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Danielle Sibum 18352139

PROGRAM RATIONALE IMMERSION/ENGAGEMENT


This unit of work is being taught so that Images
Yarloop fire ‘before/after’

Australian Bushfires
students are given an opportunity to
learn in a way that is closely connected photos
with their world (Department of http://www.abc.net.au/news/20
Education, Employment and Workplace 16-01-21/yarloop-bushfires-
Relations & Council of Australian before-and-after/7100968
Governments [DEEWR & CAG], 2011,
p.26). It is important for children to
recognise the roles and responsibilities
Danielle Sibum Story books

Year 5 - Murdoch Inquiry Model ‘BURN: The epic story of


they have in contributing to their bushfire in Australia’ by Paul
communities’ health and wellbeing WHOLE GROUP/ROTATION/EXPLORATION Collins
(DEEWR & CAG, 2011, p.29). This unit Maths Experience/lesson Maths Experience/lesson Maths Experience/lesson
develops this through encouraging ACMSP118 “Pose questions and collect categorical or numerical data by ACMMG115: “Apply the enlargement transformation to familiar two dimensional shapes ACMSP119: “Construct displays, including column graphs, dot plots and ‘Great Australian Bushfire
students understanding of past events observation and survey” (Schools, Curriculum & Standards Authority and explore the properties of the resulting image compared to the original” (SCSA, tables, appropriate for data type, with and without the use of digital Stories’ by Ian Mannix
and cultural practices of Indigenous [SCSA], 2014c). 2014c). technologies” (SCSA, 2014c).
peoples, so that they treat diversity Students to conduct a survey of students in the school asking if they know Students will measure the impact area of a key historical bushfire and use the Students will use the computers to create a digital display of information ‘Fire’ by Jackie French
with respect (DEEWR & CAG, 2011, about fire-safety procedures and the location of equipment. They will record enlargement transformation on graph paper. They will record observations of changes regarding one particular researched effect of bushfires on a community. Their
p.26). Students will develop an this in a table, graph their findings and present it in a report to the principal. and investigate the use of scales on maps to indicate relative size. graph displays will indicate the extent of impact and the number of people Traditional Indigenous fire
awareness of the impact that human Resources: Graph paper, clipboards Resources: Graph paper, atlases, maps of Australia affected in Australian history. stories
actions have on the environment and Resources: Graph paper, laptops, software instructions https://www.fire.nsw.gov.au/
develop a sense of empathy and English Experience/lesson English Experience/lesson English Experience/lesson gallery/files/pdf/publications
sustainability in their connection to ACELY1699: “Clarify understanding of content as it unfolds in formal and ACELY1704: “Plan, draft and publish imaginative, informative and persuasive print and ACELY1700: “Plan, rehearse and deliver presentations for defined audiences /Traditional%20fire%20storie
informal situations, connecting ideas to students’ own experiences and multimodal texts, choosing text structures, language features, images and sound and purposes incorporating accurate and sequenced content and multimodal s.pdf
their worlds (DEEWR & CAG, 2011,
present and justify a point of view” (SCSA, 2014b). appropriate to purpose and audience” (SCSA, 2014b). elements” (SCSA, 2014b).
p.29). This unit of work will foster
Students will participate in a classroom debate on the Indigenous uses of Students will construct a multimodal diary of a child who has lost their home to a bushfire. Students will prepare an oral presentation in pairs for one year level of the Games (indoor/outdoor)
development of the inquiry skills of fire and whether or not these strategies should be implemented in modern The diary will be a PowerPoint presentation that contains images overlayed with audio school each, including strategies for preparing for bushfires, images of fire- http://bushfirepatrol.dfes.wa
researching, collaborating, Australia as preventative measures against bushfires. recordings of the diary entries that students have written. safety equipment and a map of where the equipment is located. They will also .gov.au/
communication and thinking (Murdoch, Resources: Laptops for research, debate templates, palm cards, timer Resources: Laptops, images, English journals give a brief history of Australian fires and the impact bushfires can have on
2015, p.98). Students will be engaged in communities. Their presentation will include a brief: ‘Action’ section which Digital Technologies
experiences that encourage critical- gives recommendations to students to increase their fire-safety and
thinking, empathy, responsibility, awareness. Video
resourcefulness and evaluation, which Resources: Laptops, school maps, journals, cameras, graphs ‘Firestorm’ (the Guardian)
are important life-long skills to develop https://www.theguardian.com/
(Murdoch, 2015, p.99). world/interactive/2013/may/26/
firestorm-bushfire-dunalley-
TRANSITIONS INTEGRATED EXPERIENCE INTEGRATED EXPERIENCE INTEGRATED EXPERIENCE INTEGRATED EXPERIENCE INTEGRATED EXPERIENCE INTEGRATED EXPERIENCE holmes-family
‘Stop, drop, cover and roll’ drill to ‘Mapping the flames’ ‘Before they strike’ ‘From green to black’ ‘Karla Wongi – Fire talk’ (Indigenous) ‘Bushfires & communities’ ‘Preparing for bushfires’
Achievement Standard/Outcome Achievement Achievement Standard/Outcome Achievement Standard/Outcome Achievement Standard/Outcome Achievement Standard/Outcome Black Saturday bushfire news
stop activity and move to next video
HASS: (ACHASSK114) “The impact of Standard/Outcome SCIENCE: (ACSSU043) “Living things have HASS: (ACHASSK112) “ The way HASS: (ACHASSK114) “The HASS: (ACHASSK114) “The impact of
lesson/learning task bushfires or floods on environments HASS: (ACHASSK117) “How structural features and adaptations that help people alter the environmental impact of bushfires or floods on bushfires or floods on environments and http://education.abc.net.au/ho
and communities, and how people can regulations and laws affect the them to survive in their environment” (SCSA, characteristics of Australian places (e.g. environments and communities, communities, and how people can me#!/media/31095/
Fire evacuation procedure respond” (SCSA, 2014a) lives of citizens” (SCSA, 2014a) 2014d) vegetation clearance, fencing, urban and how people can respond” respond” (SCSA, 2014a)
MATHS: (ACMMG109) “Calculate ENGLISH: (ACELY1699) “Clarify ENGLISH: (ACELY1704) “Plan, draft and development, drainage, irrigation, (SCSA, 2014a) MATHS: (ACMMG113) “Use a grid Incursion
perimeter and area of rectangles using understanding of content as it publish imaginative, informative and farming, forest plantations, mining)” MATHS: (ACMSP119) “Construct reference system to describe locations. Indigenous elder to show
Quick quizzes on: contained fire in bush.
familiar metric units” (SCSA, 2014c) unfolds in formal and informal persuasive print and multimodal texts, (SCSA, 2014a) displays, including column graphs, Describe routes using landmarks and
- Names and dates of
Objectives situations, connected ideas to choosing text structures, language features, ENGLISH: (ACELY1704) “Plan, draft dot plots and tables, appropriate directional language” (SCSA, 2014c)
historical bushfires - Explain the method for calculating students’ own experiences and images and sound appropriate to purpose and publish imaginative, informative and for data type, with and without the Objectives Fire fighters/engine to discuss
- 3 ways bushfires can the area of a rectangle present and justify a point of view” and audience” (SCSA, 2014b) persuasive print and multimodal texts, use of digital technologies” (SCSA, - Recall the names of fire-safety fire safety and equipment.
start - Identify the name and area of (SCSA, 2014b) - Using vocabulary, including choosing text structures, language 2014c) equipment
- Ways bushfires affect impact of one significant bushfire Objectives technical vocabulary, appropriate features, images and sound appropriate Objectives - Accurately indicate the Police officer to discuss arson
in Australian history - Write a paragraph response to to purpose and context to purpose and audience” (SCSA, - Verbally identify 5 ways location of the school’s fire & punishments.
communities
Hook (10 mins) the question: “Should Objectives 2014b) that bushfires affect safety equipment on a grid-
Display large paper Australia map on arsonists be punished by the - Label 5 structural features and - Using appropriate grammatical communities as a class reference system Excursion
Bushfire poems/songs DFES Education and Heritage
whiteboard. Ask students, “Do you law? Why/not?” adaptations of Australian plants that features, including more - Construct an accurate - Direct a peer to predetermined
know of any bushfires that have - List 3 ways that bushfires can help them survive and regrow after complex sentences and column graph to points on a map using centre
happened in Australia? Think about start bushfires relevant verb tense, pronoun represent the fatalities of directional language and the
what you may have heard on the - Express and justify their - Illustrate the life cycle of Australian preference, adverb and noun the 5 major Australian grid-reference system
news.” Each student who can give an opinions on value statements vegetation before and after a groups/phrases for effective bushfires, including Hook (10 mins) Sharing
answer is allowed to smear black regarding arson bushfire, using labels with specific descriptions clearly labelled axis and Teacher to bring in a variety of items and Presentation to school
charcoal pencil over the area of the Hook (10 mins) technical vocabulary Objectives accurate measurements place them on the front table. (Includes:
map where they think the bushfire was Display a range of bushfire photos Hook (10 mins) - Paraphrase the given article Hook (10 mins) hose/nozzle, fire blanket, fire Pamphlet for parents
and label it. on a PowerPoint [ppt]. Ask: Can Show photos of bush vegetation before and into key points/vocabulary and Show ABC News ‘before’ photos extinguisher, fire escape plan, first aid kit
Once student suggestions are done, anyone describe what is after a bushfire. Ask the students to explain verbally explain the ways in of the Yarloop bushfire on the and smoke alarm). Ask, “What do all of Create a list of equipment
the teacher will suggest a few more happening? How do you think the differences they can see, make a class which Indigenous people alter IWB. Ask, ”What impact do you these items have in common? What are needed and an evacuation
major ones, such as Ash Wednesday these bushfires started? Create a list. the Australian environment think this bushfire had on the their purpose? Hold up items and ask plan for their homes
& Black Friday, if they weren’t class brainstorm on the different Introduction (5 mins) through the use of fire community?” Brainstorm answers students who has one at home.
included. ways bushfires start. Today we will be learning about how - Use specific descriptions to as a class. Show students the Introduction (5 mins) Art based experiences
Introduction (5 mins) Introduction (5 mins) bushfires affect vegetation, and the special explain 3 ways Indigenous ‘after’ photos by sliding the mouse Today we will be learning about the Charcoal drawing of bushfire
Today we are going to learn about Today we are going to discuss adaptations plants have that help them to people used fire for hunting- over. Can you think of any more importance of being prepared for Cellophane fire art
bushfires that have occurred in arson and share our opinions on survive. related purposes impacts? bushfires and how we can do this at our Multimedia arson poster
Australian history and use maths to whether arsonists should be Experience/Lesson sequence (35 mins) Hook (10 mins) May include: Burnt houses, school.
help us figure out just how big their punished by the law and why. We Teaching new concept: (15 mins) Teacher to Read ‘Water-rat and fire’, the Indigenous deaths/injuries to people/animals, Experience/Lesson sequence (40 Rich Tasks
areas of impact were. will be finishing our lesson with a show photo of a plant regenerating after a story of how fire was discovered. loss of property, destruction of mins) Create a safety information
Experience/Lesson sequence (40 written response so make sure bushfire. What was the fire useful for in the story? crops, loss of businesses Introduce map: (5 mins) Each student pamphlet for the community
mins) you have an opinion ready! Ask, "What is happening in this photo? How Create a class brainstorm, teacher to Introduction (5 mins) will be given a blank map of the school
Calculating area: (10 mins) Ask, Experience/Lesson sequence can this plant start to regrow again, wasn’t it include other ways not mentioned, which Today we will be watching a video with a grid-reference system displayed Design and create a model of
"Thinking about maths, how can I (35 mins) completely burned in the bushfire?" may include to attract animals, to herd to see the first-hand experience of over the top. The teacher will recap how a fire-proof house
calculate the area of a rectangle?" Teacher to read news article Teacher shows photos of specific Australian animals, to make pathways and to a family in the Tasmanian bushfire the grid-reference system works, and
This will help students determine the ‘Inside the mind of an arsonist’ vegetation that have survival adaptations for signal. in Dunalley. We will then be using ask students to explain how to describe Create a yearly calendar of
size of the bushfires. Practice and list motivations behind arson bushfires and explain them to the class, Introduction (5 mins) column graphs to organise the the location of 3 school buildings using fire-proofing activities
calculating the area of a number of (10 mins). including: Today we will be learning about how data of fatalities from major the system (e.g. the Library is located at
rectangles as a class, with two given Value line: (15 mins) students - Messmate (Eucalyptus obliqua): Thick Indigenous people used fire and how it Australian bushfires. B4). Parent and community
lengths (Method of 4cm x 5cm = place themselves along the bark of the tree protects the ferns and affected the Australian environment. Experience/Lesson sequence Our school’s fire safety: (15 mins) involvement
20cm2). classroom from a line of ‘strongly epicormic buds, which sprout new Experience/Lesson sequence (35 (40 mins) Students will be given a list of the items Residents affected by fire
agree’ to ‘strongly disagree’ in mins) shown in the hook, and will be required come in to talk
Danielle Sibum 18352139
View the Wikipedia list of historical response to the following growth when the fire has passed (show Jigsaw activity: (15 mins) Video: (25 mins) Teacher to to find these items around the school in Parents come in and create an
Australian bushfires as a class. Why statements: photo) Students to each be given a copy of the display the multimedia project pairs, and then mark it on their individual evacuation plan with their
are all the ‘approximate areas burned’ - Arsonists are among the worst - Blackwood wattle: The plants use root ‘Karla Wongi - Fire Talk’ article written created by the Guardian telling the maps. children
in ‘ha’ or ‘acres’? Does anyone know kinds of people suckers or seeds stored under the soil by Nyungar Glen Kelly. Students will be Holmes family’s story of the Fire safety plan: (20 mins) Students will
what these mean? - Arsonists deserve to go to and grow away from the ‘parent tree’, up placed in groups of 4. Each student will Dunalley bushfire in Tasmania. be required to swap partners with Build a firebreak at the school
Explain that 1 ha = 10,000m2 and 1 prison for life to several metres away be required to read 1 page of the article The teacher will show the videos another pair and describe to their new
acre = about 4,000m2. - Arsonists should receive help - Mountain ash: release massive amounts and summarise it using 3 dot points on a and read the text to the class. partner the actions they should take to Fundraiser for fire-safety
So how big really were these to deal with the reason they of seeds after fire (up to 14 sticky note (5 mins). Then, students will Ask, "What were some of the find the fire safety equipment around the equipment
bushfires? committed the crime million/hectare) go around the group in page order and major threats the Holmes family school using only directional language
Task: (20 mins) In groups of 3, - Arsonists should sometimes - Banksia: store seeds until the heat of explain what their page said to their experienced?" and the grid reference system. Teacher
students must pick a bushfire from the only receive a fine or the fire breaks open the follicles on peers (10 mins). Ask, "In what ways do bushfires to ask, “What is directional language?”
list on the board and write the name, community service flower spikes or ‘cones’, allowing seeds Individual diary: (20 mins) affect communities?" (forward, backwards, up, left, right,
date and area burned in their Ask, "Do you strongly agree or to be released. They need rain to grow Students to write a diary entry in their Graph: (15 mins) Teacher to ask: diagonal) For example, “Move 3 spaces
notebook. Each pair is given a trundle disagree, or are you somewhere & the increased sunlight which is a journal as if they were living the life of an Let’s recap – what are some to the right, from A1 to A4”. The student
wheel to measure with. To do: in the middle?" result of the burnt tree canopy (Teacher Indigenous in the early settlement times, important features of column who is directing may only use their voice
Measure the area of the school oval in Ask, "Why did you stand where to bring in a banksia cone and let describing a hunting day and a minimum graphs? (axis, equal and no actions. If their partner goes the
m2. One student pulls the tape, one you did?" Students to pair with students pass it around) of 3 different ways they used fire. measurements, labels) Students wrong way, they must use directional
determines the length and one someone from the opposite side Individual task: (20 mins) Students to Emphasis to be placed on describing will be given a table of statistics on language to redirect them.
records. of the line and justify their position complete a ‘comic strip’ of vegetation before language that assists the reader in the death toll of the 5 major Run for 10 minutes each pair.
Calculate: (10 mins) Answer in for 30 seconds each. the fire, after the fire, and in the process of creating an image. Australian bushfires. They must
PLAY/PROVOCATION/ journals: How many ‘school ovals’ fit Journal: (10 mins) Students to regrowth/regeneration. Ask, "How would an Indigenous person use their prior knowledge to Ask ,"How can you use directional ADDITONAL TEACHER
INVESTIGATIONS inside the area that was burned by answer questions in their journal: Each segment of the comic strip ‘timeline’ will have used fire to prepare a meal?" “In construct a column graph on graph language to show your partner how to PLANNING RESOURCES
Indoor – your bushfire? Explain your method. - List 3 ways a bushfire can include a simple drawing of a plant, clear what ways can fire be used to search for paper displaying the number of get to the first aid kit from our Websites
Large printout of school fire start labels that explain at least 5 structural and catch animals?” deaths for each bushfire, with classroom?" ABC Education – Bushfires
evacuation plan Conclusion (5 mins) - Should arsonists be punished features using appropriate terminology, and Conclusion (10 mins) correct labels. Ask, "Why might it be important that we http://education.abc.net.au/ho
Ask, “How can we calculate the area by the law? Why/why not? (1 one or two sentences explaining what is Teacher selects 3 students to read their Statistics include: know where the fire extinguishers are me#!/topic/494522/bushfires
Fire safety equipment table: of a rectangle?” paragraph) happening to the plant. diary entry to the class, describing the - Black Saturday 2009, located?"
extinguishers, helmets, hoses, fire Each group to briefly state the name Conclusion (10 mins) Ask, “How has the plant been affected by the uses of fire by Indigenous people. 173 fatalities Conclusion (5 mins) DFES “Bushfire Patrol’ teacher
blankets, first aid kits (burns), and date of their bushfire, the area Ask two students to read their bushfire?” "What features of the plant allow it To leave the classroom or transition, - Ash Wednesday 1983, Ask, “What kinds of equipment should resources
oxygen masks burned in ha/acres and in school journal responses to the question. to regrow?" students must each state one purpose 75 fatalities we have to be prepared for bushfires?” https://www.dfes.wa.gov.au/sc
ovals, as per their calculation. Ask, “Why are laws necessary in Conclusion (10 mins) Indigenous people had for using fire. - Black Friday 1939, 71 “How can having this equipment hooleducation/teachersandsch
Photo display of before/after our society?” (Protect Class quiz in two teams. The teacher will Resources fatalities minimise the impact of a bushfire on a ools/Pages/bushfirepatrol-
bushfires Resources people/property, help offenders display the photos of plants without any English journals, ‘Water-rat and fire’ - Black Tuesday 1967, 62 home or community?” “What other teacherresources.aspx
Large paper map of Australia, stop their actions) information on the IWB. Each team sends Indigenous story, ‘Karla Wongi – Fire fatalities community-wide resources do we have
Newspaper articles on Australian charcoal pencils, maths journals, Resources forward a participant for each question, the Talk’ article by Glen Kelly, sticky notes - Black Sunday 1926, 60 to assist with bushfires?” Disaster Resilience Education
bushfires trundle wheels, list of Australian - DFES Northwest Bushfire team to press their buzzer first and answer Key language fatalities Resources https://schools.aidr.org.au/
bushfires (Wikipedia) Photography Slideshow (WA) the question correctly will get a point. Indigenous, signalling, fuel, hunting, Conclusion (5 mins) Fire safety equipment, graph paper,
Books/literature or magazines on Key language - ‘Inside the mind of an arsonist’ Questions may include: ‘Karla Wongi’ Ask, “What are some ways that clipboards, grid-reference school map Bureau of Meteorology
bushfires (e.g. national geographic) area, hectares, acres, metres2, impact article - Name this plant Target questions: bushfires affect communities?” “ Key language ‘Bushfire Weather’ interactive
Target questions: - Value statement cards - Give one adaptation that allows How did fire play a part in Indigenous life Resources Fire-safety equipment, prevention, grid- maps
Outdoor – What are some of the bushfires that Key language this plant to regrow and culture? ABC Yarloop bushfire ‘before & reference system, directional language http://www.bom.gov.au/weathe
Fire hoses/hydrants have occurred in Australian history? Arson, deliberate, punishment, - What is an epicormic bud? What impact did the Indigenous use of after’ photos, the Guardian Target questions: r-services/bushfire/about-
How big was the area affected/burned law Resources fire have on the Australian environment? ‘Firestorm’ multimedia project, Where are the locations of our school’s bushfire-weather.shtml
by the bushfires? Target questions: Photos of Australian plants, before and after Strategies for assessment and graph paper, bushfire fatality fire safety equipment?
Create a fire break at the
How can the area of a rectangle be What are some way bushfires are photos of bushfire vegetation, comic evidence collected statistics How can fire safety equipment help to Video
school/sandpit
calculated? started? strip/timeline templates, quiz buzzers Photo of class brainstorm, anecdotal Key language prevent damage to our The Guardian ‘Firestorm’
Strategies for assessment and What is arson? Key language notes during group discussions, bushfire, community, impact, school/community? video of the Tasmanian
Create an evacuation plan of the school evidence collected Should arsonists be punished by Regeneration, regrowth, survival, adaptation, collection of sticky notes and journal fatality Strategies for assessment and
using cones/skipping ropes Dunalley fires
Photo of smudged map, observations the law? To what extent and why? features, epicormic buds entries Target questions: evidence collected https://www.theguardian.com/
of student work, journals with student Target questions: Who is affected in a community by Observation of student answers to world/interactive/2013/may/26/
Stop, drop, roll & cover obstacle course calculations and method, answers to Strategies for assessment and What are the names of some types of Assessment indicators bushfires? introduction questions, anecdotal notes firestorm-bushfire-dunalley-
reflection questions evidence collected Australian plants that have adaptations to  HASS: Journal entry describes 3 What are the different impacts that of student discussions during peer holmes-family
Provocation: Burnt car/property, arson Assessment indicators Observation, anecdotal notes from survive bushfires? ways that Indigenous people used a bushfire can have on a directions, collection of completed grid-
investigation scene  MATHS: Journal explanation of value line discussions, photo of What are some examples of structural fire in the hunting and food- community? reference maps Other
LINKS TO KEY DOCUMENTS group method used to calculate brainstorm, collection of journals adaptations that allow plants to survive preparing process. Descriptions How many fatalities have occurred
ECE - Early Years Learning the area of their chosen bushfire Assessment indicators bushfires? should include the specific as a result of Australian bushfires? Assessment indicators
in ‘school ovals’ and calculations  HASS: Written list of 3 ways Strategies for assessment and evidence vocabulary used in the lesson (e.g. Strategies for assessment and  HASS: Students can identify the Bushfires: A Geography
Framework (EYLF)/Primary -
of school oval rectangle area bushfires can start and collected signalling, herding, enriching) and evidence collected types of equipment needed to resource for Australian
Framework for School Age Care
FSAC using trundle wheel paragraph response on whether Class list of changes to vegetation as a result describe the impact on the land. Photo of class brainstorm, respond to bushfire situations and students
 Outcome 2: - “use opportunities measurements arsonists should be punished by of bushfires, collection of individual  ENGLISH: Descriptions used in the collection of student graphs, their locations around the school http://www.gtaq.com.au/Res
to develop understandings  HASS: Group recall of the name, the law and reasons why. vegetation timelines, observation of student journal entries should include clear answers to reflection questions  MATHS: Students can accurately ources/Documents/Bushfires
date and area of impact of one Answers show evidence of involvement in revision quiz and specific descriptions as to the Assessment indicators label the location of fire-safety
about the diversity of culture, _final_txt_LR.pdf
heritage, background and significant Australian bushfire, engagement with discussion, Assessment indicators methods used, and the observable  HASS: Students as a class equipment on their grid-reference
tradition” which shows understanding of and should include the extent  SCIENCE: Student timelines will impact on the land. Writing should will be able to clearly identify map and use clear, directional
the impact bushfires have on the and types of punishment by law. include a minimum of 5 structural feature relevant verb tenses and 5 different ways that language to navigate their peer Victorian Curriculum &
 Outcome 2: - “demonstrate an natural Australian environment  ENGLISH: Participation in value features and adaptations of plants the use of complex sentences. communities are affected by using the grid-reference system Assessment Authority
awareness of the impact of line and pair discussions – that help them to survive and Differentiation bushfires in response to Differentiation Bushfire Education
human activity on environments Differentiation listening to others attentively, regrow after bushfires 1. Decrease product: Struggling reflection questions 1. Decrease product: Struggling
http://www.bushfireeducatio
and the interdependence of 1. Decrease process: contributing relevant and  ENGLISH: Student timeline labels students can draw a comic  MATHS: Students will students can just use
Struggling students may justified responses, turn taking, and descriptions, as well as verbal strip with a describing individually produce an directional language to n.vic.edu.au/
living things”
create a metre2 on the respectful and mindful explanations, will include specific sentence instead of writing a accurate column graph navigate their partner, and not
 Outcome 4: - “participate in a
classroom floor out of tape. movement along line, eye technical vocabulary that describe diary entry representing the fatalities of specific grid-references ABC ‘Behind the News’
Answer the question: How contact when speaking the features of plants, including 2. Increase process: Capable the 5 major Australian 2. Increase product: Capable Bushfire escape lesson plans
variety of rich and meaningful
many of these fit into one Differentiation terms learnt in the lesson, for students to use books for bushfires, including clearly students can place ‘barriers’
inquiry-based experiences” http://www.abc.net.au/btn/r
acre? One hectare? 1. Decrease product: example ‘epicormic buds’, ‘root increased depth of detail and labelled axis and accurate on their maps to navigate
2. Increase product: To Struggling students can suckers’ or ‘banksia cones’ use Noongar language in their measurements around esources/teacher/episode/20
increase challenge, ask answer the paragraph Differentiation writing Differentiation 150203-bushfireescape.pdf
students to map where the question in a yes/no, 1. Increase learning environment: 1. Increased product:
extent of their fire would go with 2 dot points Provide struggling students with a Capable students can
in the school’s suburb. explaining why rather banksia cone and get them to research other historical
than a paragraph. create a comic strip of what it does Australian bushfires and
2. Increase product: before/after a fire add them to their graph
Capable students are 2. Decrease process: Less teacher 2. Decreased process:
encouraged to research support to capable students Struggling students can
and include a case construct a graph with a
study in their paragraph partner, and only graph
the first 3 fires on the list
Danielle Sibum 18352139

Assessment Matrix [Year 5 – Differentiated to Year 4]

WA Curriculum WA Curriculum
YEAR 5 Content Achievement Objective Assessment Content Achievement Objective Assessment
Experience/Lesson YEAR 4
Learning Area strand standard/ Indicator strand standard/ Indicator
Learning Area
Outcome Outcome
Geography “The impact of Identify the Group recall of “The importance Identify and Group recall of the
HASS bushfires or floods name and the name, date HASS Geography of environments, name the area name and date of
ACHASSK1 on environments area of impact and area of including natural of impact of one significant
14 and communities, of one impact of one ACHASSK088 vegetation, to one significant Australian bushfire
and how people can significant significant animals and bushfire in and where in
respond.” (SCSA, bushfire in Australian people.” (SCSA, Australian Australia it was
2014a) Australian bushfire, which 2014a) history located.
history shows
understanding of
the impact
bushfires have on
the natural
Australian
Lesson 1:
environment
Maths Measureme “Calculate perimeter Explain the Journal Measurement “Compare Compare the Journal explanation
‘Mapping the flames’
nt and and area of method for explanation of MATHS and Geometry objects using areas of two of group method
Geometry rectangles using calculating the group method familiar metric different used to calculate
familiar metric units” area of a used to calculate Using units of units of area and objects by the area of the
Using units (SCSA, 2014c) rectangle the area of their measurement volume” using the school oval.
of chosen bushfire in (SCSA, 2014c) measurement Explanation
measureme ‘school ovals’ and ACMMG290 of m2 showing
nt calculations of comparison
school oval between this area
ACMMG109 rectangle area and the area of their
using trundle chosen bushfire,
wheel both in m2.
measurements
WA Curriculum WA Curriculum
YEAR 5 Content Achievement Objective Assessment Content Achievement Objective Assessment
Experience/Lesson YEAR 4
Learning Area strand standard/ Indicator strand standard/ Indicator
Learning Area
Outcome Outcome
HASS Civics and “How regulations List 3 ways Written list of 3 HASS Civics and “The importance List 2 ways Written list of 2
Citizenship and laws affect the that bushfires ways bushfires Citizenship and purpose of that bushfires ways bushfires can
lives of citizens (e.g. can start can start and laws (e.g. to can start. start and 10 line
Roles, the different types of paragraph Government maintain social response to
responsibiliti laws, how laws Write a response on and society cohesion, to Write a 10 line question provided
es and protect human paragraph whether arsonists reflect society’s response to on arsonists being a
participation rights)” (SCSA, response to should be ACHASSK092 values) (SCSA, the question threat to society and
2014a) the question: punished by the 2014a) “How do the importance of
Lesson 2:
ACHASSK1 “Should law and reasons arsonists pose laws regarding
17 arsonists be why. Answers a threat to the arson. Responses
‘Before they strike’
punished by show evidence of safety of should include
the law? engagement with society? Why evidence of
Why/not?” discussion, and do we need engagement with
should include the laws about discussion and
extent and types arson?” consideration to the
of punishment by purposes of laws.
law.
Danielle Sibum 18352139
English Literacy “Clarify Express and Participation in English Literacy Use interaction Express Participation in
understanding of justify their value line and pair skills such as opinions and value line and pair
Interacting content as it unfolds opinions on discussions – Interacting acknowledging actively listen discussions –
with others in formal and value listening to others with others another’s point to the opinions listening to others
informal situations, statements attentively, of view and of others in attentively,
ACELY1699 connected ideas to regarding contributing ACELY1688 linking students’ response to contributing relevant
students’ own arson relevant and responses to the value responses, turn
experiences and justified topic, using statements taking, respectful
present and justify a responses, turn familiar and new regarding and mindful
point of view” taking, respectful vocabulary and arson movement along
(SCSA, 2014b) and mindful a range of vocal line, eye contact
movement along effects such as when speaking
line, eye contact tone, pace, pitch
when speaking and volume to
speak clearly
and coherently”
(SCSA, 2014b)

WA Curriculum WA Curriculum
YEAR 5 Content Achievement Objective Assessment Content Achievement Objective Assessment
Experience/Lesson YEAR 4
Learning Area strand standard/ Indicator strand standard/ Indicator
Learning Area
Outcome Outcome
Science Biological “Living things have Label 5 Student timelines Science Biological “Living things Label 3 ways Student timelines
sciences structural features structural will include a sciences depend on each different types will include a
and adaptations that features and minimum of 5 other and the of ways minimum of 3 clear
ACSSU043 help them to survive adaptations of structural features ACSSU073 environment to Australian ways that the
in their environment” Australian and adaptations survive” (SCSA, vegetation surrounding
(SCSA, 2014d) plants that of plants that help 2014d) relies on its environment of a
help them them to survive environment plant helps it to
survive and and regrow after for survival survive and regrow
regrow after bushfires during and after bushfires
bushfires regrowth after
bushfires
English Literacy “Plan, draft and Illustrate the Student timeline English Literacy “Plan, draft and Illustrate the Student timeline
Lesson 3: publish imaginative, life cycle of labels and publish life cycle of labels and
Creating informative and Australian descriptions, as Creating texts imaginative, Australian descriptions, as well
‘From green to black’ texts persuasive print and vegetation well as verbal informative and vegetation as verbal
multimodal texts, before and explanations, will ACELY1694 persuasive texts within its explanations, will
ACELY1704 choosing text after a include specific containing key supporting include specific
structures, language bushfire, using technical information and environment, descriptive
features, images labels with vocabulary that supporting using specific vocabulary that
and sound specific describe the details for a vocabulary for describes that
appropriate to technical features of plants, widening range description relationships of
purpose and vocabulary including terms of audiences, plants with their
audience” learnt in the demonstrating environments,
- “Using lesson, for increasing including technical
vocabulary, example control over text vocabulary used in
including technical ‘epicormic buds’, structures and lesson, for example,
vocabulary, ‘root suckers’ or language ‘rain’, ‘sunlight’ or
appropriate to ‘banksia cones’ features” ‘tree canopy’
purpose and (SCSA, 2014b)
context” (SCSA,
2014b)

WA Curriculum WA Curriculum
YEAR 5 Content Achievement Objective Assessment Achievement Assessment
Experience/Lesson YEAR 4 Content Objective
Learning Area strand standard/ Indicator standard/ Indicator
Learning Area strand
Outcome Outcome
Danielle Sibum 18352139
HASS Geography “The way people Paraphrase Journal entry HASS Geography “Aboriginal and Paraphrase Journal entry
alter the the given describes 3 ways Torres Strait the given describes 3 ways
Lesson 4: Factors that environmental article into key that Indigenous The Earth’s Islander article into key that Indigenous
shape the characteristics of points/vocabul people used fire in environment Peoples’ ways of points/vocabul people use fire in
‘Karla Wongi – Fire environment Australian places ary and the hunting and sustains all life living were ary and the hunting and
Talk’ (Indigenous) al (e.g. vegetation verbally food-preparing adapted to verbally food-preparing
characteristi clearance, fencing, explain the process. ACHASSK089 available explain the process. The
cs of places urban development, ways in which Descriptions resources and ways in which descriptions should
drainage, irrigation, Indigenous should include the their connection Indigenous include specific
ACHASSK1 farming, forest people alter specific to Country/Place people use fire vocabulary used in
12 plantations, mining)” the Australian vocabulary used has influenced as a means of the lesson (E.g.
(SCSA, 2014a) environment in the lesson (e.g. their views on adapting to signalling, herding,
through the signalling, the sustainable and relying on enriching) and
use of fire herding, use of these the resources describe how the
enriching) and resources, available to Indigenous have
describe the before and after them used fire as a
impact on the colonisation” means of adapting
land. (SCSA, 2014a) to their available
resources.

English Literacy “Plan, draft and Use specific Descriptions used English Literacy “Plan, draft and Use specific The journal entry
publish imaginative, descriptions to in the journal publish descriptions to should include 3
Creating informative and explain 3 ways entries should Creating texts imaginative, explain 3 ways clearly explained
texts persuasive print and Indigenous include clear and informative and Indigenous ways that
multimodal texts, people used specific ACELY1694 persuasive texts people used Indigenous people
ACELY1704 choosing text fire for descriptions as to containing key fire for used fire for
structures, language hunting- the methods information and hunting- hunting-related
features, images related used, and the supporting related purposes. Writing
and sound purposes observable impact details for a purposes, and should demonstrate
appropriate to on the land. widening range to access the key conventions of
purpose and Writing should of audiences, resources journal entry writing
audience” feature relevant demonstrating made such as first-person
verb tenses and increasing available to point of view and
- Using appropriate the use of control over text them ‘diary’ format of
grammatical complex structures and writing.
features, including sentences. language
more complex features”
sentences and (SCSA, 2014b)
relevant verb
tense, pronoun
preference,
adverb and noun
groups/phrases
for effective
descriptions
(SCSA, 2014b)

WA Curriculum WA Curriculum
YEAR 5 Content Achievement Objective Assessment Achievement Assessment
Experience/Lesson YEAR 4 Content Objective
Learning Area strand standard/ Indicator standard/ Indicator
Learning Area strand
Outcome Outcome
HASS Geography “The impact of Verbally Students as a Geography “The importance Verbally Students as a class
bushfires or floods identify 5 ways class will be able HASS of environments identify 3 ways will be able to
Lesson 5: ACHASSK1 on environments that bushfires to clearly identify The Earth’s to animals and that bushfires clearly identify 3
14 and communities, affect 5 different ways environment people, and affect the different ways that
‘Bushfires & and how people can communities that communities sustains all life different views environment people and animals
Communities’ respond.” (SCSA, as a class are affected by on how they can on which are affected by the
2014a) bushfires in ACHASSK088 be protected” people and impact of bushfires
response to (SCSA, 2014a) animals rely on their
reflection environment, in
questions
Danielle Sibum 18352139
response to
reflection questions

Maths Statistics “Construct displays, Construct an Students will Statistics and “Construct Construct an Students will
and including column accurate individually Maths Probability suitable data accurate individually produce
Probability graphs, dot plots column graph produce an displays, with pictorial graph an pictorial graph,
and tables, to represent accurate column Data and without the of fatalities as with a relevant
Data appropriate for data the fatalities of graph representation use of digital a result of 5 picture representing
representati type, with and the 5 major representing the and technologies, major 10 fatalities as a
on and without the use of Australian fatalities of the 5 interpretation from given or bushfires in result of 5 major
interpretatio digital technologies” bushfires, major Australian collected data. Australia, bushfires in
n (SCSA, 2014c) including bushfires, ACSMP096 Include tables, including Australia, with
clearly labelled including clearly column graphs, clearly labelled clearly labelled axis
ACMSP119 axis and labelled axis and picture graphs axis and and accurate
accurate accurate where one accurate measurements
measurements measurements picture can measurements
represent many
data values”
(SCSA, 2014c)

WA Curriculum WA Curriculum
YEAR 5 Content Achievement Objective Assessment Content Achievement Objective Assessment
Experience/Lesson YEAR 4
Learning Area strand standard/ Indicator strand standard/ Indicator
Learning Area
Outcome Outcome
HASS Geography “The impact of Recall the Students can HASS Geography “The importance Recall the Student answers to
bushfires or floods names of fire- identify the types of environments names of fire- introduction
ACHASSK1 on environments safety of equipment The Earth’s to animals and safety questions include
Lesson 6: 14 and communities, equipment needed to environment people, and equipment the correct names
and how people can respond to sustains all life different views of fire-safety
‘Preparing for respond.” (SCSA, Accurately bushfire situations on how they can Accurately equipment and why
bushfires’ 2014a) explain the and their locations ACHASSK088 be protected” explain the these are necessary
location of the around the school (SCSA, 2014a) location of the to protect the
school’s fire school’s fire environment from
safety safety the effects of a
equipment equipment bushfire
using a map using a map
and why these
are needed to
protect the
environment
from bushfires

Maths Measureme “Use a grid Direct a peer Students can Maths Measurement “Use simple Students to Students can
nt and reference system to to accurately label and Geometry scales, legends create a accurately
Geometry describe locations. predetermined the location of and directions to simple map represent the
Describe routes points on a fire-safety Location and interpret that displays location of key fire-
Location and using landmarks and map using equipment on transformation information the location of safety equipment on
transformati directional directional their grid- contained in key fire-safety a map using
on language” (SCSA, language and reference map ACMMG090 basic maps” equipment symbols and create
2014c) the grid- and use clear, (SCSA, 2014c) around the a legend to explain
ACMMG113 reference directional school with a what each symbol
system language to clear legend. means. They can
navigate their They can direct their peer to
peer using the navigate their the locations using
grid-reference peer using simple directional
system simple language such as
(e.g. “Move 4 directional “Move right 4
blocks to the right, language. spaces”.
until you reach
B6”)
Danielle Sibum 18352139

References

Department of Education, Employment and Workplace Relations & Council of Australian Governments.
(2011). My time, our place framework for school age care in Australia. Barton, ACT: Commonwealth of
Australia.

Murdoch, K. (2015). The power of inquiry. Northcote, Vic: Seastar.

School, Curriculum and Standards Authority [SCSA]. (2014a). Humanities and Social Sciences. Retrieved
from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-
sciences

School, Curriculum and Standards Authority [SCSA]. (2014b). English. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8

School, Curriculum and Standards Authority [SCSA]. (2014c). Mathematics. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-v8

School, Curriculum and Standards Authority [SCSA]. (2014d). Science. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8

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