Table 4: Sample unit of work for Focus unit 1: Responding to natural hazards Bushfires in — Suggested Thinking skills, linked to Key questions for the time and common curriculum Geographical sample unit scale elements Learning experiences skills 1. What are natural 2–3 hours Recognising View media materials of previous fires video, Gathering — hazards? newspaper reports information Recalling National (e.g. from media What types of hazard are Use map data, access GIS data east , Ash Visualising bushfires? Interpreting maps Construct timelines of major fires in What is the pattern of fires) Constructing maps bushfire occurrence in ? Constructing timelines 2. What natural processes 4–6 hours Compiling results Research case studies (incl. emphasis, accuracy) Constructing and human activities flowcharts Interpreting Investigate cyclic nature of bushfire disasters cause bushfires? Sketching Recording Investigate pattern of occurrence and climate/vegetation types in Interpreting Graphing graphs, tables Examine climate data over time Translating (from one form to another) Discuss the role of people in contributing intentionally or unintentionally to bushfires Explaining to others Undertake a local field study of a forest area to determine fire hazard risk 3. What are the social, 4–6 hours Analysing Construct consequences wheel Drawing economic, political and consequences Generalising from information Research case studies physical impacts of wheels Comparing, contrasting Roleplay bushfires? Interpreting aerial Research from internet sources photographs Analysing census data 4. What is being done or 4–6 hours Judging/evaluating Interview e.g. local fire officer, council officer Interviewing, could be done to predict conducting Creating/composing Examine local/regional management plans and minimise their focus groups Examine school bushfire management plan, if impact? Surveying public relevant for awareness Draw up a school plan for fire hazard reduction of hazard and management Applying GIS to school
Table 4: Sample unit of work for Focus unit 1: Responding to natural hazards — Bushfires in Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What are natural hazards? What types of hazard are bushfires? What is the pattern of bushfire occurrence in ? 2–3 hours National (e.g. east , Ash fires) Recognising Recalling Visualising View media materials of previous fires — video, newspaper reports Use map data, access GIS data Construct timelines of major fires in Gathering information from media Interpreting maps Constructing maps Constructing timelines 2. What natural processes and human activities cause bushfires? 4–6 hours Compiling results Interpreting Recording Graphing Translating (from one form to another) Explaining to others Research case studies (incl. emphasis, accuracy) Investigate cyclic nature of bushfire disasters Investigate pattern of occurrence and climate/vegetation types in Examine climate data over time Discuss the role of people in contributing intentionally or unintentionally to bushfires Undertake a local field study of a forest area to determine fire hazard risk Constructing flowcharts Sketching Interpreting graphs, tables 3. What are the social, economic, political and physical impacts of bushfires? 4–6 hours Analysing Generalising from information Comparing, contrasting Construct consequences wheel Research case studies Roleplay Research from internet sources Drawing consequences wheels Interpreting aerial photographs Analysing census data 4. What is being done or could be done to predict and minimise their impact? 4–6 hours Judging/evaluating Creating/composing Interview e.g. local fire officer, council officer Examine local/regional management plans Examine school bushfire management plan, if relevant Draw up a school plan for fire hazard reduction and management Interviewing, conducting focus groups Surveying public for awareness of hazard Applying GIS to school
snr_geography_07_syll.docx