INQUIRY STAGES CURRICULUM TEACHING & LEARNING ASSESSMENT RESOURCES

LINKS (INC. CCP ACTIVITIES

& GC)

TUNING IN CCP: Graffiti - In table groups, Formative: A3 Butcher paper

Sustainability students have a few minutes
Explore students to write words, ideas or things
prior knowledge of GC: they know about natural
natural disasters, Critical and disasters. Groups are to swap
what they want to Creative their papers and repeat the
learn and Thinking process until each sheet has
vocabulary to Personal and fully rotated. At the end
describe a disaster. Social students share and discuss
Capability each sheet, forming the basis
Literacy of their I wonder cards.
Sustainability Students questions will be
added to the inquiry wall and
categorised into; who, what,
when, why and how
questions.
Read a book and watch a
video on bushfires and floods
from ABC Splash. As a
class, discuss what they
found interesting, in addition
to words/vocabulary that can
be used to describe natural
disasters.
Assess students prior Coloured Textas
knowledge of natural I wonder cards
disasters Book on natural
disasters: Natural
Observation of student Disasters by
participation and Andrew Langley
collaboration with others Internet Resource:
ABC Splash
Students participation IWB
and contribution to
brainstorm and class
discussions
Observe discussions to
assess students
understanding
Monitor students
wonderings and their
effectiveness in guiding
student investigation
throughout the inquiry
process.

FINDING OUT CCP: Using a variety of resources, Formative: Computers/iPads

Sustainability students will research Assess students ability I wonder questions
Bushfires and floods information about bushfires to summarise information on A4 sheet.
and real life GC:
 occurrences in Critical and and floods and respond to to create new Resources including
Australia. Creative their I wonder questions understanding books and websites
Thinking to direct research
Personal and In groups, students research Observation of student ABC Splash -
Social a real life occurrence of a participation and Natural Disasters
Capability bushfire or flood in Australia. collaboration with others Bushfire Education
Literacy Ensure each group focuses - Victorian
Ethical on a different event of choice. Observation of students Curriculum and
Understanding Have a class discussion about participation in class Assessment
Sustainability their opinions on whether they discussion Authority
think natural disasters can be
beneficial or not and how.

SORTING OUT CCP: Based on their research, Formative: A3 paper for

Sustainability students are to sort their Assess students ability timeline/access to
Timeline of events information to create a to summarise information computers to create
and reasons for GC: timeline which demonstrates to create new a digital timeline
disaster. Critical and the order of events that understanding Pens/textas
Creative occurred on the day of their A3 paper for mind
Thinking disaster. The timeline can be Timeline demonstrates map/access to
Personal and written or created using ICT. correct information computers to create
Social a digital mind map
Capability In pairs, students explore Quality of responses on Internet
Literacy reasons for natural disasters their mind map
Numeracy occurring and record their
Ethical responses on a mind map.
Understanding
Sustainability
GOING FURTHER CCP: Guest speaker (local or Formative: Inquiry books for
Sustainability member from SES/CFA) to Observation of student note-taking and
Different discuss the impact of engagement written response.
perspectives from GC: bushfires and floods, the Computers to write a
those affected and Critical and potential hazards associated Assess students ability digital narrative
reflecting on these Creative and explain how animals, to summarise information story.
through narrative Thinking people and the environment to create new A3 paper, pencils,
story. Literacy might adapt after the understanding pens and textas for
Sustainability occurrence of bushfires and storyboard.
Ethical floods. Summative:
Understanding Narrative story
Referring to the information demonstrates a strong
provided by the guest understanding of the
speaker, students are to write natural disaster through
a narrative story using either inclusion of accurate
written, digital or storyboard information and
format. appropriate reference to
emotions that might be
experienced.

MAKING CCP: Students research ways to Formative: Computers

CONNECTIONS Sustainability prepare for, mitigate and Observation of student Access to internet
prevent bushfires and floods participation and A3 coloured paper
Preparing for and GC: from occurring in the future. collaboration with others. Coloured
preventing a Critical and Drawing on pre-existing pens/pencils/textas
bushfire or flood and Creative organisations that support Conference with students
utilising Thinking communities to guide in regards to their
organisations for Literacy research. To demonstrate and research to assess
extra support when Sustainability consolidate knowledge, students level of
rebuilding a Ethical students are to complete an understanding.
community. Understanding exit pass that details three
Personal and safety measures to undertake Exit pass responses
Social when preparing for a natural
Capability disaster. Summative:

In groups, students create an
organisation/project and
describe how it can help
support those affected by a
bushfire or flood.
REFLECTION AND CCP: In their groups, students
ACTION Sustainability create an advertisement for
their organisations that
Moving forward and GC: addresses preventative and
making the public Critical and safety measures to be taken
aware. Creative before, during and after
Thinking bushfires or floods. This can
Literacy be done through a brochure,
Sustainability poster or iMovie.
Ethical
Understanding Students reflect on learning
Personal and by recording responses to
Social reflective questions on
Capability thought shapes. These cards
will be displayed on the
Inquiry wall next to the I
wonder cards (SDERA, 2017)
Students
organisation/project
provides appropriate
ways of supporting those
affected.
Formative: Computers
Observation of student iPads
participation and Coloured A4 and A3
collaboration with others. paper
Internet
Students reflection on Coloured pens,
the unit based on what pencils and textas
they learnt, how they can 30 cards of each
apply their knowledge, shape: triangle,
how they feel and any square, heart and
remaining thoughts or circle.
questions.
Summative:
Students advertisement
includes accurate
information and a key
message that addresses
how to prepare and act
during a disaster.