment! and 5eporting 3uthority /343531! n#d#1#

o ma%e generalisations and inferences! propose e)planations for significant patterns! trends! relationships and anomalies! and pre

1#

stanars7 L'+ . ,here does the learner need8&ant to be-tanding s%ills to be acuired or further developed# Dra& upon relevant content descriptions from curriculum document to inform sfor this learning e)perience# :oreground achievement standards that &ill inform assessment# 'se descriptors appropriate for phase=! defines curriculum as >the sum total of the learning and development e)periences that are offered by a school! formally and infor

anding7 /declarative1al hazards

s versus natural disasters

2%ills7 /procedural8do1=# Identify different types of hazards according to geological

meteorological hazards! hydrological hazards! and biolocriteria#

processes: L', . Ho& does the learner best learn-

us . ,hat 3ttitudes and ?erceptions &ill be the focus of this L?&ill I support individual learners- /Including differentiated teaching

diversity#1ents unerstan .o% speci/ic $no%le&e is #alua!lets &or% throughout the unit! the teacher &ill aim to illustrate thee of understanding the operations of the natural environment toazards and manage catchments# (he information &ill be related to

)periences through the use of global! regional or local case

DoL@ :ocus . ,hat Habits of Aind &ill be the focus of this L?ho& &ill I support their development-0e clear an see$ clarit1Deliver e)plicit classroom rules and e)pectations at the begithe lesson! reminding students" of their senior responsibilitiesure students are a&are of the focus of the unit# 2ee% compr as students leave the classroom to avoid any confu

misinterpretation#

2ime Learnin& proceuresL'3 . ,hat &ill constitute the learning *ourney-L'4 . ,ho &ill do &hat-/Include ad*ustments in the learning e)periences toaccommodate learner difference#1

Dimensions o/ Learnin& (DoL)/ocus5including teaching strategies tobe used

ResourcesL'6 . ,hatresources do I haveat my disposal-

ALthlethLo

/I *un

=0min

@min

P.ase =# Inform students of resources needed at the door

of the classroom /notebook/laptop pen!il !aseet! #1 as%ing them to move into the classroom inan orderly manner#

<# Once students are seated! direct students to"#pe!tations $$%. mphasise seniorresponsibilities e#g# learner autonomy! andrespect#

B# Introduce unit topic &esponding to 'atural

aards. Get students to &rite unit title in their

DoL 4ommunicate 4lassroom5ules and ?rocedures

??(. 4lassroom)pectations (Seeaitional /ilesuploae)

"

"



=0min

=0min

@min

@min

noteboo%s8laptops#C# Highlight lesson focus on &hiteboard7 *hat are

natural haards+ %ypes of natural haards.@#HOO97 ?lay ou(ube clip ,ig -dea 'atural

aards ffe!t umans. Highlight to studentsthat this is a small loo% at the types of hazardsand their impact#

P.ase + 6# (HIN97 Aodel a concept map on the &hiteboard

&ith uestion E,hat do you thin% a naturalhazard is-" in the centre# 3llo& students toans&er individually#

F# ?3I57 (ell students to pair &ith the student ne)tto them! uic%ly comparing and discussingans&ers#

#2H357 (eacher uses roll to call upon students/learning names and faces1! contributing

ans&ers to &hiteboard# 2tudents copy do&nany ans&ers they do not have yet# Give verbalfeedbac% on ans&ers! clarify depth of response#

# (e)tboo% /Appeni; One) (ell students to &ritedo&n definitions mentioned in introduction ofte)tboo% in a glossary page e#g# naturalhazards! natural disasters! geological hazards!meteorological hazards! hydrological hazards!biological hazards#

=0# ?rovide students &ith &or%sheet containing alist of hazards and graphic organiser(Appeni; Four) &ith the sections geologi!almeteorologi!al hydrologi!al and biologi!al.

==# (ell students to &or% individually to decide! tothe best of their %no&ledge! &hich hazard goesinto &hat section of the graphic organiser#

=<# ,rite tas% on &hiteboard and tell students torefer to the &ritten directions if anything isunclear#

=B# 3fter ten minutes! &or% as a class to ans&er&hich natural hazard goes &here on thegraphic organiser#

=C# (ell students to face the graphic organizerdo&n! and as% uestions such as E,hy is acyclone an e)ample of a meteorologicalhazard-"

=@# Hand out Senior Geography for 1ueensland,ook ne (Appeni; One) and as% students toopen to page /&egional 3ase Study4 5ol!anoesof -taly).

=6# 3llocate five minutes /appro)imately1 for thefirst uestion stop class and teacher modelsuestion ans&er on board to further identifye)pectations and procedures of tas%#

=F# 2tudents directed bac% to individual completion

of case study activity#=# ,or% around the class to hear ans&ers and

encourage participation# Give feedbac% toindividual students on depth of response#

DoL+ Help students e)periencecontent using a variety ofsenses#

DoL6. Decision.Aa%ing

DoL,. Inductive 5easoning.'se teacher.structured andstudent.structured tas%s

DoL6 Decision Aa%ing. use

graphi! organiser to de!ide onhaard types

DoL3 $e clear and see% clarity

DoL6 Decision.Aa%ing.students e)plaining reason for&hy they placed the naturalhazard &here it is#

DoL3 $e clear and see% clarity

DoL stablish a relationship&ith each student in the class

ou(ube 4lip7https788&&&#youtube#com8&atch-vJnFBto*?K

,hiteboard

2enior Geographyfor ;ueensland$oo% One

Graphic Organizer

of Natural Hazards

2enior Geographyfor ;ueensland$oo% One

Pdio

Cfeo

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P.ase , =# 2et home&or%. ,rite E,hat impact &ould a

volcano have on a poorer8developing country-:or e)ample! thiopia-" (ell students toconsider the standard of living! uality of life!uality of infrastructure and access toresources# 4onsidering this in their ans&ers#2tudents to give paragraph length response#

<0# (ic%et out the door uestions. *hat is ane#pe!tation in a senior Geography !lassroom+*hat is the title of the unit+ etc#

Dol, 3nalyse ?erspectives analyse various perspe!tives(developed versus developing)

thclth

L'< . ,hy has the learner /achieved81not achieved the lestandards1-o the student teacher about &hat is needed to inform future learning . &hat &or%ed and &hat didn"t# ,ere the %no&ledge undeeved- Learning diagnosis including individual learning issues that need to be addressed#1

rve students throughout the lesson. ,hat did they struggle at- ,hat did they en*oy-

ss &ith fello& teachers. ,hat did you do differently- Do you agree8disagree-annotations on lesson plan after completion. revie& at the end of the day# Did this &or%- Ho& &as it effective- Ho& could it be ients missed out- ,ho struggled- ,ho e)celled-differentiation and future student learning needsties. Did they &or%- 4an they be improved- Ho&- ,hy-mon student misconceptions that need! or needed! to be clarified

LESSON ELE=EN: LEARNING EXPERIENCE PLAN (LEP)


Cur

s 4ase 2tudy. Impacts of Natural Hazards /Mapan (sunami Haiti arthua%e1 Lesson leven Geo





cal inuiry#l literacy#



y of Geography


eople on the environment

he environment on uality of life

mpacts of these issues and patterns-

environmental! social! economic and political implications of an issue

ate criteria

organising information

5

5



and presenting information in a variety of &ays

o challenge e)isting attitudes and values in environmental! social! cultural and

es


L' . ,hat does the learner already %no&- /Lin%s to prior %no&leincluding diagnosis of previous learning e)periences1

fy! analyse and e)plain significant interconnections bet&een people! places and environments and e)plain changes that result from


o ma%e generalisations and inferences! propose e)planations for significant patterns! trends! relationships and anomalies! and pred

1#

al hazards

atural hazards

azards occur

dary and tertiary effects of natural hazards

sses of natural hazards are operating to cause change


anding7 /declarative1l hazards in social! economic! political! and physical conte)tsresponse to natural hazards

2%ills7 /procedural8do1=# )amine and decide on the social! economic! political and p

of a natural hazard using case studies#

processes: L', . Ho& does the learner best learn-

us . ,hat 3ttitudes and ?erceptions &ill be the focus of this L?&ill I support individual learners- /Including differentiated

for student diversity#1riet1 o/ %a1s to en&a&e stuents in classroom tas$sortant to construct classroom tas%s and activities that are

(he lesson should aim to engage students through casend personal accounts that lin% to real.life events so that they canelevance and use of the tas%s throughout their Geographical

DoL@ :ocus . ,hat Habits of Aind &ill be the focus of this L?ho& &ill I support their development-Respon Appropriatel1 to Ot.ers? Feelin&s an Le@no%le&e4reate a friendly environment so that students feel comfor share their ans&ers! thoughts and feelings on topics &ith theiand the class# (he students have opportunities to hear other sans&ers! it is imperative that the classroom environencouraging and respecting#

2ime Learnin& proceuresL'3 . ,hat &ill constitute the learning *ourney-L'4 . ,ho &ill do &hat-/Include ad*ustments in the learning e)periences toaccommodate learner difference#1

Dimensions o/Learnin& (DoL)/ocus5including teachingstrategies to be used

ResourcesL'6 .,hatresources doI have at mydisposal-

ALleo L/I *un

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=0min

=0min

=@min

=0min

=@min

P.ase =#Once students are seated! direct them to &hiteboard &here

lesson focus is highlighted7 %he so!ial e!onomi! politi!aland physi!al impli!ations of natural haards.

<# 4omprehension tas%. as% students to describe and givee)amples of primary /?1! secondary /21 and tertiary /(1effects of natural hazards! remind students that this &asloo%ed at last lesson#

B# ?ic% three students to give ans&ers. clarify to students if theresponse reuires more depth# Highlight to students thatthe summative assessment &ill involve %no&ledge of /?1!/21! and /(1 hazards#

P.ase + C# Direct students to screen to &atch ou(ube clip 6apan

%sunami 20 in order to provide a sense of realness tothe natural hazard#

@#3s% students to turn to the person ne)t to them and consider

ho& they personally &ould have felt and &hat theMapanese people &ould have e)perienced# Highlight tostudents that each opinion is different and for them toremember the classroom e)pectations! specifically!respect#

6#Hand.out &or%sheet /See Appeni; 2%o1. tell students toe)amine the satellite images and decide on &hatconseuences &ould have occurred! considering thesocial! economic! political and physical conte)ts# (ellstudents to use the conseuences &heel &ithin the&or%sheet to decide &here the different conte)ts fit aseither primary! secondary or tertiary effects#

F#,hen students are finished &rite the follo&ing uestions on

the &hiteboard7• *hat are the so!ial !onse8uen!es of the 6apan

%sunami+

• &e!ommend t9o 9ays to prevent tertiary effe!ts of a

future tsunami and e#plain 9hy they 9ould 9ork.

• -n 9hat 9ay 9ould the so!ial and physi!al

!onse8uen!es of a tsunami be different in adeveloping nation in !omparison to a developednation+

# ,al% around the classroom and observe ans&ers. provideindividual &ritten and8or verbal feedbac% to students ontheir responses

#4lass reads $$4"s aiti 8uake 9itnesses speak of

devastation article /See Appeni; 2.ree)! differentstudents being selected to read out loud to the class# 3s%students consider impacts and Haiti"s e)perience as adeveloping nation#

=0# Aodel a decision.ma%ing matri) in the form of a graphicorganiser on the &hiteboard (see e;ample in appeni;/i#e) demonstrate to students the use of the graphicorganiser as a criteria sheet that can be used to assessnatural hazards and their impacts#

==# 3s% students to copy graphic organiser into theirnoteboo%s8laptops

=<# 2tudents use their graphic organisers to use social! economic!political and physical conte)ts as a criterion in order measure

DoL3 $e clear andsee% clarity

DoL, 4lassifying.hazard effects

DoL+ Help studentse)perience contentusing a variety ofsenses#DoL3 5espond 3ppropriately to

Others" :eelings andLevel of 9no&ledgeDoL=. 4ommunicate4lassroom)pectationsDoL6 DecisionAa%ing.conseuences ofhazard

DoL 'se a varietyof &ays to engagestudents in classroom

tas%s

DoL ?rovideappropriate feedbac%

DoL6 DecisionAa%ing. Aodel anduse criteria

DoL6 Decision

Aa%ing. Aa%e decision

,hiteboard

ou(ubeclip7https788&&&#youtube#com8&atch-vJp(tneyho?3listJ?LNspH&mzsc

<.c'%OfHo<3(H's?Hinde)J<featureJivsrc KvidJ*0O+l?'uCannotationKidJannotationK=@C@F6B

,or%sheet.Mapan(sunami(Appeni;2%o)

$$4 Ne&s 3rticle(Appeni;2.ree)

GraphicOrganiser.Decisionma%ingAatri)(Appeni;Fi#e)

Sa

a2in

Sstin

h

%

%

https://www.youtube.com/watch?v=pTtneXyhoPA&list=PLNspHwmzscYE2-cUkOfHo92ATHZUqqsPH&index=2&feature=iv&src_vid=j0YOXVlPUu4&annotation_id=annotation_1885845763





















the conseuences of the Haiti earthua%e# 2tudents thendevelop a paragraph that demonstrates their decision on ho&to manage and8or prevent the various conseuence of theearthua%e#

=B# ,al% around and observe progress! and provide feedbac%&here necessary#P.ase , =C# Home&or%. students to finish of Haiti earthua%e

paragraph if not already finished and &rite a smallparagraph to considering the perspective of someone theirage in Haiti e)periencing the earthua%e and its variousconseuences#

c

Sstthdph%d

L'< . ,hy has the learner /achieved81not achieved the learning outent teacher about &hat is needed to inform future learning . &hat &or%ed and &hat didn"t# ,ere the %no&ledge understandingcluding individual learning issues that need to be addressed#1

nts throughout the lesson. ,hat did they struggle at- ,hat did they en*oy-

lo& teachers. ,hat did you do differently- Do you agree8disagree-ons on lesson plan after completion. revie& at the end of the day# Did this &or%- Ho& &as it effective- Ho& could it be improvggled- ,ho e)celled-tion and future student learning needshey &or%- 4an they be improved- Ho&- ,hy-nt misconceptions that need! or needed! to be clarified

LESSON FIF2EEN: LEARNING EXPERIENCE PLAN (LEP)


Cur

s 3pplication of Decision.Aa%ing Aatri) /4yclones1 Lesson :ifteen Geo





cal inuiry#

l literacy#



y of Geography


eople on the environment


ent8decision about the alternatives

sion#


mpacts of these issues and patterns-

environmental! social! economic and political implications of an issue

ate criteria

organising information

use of clear &ritten e)pression and language conventions

and presenting information in a variety of &ays

o challenge e)isting attitudes and values in environmental! social! cultural and

&

&



es

arify and develop personal values in relation to environmental! social and

ns! issues and problems


L' . ,hat does the learner already %no&- /Lin%s to prior %no&leincluding diagnosis of previous learning e)periences1

fy! analyse and e)plain significant interconnections bet&een people! places and environments and e)plain changes that result from


o ma%e generalisations and inferences! propose e)planations for significant patterns! trends! relationships and anomalies! and pred

1#

al hazards

atural hazards

azards occur

dary and tertiary effects of natural hazards

sses of natural hazards are operating to cause change

ural hazards in social! economic! political! and physical conte)ts


anding7 /declarative1to cyclones

2%ills7 /procedural8do1<# 'se a decision.ma%ing matri) to determine a natural hazard

tropical cyclones#

rocesses: L', . Ho& does the learner best learn-

s . ,hat 3ttitudes and ?erceptions &ill be the focus of this L?ll I support individual learners- /Including differentiated teachingdiversity#1nts !e clear a!out t.e irections an emans o/ t.e tas$difficult to achieve clarity &hen informing students about the

and demands of a tas%# It &ill be imperative that the teacher directions of the decision ma%ing matri) so that students %no&

ters of the tas%#

DoL@ :ocus . ,hat Habits of Aind &ill be the focus of this L&ill I support their development-0e clear an see$ clarit14lear communication is very important in teaching! since istudents learn# Deliver e)plicit tas% directions! and occasioand chec% for understanding by as%ing students t%no&ledge8directions#

2ime Learnin& proceuresL'3 . ,hat &ill constitute the learning *ourney-L'4 . ,ho &ill do &hat-/Include ad*ustments in the learning e)periences to

accommodate learner difference#1

Dimensions o/Learnin& (DoL)/ocus5including

teachingstrategies to beused

ResourcesL'6 . ,hatresources do Ihave at my

disposal-

AssessmeL'8 . Holearner hasoutcomes-

ssessmeL'9 Ho/Include mof standard

@min

=0min

P.ase =#Highlight lesson focus on &hiteboard7 ppli!ation of

De!ision4:aking :atri# (%ropi!al 3y!lones in ustralia)<#HOO97 ?lay 'atural Disaster &e!overy in ustralia 4

&egional ustralia -nstitute ou(ube clip to introduce$lanning focus point the students" decision ma%ingmatri)es later in the lesson#

P.ase + B#Hand.out te)tboo%s (Appeni; One) as% students to

turn to the regional case study . (ropical cyclones in

DoL3 $e clearand see% clarity

DoL+ Helpstudentse)periencecontent using avariety ofsenses#

,hiteboard

ou(ube 4lip7https788&&&#youtube#com8&atch-vJs$%:Gr;<A

2enior

Geography for

'

'

https://www.youtube.com/watch?v=sYBkFGrQ2qM










=0min

@min

B0min

3ustralia#C# (eacher and students read the case study in order to

create a conte)t for tropical cyclones as an e)ample ofnatural hazards in 3ustralia#

@#,hiteboard ;uestion7 *hy is it important for ustralia todevelop planning methods 9ithin !ommunities afternatural disasters su!h as !y!lones+ (ell students toconsider the severity and freuency of the naturaldisaster#

6#3s% various students for their ans&er in order to see%clarity. provide class feedbac% on depth and uality ofresponse compile ans&ers on the board#

F# (as%7 4reate a decision.ma%ing matri) to assess thesocial! economic! political and physical conte)ts forcyclones 3ustralia# (See Appeni; Fi#e /or e;ampleo/ matri;)

#2tudents use the criteria to decide on and then create a

recovery plan for a community! focusing on the social!economic! political and physical implications##2top students after =0 minutes and scaffold some of a

decision ma%ing matri) on the &hiteboard in order toclarify tas% directions and chec% for understanding#

=0# Aove around the classroom and sit &ith students. offerhelp to any students that are struggling# 2uggest thatstudents conduct peer feedbac% if they are strugglingcreatively#

==# Once completed students must present their plan to theclass from their des%# (he students must be able topresent their recovery plan &hilst ans&ering the focusuestion# ;o!us 1uestion If you had to refer a plan for

recovery to the 3ustralian Government! ho& &ould you *ustify your decision-=<# mphasise &hat students did right allo& students to be

comfortable &ith the idea of presenting their informationto the class# Give credit to aspects of the incorrectresponse! provide guidance and feedbac% so thatstudents can improve#

P.ase , =B# 2tudents that &eren"t able to present their recovery

plan to the class &ill do so at the beginning of thefollo&ing lesson#

=C# mail any students that &ere a&ay for lesson! allo&ingthem to understand the lesson and the tas%s that their

peers conducted# 3bsent students &ill be e)pected topresent their recovery plan at the beginning of thefollo&ing lesson as &ell#

DoL Helpstudents beclear about thedirections anddemands of thetas%DoL3 $e clearand see% clarityDoL6 Decision.Aa%ing. usingcriteria

DoL6Decision.

ma%ing. usespecific%no&ledge toreach decisionDoL+ ?rovidestudents &ithadvancedgraphicorganisersDoL ?rovideappropriate:eedbac%

DoL6Decision'a$in& )plainand MustifydecisionDoL 5espondpositively tostudents"incorrectresponse or lac%of response

DoL3 $e clearand see% clarity

;ueensland$oo% One(Appeni;One)

Decision.Aa%ingAatri)/Appeni;Fi#e)

Class Feeho& they cresponse /e)plicit co

Peer Feeto give eacboost each

Stuent Fstudent resstudents ca

L'< . ,hy has the learner /achieved81not achieved the lestandards1-o the student teacher about &hat is needed to inform future learning . &hat &or%ed and &hat didn"t# ,ere the %no&ledge undeeved- Learning diagnosis including individual learning issues that need to be addressed#1

rve students throughout the lesson. ,hat did they struggle at- ,hat did they en*oy-ss &ith fello& teachers. ,hat did you do differently- Do you agree8disagree-annotations on lesson plan after completion. revie& at the end of the day# Did this &or%- Ho& &as it effective- Ho& could it be i

ents missed out- ,ho struggled- ,ho e)celled-

differentiation and future student learning needs

1!

1!



ties. Did they &or%- 4an they be improved- Ho&- ,hy-mon student misconceptions that need! or needed! to be clarified

Pat B: B+ef Un+t O-tl+ne

Week Lesson & General

Object!esUnt Content

(ee) *ne

Lesson *ne

+no-.edge/

F o c " s U n t : R e s #

o n $ n % t o N a t " r a l &

a ' a r $ s LEP(Intro$"cton to Nat"ral a'ar$s) 0amine natura. ha2ards, and identi3

geo.ogica. ha2ards, meteoro.ogica. ha2ards, hydro.ogica. ha2ards, and 4io.ogic

ha2ards

Lesson 6-o

+no-.edge/

A"strala*s Nat"ral a'ar$s) 0amine, note, and discuss 7ustra.ia8s natura. h

2ones and geographica. data

Lesson 6hree

+no-.edge/

+"s,-res n A"strala) Create a map and construct time.ine to depict the ma9o

4ush3ires in 7ustra.ia

(ee)

6-o

Lesson Four

+7na.ytica.

rocesses/

P,.scal Processes /Eart,0"akes1) 0amine the physica. processes that cause

0arth;ua)es< p.ate tectonics and p.ate 4oundaries

Lesson Fi=e

+7na.ytica.

rocesses/

P,.scal Processes /C.clones1) 0amine the physica. processes that causes cy

.ocation, c.imate, temperature, and pressure

Lesson Si

+7na.ytica.

rocesses/

Global Case St"$. /"rrcane 2atrna1) 0amine and note the physica. proc

that .ed to Hurricane atrina

(ee)

6hree

Lesson Se=en

+>esearch and

Communication/

Presentn% Geo%ra#,cal Data /a'ar$s1) Map primary data sources to identi

re.ationships 4et-een the process, occurrence, types, and impacts o3 natura. ha2

Lesson 0ight

+Decision?Ma)ing/

I3#act o- a'ar$s) Introduce the criteria o3 social, economic, political and ph

Lesson Nine

+Decision?Ma)ing/

Anal.se a'ar$ Process an$ I3#acts /4olcanoes1) Students -atch D@D and

e=a.uate the social, economic, political and physical impacts of volcanoes?

11

11



(ee)

Four

Lesson 6en

+>esearch and

Communication/

Local Case St"$. /Lan$sl$es1) 0=a.uate geographica. data to ans-er ;uestio

concerning the primary, secondary and tertiary impacts o3 .ands.ides Introduce

primary, secondary and tertiary impacts

Lesson 0.e=en

+Decision?ma)ing/

LEP5 Global Case St"$.) I3#acts o- Nat"ral a'ar$s /6a#an Ts"na3 &

Eart,0"ake1) 6eacher mode.s decision ma)ing matri< students ana.yse case st

and use decision?ma)ing matri to the socia., economic, po.itica. and physica. i

o3 the Haiti 0arth;ua)e and Japan 6sunami

Lesson 6-e.=e

+7na.ytica.

rocesses/

Co3#are an$ Contrast Conse0"ences) Students use primary data +photograp

sate..ite images/ to e=a.uate the di33erences in socia., economic, po.itica., and p

impacts on Japanese and Indonesian tsunamis

(ee)

Fi=e

Lesson 6hirteen

+>esearch and

Communication/

A"strala a'ar$ Res#onse? Students mo=e into groups o3 3our and retrie=e

in3ormation +primary and secondary data/ and e=a.uate disaster response strateg

7ustra.ian go=ernments and the S0S

Lesson Fourteen+>esearch and

Communication/

Local a'ar$ Res#onses) Auest spea)er +rura. 3ire 4rigade, S0S/ a4out .oca.ha2ard management

Lesson Fi3teen

+Decision?Ma)ing/

LEP7 A##lcaton o- Decson)8akn% 8atr9 /C.clones1 7pp.y decision?m

criteria to de=e.op a natura. ha2ard reco=ery p.an to present to the 7ustra.ian

Ao=ernment

(ee)

Si

Lesson Siteen

+Com4ination o3

Aenera. *49ecti=es/

Re!se an$ Re!e) Students 4egin re=ision 3or the unit using the tet4oo), tea

pro=ides c.ass and indi=idua. 3eed4ac)

Lesson Se=enteen

+Com4ination o3

Aenera. *49ecti=es/

Re!se an$ Re!e) Students retrie=e re=ision ;uestions and acti=ities to 3ocus

the data response test< 3eed4ac) gi=en to c.ass and indi=idua. students

Lesson 0ighteen

+Com4ination o3

Aenera. *49ecti=es/

Assess3ent)Students underta)e data response test

1

1



Part C: Crtcal Deconstr"cton o- Plannn%

Conte9t -or $econstr"cton

6his unit o3 -or) has 4een designed to adhere to the !!% Senior Sy..a4us 3or Aeography, -hi.st

dra-ing upon the 3ocus unit Responding to Natural Hazards. 6he aim o3 the Sy..a4us is to create

in3ormed citi2ens -ho understand, are pro3icient in, and =a.ue the study o3 Aeography +BS7, !!%/

6he unit has 4een constructed 3or year e.e=en students, and is to 4e underta)en o=er a period o3 si

-ee)s 6he three detai.ed .esson eperience p.ans ha=e 4een designed to demonstrate a comp.e

reasoning process 4y introducing )no-.edge, supporting and integrating that )no-.edge, and

su4se;uent.y etending and re3ining the )no-.edge 6he 3o..o-ing ;uestions ha=e 4een ans-ered to

deconstruct the unit o3 -or) and L0s

W,at knole$%e ll st"$ents be e9ten$n% an$ re-nn%;

6he unit o3 -or) has 4een designed to introduce the ma9ority o3 )no-.edge and =arious ana.ytica.

processes in the 3irst t-o -ee)s 6he purpose o3 this is to a..o- an appropriate period 3or the students to

etend and re3ine the )no-.edge and s)i..s they are introduced *ne eamp.e o3 students etending and

re3ining their )no-.edge is in .esson one -here they engage in a thin), pair, share acti=ity, since it

a..o-s students to =a.idate their critica. thin)ing and gain )no-.edge 3rom their peers8 +addoura,

!1"/ y -or)ing -ith peers students are a4.e to use mu.tip.e perspecti=es to gain insights, see

distinctions and change perspecti=es +Mar2ano ic)ing, 1''%/ In .esson e.e=en and 3i3teen the

students8 )no-.edge o3 natura. ha2ards is etended and re3ined so that they can app.y a ha2ard to the

criteria o3 socia., economic, po.itica., and physica. impacts, a..o-ing them to understand importance o3

responding to natura. ha2ards 6he aim o3 etending and re3ining student )no-.edge is to incorporate a

deepened and 4roadened understanding o3 important )no-.edge +Mar2ano ic)ering, 1''%/ 6he aim

o3 the acti=ity is to etend and re3ine the e=a.uation o3 natura. ha2ards in con9unction -ith criteria in

order to understand ho- indi=idua.s and communities respond to the threat, occurrence, and impact o3

natura. ha2ards +BS7, !!%/

W,at 0"estonn% strate%es o"l$ .o" "se to ens"re st"$ents are e9ten$n% t,s knole$%e;

6he students are presented -ith =arying higher order thin)ing ;uestions in order to etend their

)no-.edge 6he purpose o3 the ;uestions is to a..o- students to e.a4orate their ne- )no-.edge, so that

the teacher can chec) 3or understanding +Miner, !1#/ For eamp.e, students are epected to ep.ain

-hy the socia. and physica. impacts -ou.d =ary 4et-een a de=e.oping nation and de=e.oped nation In

ans-ering this ;uestion the student is sho-ing understanding since not on.y do they )no- the content,

they can a.so etend their understanding to articu.ate it through =er4a. and -ritten 3orums +Miner,

!1#/ y ans-ering the ;uestion the students are a4.e to de=e.op their understanding on the topic,

1"



since they are mo=ing 4eyond )no-.edge reca.. +Jiang, !1#/ 6he ;uestioning acti=ities are 3o..o-ed

4y teacher o4ser=ation and 3eed4ac) in order to ensure students are etending )no-.edge< meaning3u.

inter=ention such as 3eed4ac) is pi=ota. in supporting .earners to-ards their .earning goa.s +Jiang,

!1#/

I$ent-. an$ e9#lan ,c, co3#le9 reasonn% #rocesses .o" nten$ e3#lo.n% n t,esee9#erences an$ ,o .o"r teac,n% strate%es enable learners to e9ten$ an$ re-ne t,e knole$%e<

6he .esson eperience p.ans ha=e 4een designed to introduce, mode., app.y Mar2ano and ic)ering8s

+1''%/ Dimension Four Decision-Making comp.e reasoning process +C>/ 7s geographica..y

in3ormed citi2ens, senior students shou.d practice decision?ma)ing and report on issues, processes, and

e=ents +BS7, !!%/ 6he students are gi=en mode.s o3 and su4se;uent.y engage -ith a mu.tip.e criteria

decision?ma)ing process, -hich regards a set o3 a.ternati=es and a set o3 criteria +Jan)o-s)i, 1''5/ 6he

process a..o-s students to etend their )no-.edge o3 natura. ha2ards 4y considering and understanding

the socia., economic, po.itica. and physica. impacts o3 ha2ards 6hrough engaging -ith and app.ying

the decision?ma)ing criteria, students enhance their .earning and sho- that they )no- the content -e..

enough to use it +Mar2ano ic)ering, 1''%/ 6he opportunities -ithin .essons e.e=en and 3i3teen

a..o- students to etend their understanding to incorporate g.o4a. through to .oca. perspecti=es o3

natura. ha2ards, the students then re3ine this )no-.edge 4y 3ocusing on spatia. and eco.ogica.

dimensions o3 the ha2ard 4y using a geographica. criteria +BS7, !!%/

At eac, #ont n t,e e9#erences= ,o o"l$ .o" #ro!$e e--ect!e -ee$back to t,e learners to

enable t,e3 to e9ten$ an$ re-ne t,er knole$%e base;

6he students recei=e opportunities 3or c.ass, group, peer and indi=idua. 3eed4ac) throughout the .esson

in order to enhance their .earning 6he .essons pro=ides 3eed4ac) that concentrates on the students8

processes, c.arity, and depth in ans-ers, -hich is use3u. 3or impro=ing and etending understanding and

per3ormance, rather than simp.y pro=iding in3ormation on resu.ts +*8Donne.., Do4o2y, art.ett, ryer,

>ee=e Smith, !1/ 6he ;ua.ity o3 teacher 3eed4ac) in response to students8 -or) determines the

types o3 .earning that occurs +*8Donne.. et a., !1/ y commenting on the processes, c.arity and

depth -ithin students8 ans-ers the teacher pro=ides students -ith an opportunity to organise and etend

their ans-ers into deeper )no-.edge and -ith higher pro3iciency +Eor)e Merry, !1"/

o are .o" %on% to c,eck -or t,s n)$e#t, "n$erstan$n% o- t,e learne$ knole$%e;

In the .ast L0 the students app.y their )no-.edge o3 natura. ha2ards and decision?ma)ing in order to

suggest and 9usti3y a reco=ery p.an 3or a se.ected natura. ha2ards 6he .esson eperience p.ans integrate

decision?ma)ing as a C>< the app.ication o3 decision?ma)ing to decide on an appropriate reco=ery

p.an re;uires students to understand and demonstrate etensi=e )no-.edge o3 natura. ha2ards +Mar2ano

1#



ic)ering, 1''%/ 6he purpose o3 the reco=ery p.an is 3or the teacher to assess in?depth understanding

o3 content through the e33iciency and accuracy o3 their decision?ma)ing s)i..s, since students re;uire

re3ined content )no-.edge in order to e33icient.y app.y decision?ma)ing processes +Mar2ano

ic)ering, 1''%/ 6he .essons a.so incorporate a range o3 higher order thin)ing ;uestions that go 4eyond

)no-.edge reca..< students are as)ed to interre.ate and rearrange their )no-.edge through higher order

thin)ing ;uestions, su4se;uent.y sho-ing the teacher the depth o3 their understanding +Le-is Smith,!1"/

S,o e9#lctl. ,o t,e ,%,er or$er t,nkn% #rocess .o" ,a!e #lanne$ s lnke$ to t,e

re0"re3ents o- t,e a##ro#rate Senor S.llab"s $oc"3ent<

6he enior ylla!us "eography +!!%/ document re;uires students to )no- and understand, app.y, and

use Aeographica. perspecti=es in order to understand the spatia. and eco.ogica. dimensions o3 the

-or.d 6he .esson eperience p.ans ha=e 4een designed to re3.ect di33erent cogniti=e .e=e.s, de=e.oping

3rom remem4ering and understanding in .esson one, to app.ying, ana.ysing, e=a.uating and creating in

.esson e.e=en and 3i3teen +Hi.ton, endergast ahr, !1!/ Students 3ocus on the -hat, -here and

ho- o3 natura. ha2ards in .esson one in order to 4ui.d 3oundations 3or higher order thin)ing s)i..s such

as ana.ysing and creating in .esson e.e=en and 3i3teen 6he )ey ;uestions high.ighted 3or the unit o3

-or) re;uire students to mo=e through a hierarchy o3 thin)ing s)i..s, -or)ing on an understanding

natura. ha2ards in .esson one to an understanding the parameters 3or creatingsuggesting an app.ica4.e

management to the impacts o3 natura. ha2ards in .essons e.e=en and 3i3teen +BS7, !!%/ Students reach

this understanding in .esson 3i3teen 4y app.ying their )no-.edge o3 natura. ha2ards to create a reco=ery

p.an< -ithin the cogniti=e dimension, the a4i.ity to create +generate, p.an, produce/ re3.ects the highest

3orm o3 thin)ing and understanding +rath-oh., !1!/

Refeen,es

15



7ustra.ian Curricu.um 7ssessment and >eporting 7uthority +7C7>7/ +nd/ "eography# $ear %&.

>etrie=ed 3rom: http:---austra.iancurricu.umeduauhumanities?and?socia.?

sciencesgeographycurricu.um3?1!G.ayout1.e=e.1!

Hi.ton, A, endergast, D L, ahr, N M +!1!/ Higher order thinking. Cro-s Nest, NS(: 7..en

n-in

Jiang, E +!1#/ 0p.oring 6eacher Buestioning as a Formati=e 7ssessment Strategy R'() *ournal# +

*ournal f (anguage eaching +nd Research, #5+"/, &%?"!#

addoura, M +!1"/ 6hin) air Share: 7 teaching Learning Strategy to 0nhance StudentsK Critica.

6hin)ing 'ducational Research uarterly, "$+#/, "?#

rath-oh., D > +!!/ 7 >e=ision o3 .oomKs 6aonomy: 7n *=er=ie- 6heory into ractice, +#/

1

Le-is, 7, Smith, D +1''"/ De3ining Higher *rder 6hin)ing heory into /ractice, +"/ 1"1

Mar2ano, > J, ic)ering, D J, 7rredondo, D 0 +!11/ Dimensions of (earning eacher0s Manual.

7.eandria: 7SCD, !11

Miner, 0 +!1#/ Higher *rder 6hin)ing )oahperd *ournal , 1&+"/, %

*KDonne.., 7 M, Do4o2y, 0, art.ett, J, ryer, F +!1/ 'ducational psychology Mi.ton,

BLD:John (i.ey Sons, !1

Bueens.and Studies 7uthority +BS7/ +!!%/ enior sylla!us# "eography 2&&3. >etrie=ed 3rom:

http:---;caa;.deduaudo-n.oadsseniorsnrgeography!%sy..pd3

Eor)e, M, Merry, S +!1"/ Reconceptualising 4eed!ack in Higher 'ducation# Developing

Dialogue 5ith tudents. Ne- Eor): >out.edge

1$

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1#level10



http://www.qcaa.qld.edu.au/downloads/senior/snr_geography_07_syll.pdf







A**en.+,esAppendix One

1%



Appendix TwoEa/+ne to*o0a*+,al2satell+te +/a0es /a*s to obsee ,an0es +n telan.s,a*e .-e Ts-na/+s 4a*an Befoe an. Afte Ts-na/+ !""62!"11

Use te ,onse7-en,es 8eel belo8 to ea/+ne te +/*a,ts of te 4a*anTs-na/+9 ,ons+.e+n0 te so,+al9 e,ono/+,9 *ol+t+,al an. *s+,al,ontets; Te ,ente of te ,+,le e*esents *+/a e<e,ts9 te se,on.an. t+. +n0 e*esent se,on.a e<e,ts an. te =nal +n0 e*esentstet+a e<e,ts>

1&



Appendix ThreeRea. te follo8+n0 ne8s at+,le fo/ BBC $e.nes.a9 13 4an-a!"1" $at .+<een,es 8o-l. %a+t+ e*e+en,e +n e,oe +n,o/*a+son to A-stal+a> $+te a *aa0a* an. ,ons+.e teso,+al9 e,ono/+,9 *ol+t+,al an. *s+,al ,ontets9 as 8ell as a s/all*aa0a* .e.+,ate. to o8 an eat7-a?e 8o-l. a<e,t o- l+fe;

Haiti quae witnesses spea o!de"astationEyewitnesses have spoken of scenes of devastation after a 7.0-

magnitude earthquake rocked Haiti, toppling buildings in and

around the capital, ort-au-rince.

Reuters reporter Joseph Guyler Delva said when the quake hit the city

"everything started shaking, people were screaming, houses started

collapsing".

Mr Delva said he had seen dozens o casualties. "! saw people under the

rule, and people killed. #eople were screaming $Jesus, Jesus$ and

running in all directions." %e descried the scene as one o total chaos.

!an Rodgers, an &ustralian working with 'ave the (hildren in #ort)au)#rince, said people were searching or

loved one in the deris.

"*ou are hearing the grie o people as they realise they$ve lost people, they can$t ind their children," he told

Reuters.

"+ut then again you are still hearing these cries coming out, people who are rescuing other people rom the

rule as someody comes out alive."

Mr Rodgers said rescuers were trying to ind vehicles to evacuate inured people ut the city$s power and

inrastructure were all down, leaving it "very, very dark".

-here have een ew reports rom outside the capital, ut Gloal rphan #roect posted a video on the *ou-ue

wesite it said had een ilmed in the south o %aiti "a long way rom ground zero".

-he video showed what appeared to e collapsed uildings and people walking around streets strewn with

deris.

!"unning and screaming!

%enry +ahn, an oicial or the /' &griculture Department visiting %aiti, said everyody there was "ust totally

reaked out and shaken", the &ssociated #ress news agency reported.%e said he was walking to his hotel when the ground egan to shake. "! could hear a tremendous amount o

noise and shouting and screaming in the distance."

Mr +ahn descried seeing a ravine where several houses had een

standing. "!t$s ust ull o collapsed walls and rule and ared wire."

0riting on -witter, -roy 1ivesay ) a (hristian missionary working in #ort)

au)#rince ) descried seeing odies in the street that had een pulled out

o collapsed uildings and people standing around in a state o shock.

-he capital had "always looked a little rough around the edges, so driving around at night it seems hard to see

the damage, then you come upon huge piles o rule where a supermarket used to e", he said.

eop.e rushed into the streets a3ter the

earth;ua)e hit

Peo#le are screa3n% an$ -reakn% o"t

$on toar$s t,e sta$"3

>7Mhaiti, 6-itter user

1'



'everal people spoke o hearing people screaming across the city ollowing the quake ollowed y singing and

prayers later on.

Mr 1ivesay said it was "a eautiul sound in the middle o a horrile tragedy".

& user o the social networking wesite -witter, identiying himsel as R&Mhaiti, said the singing had ecome

"louder and more emotional" eore susiding.

%e said he could hear no amulances or helicopters and that atershocks were still causing panic.

"#eople are screaming and reaking out down towards the stadium," he said.

2alerie Moliere, 34, had to e helped out o her amily$s home y her ather

and said the scene was one o conusion and anguish.

'he said people were in the streets "hugging and crying" and the damage

was sustantial.

"! see roken houses and many people are walking in ront o me and they

have lood all over them," she said.

-he passengers o a light rom %aiti to Miami, which let shortly ater the quake hit, said the airport uilding

had een severely damaged.

"-he whole outside had deteriorated, rom top to ottom it was cracked up totally," one man told reporters.

"0e thought it was something that hit the uilding, ut it turned out it was an earthquake."

ther passengers spoke o their ears or amily memers let ehind in %aiti.

#ries for help

(arel #edre, a -2 and radio presenter in #ort)au)#rince, told the ++( he

had witnessed e5tensive damage on his ive)mile walk through the city

to reach his daughter.

"! saw a lot o people crying or help, a lot o uildings collapsed, a lot o

car damage, a lot o people without help, people leeding."%e said he had seen a cinema, a supermarket, a cyercae and an apartment uilding, all o which had

crumled in the quake.

Mr #edre said he could eel atershocks every 34 to 67 minutes, lasting rom three to ive seconds each. -he

darkness, he said, was compounding the ear and worry people were eeling.

"-here is no electricity, all the phone networks are down, so there$s no way that people can get in touch with

their amily and riends," he said.

%e said he had not seen any emergency services, adding that while people in the neighourhood were trying to

help each other, they did not know "where to go or where to start".

0ithin minutes o the quake, a huge plume o dust and smoke was seen rising rom the capital.Mike Godrey, a contractor or the /' &gency or !nternational Development, told (88 it looked like "a lanket

that completely covered the city and oscured it or aout 67 minutes".

T,ere>s no a. t,at #eo#le can %et n

to"c, t, t,er -a3l. an$ -ren$s

Care. edre

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Appendix #our

@eolo0+,al%aa.

eteoolo0+,al%aa.

%.olo0+,al%aa.

B+olo0+,al%aa.

L+st of so/e Nat-al %aa.s:Earthquae$ands%ide Tsuna&i

'o%(ani( A(ti"ityA"a%an(he#%oodsExtre&e Te&peraturesDrought)i%d*res+,ush*rey(%onesHurri(anes TornadosStor&+)a"e Surges

Disease Epide&i(s.nse(t+Ani&a% P%ague

1



Appendix #i"e

Decision?Ma)ing Matri? socia., economic, po.itica. and physica. contets

Criteria +Impacts/ Conse;uences

Socia.

0conomic

o.itica.hysica.

EDSE12013, Assessment Two, Idiens, Samantha -2

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