UNIT OUTLINE: EDSM07/EDSS07 - SEMESTER 1, 2018

Student Name: Erica Morgan (32003930) Forward Planning Document

Term/Weeks:
Teaching and Learning area:
Term 1 Year level: 8
Humanities and Social Sciences- Geography
Weeks 4 & 5
Overarching learning goals:
As a result of this module of work students will be able to know: As a result of this module of work students will be able to As a result of this module of work students will be able to:
 The 5 types of geomorphic hazard understand that:  Identify and describe the characteristics of the 5 types of
 The causes, spatial distribution and characteristics of each  The impacts of geomorphic hazards and events are geomorphic hazard and provide at least one example of
type of hazard. influenced by social, cultural and economic factors in each.
 The effects of the types of geomorphic hazards. different ways depending on the type of hazard/event,  Determine responses and precautions which can be taken
spatial distribution, and the responses and precautions
 The influence of social, cultural and economic factors on the for each type of geomorphic hazard/event and evaluate the
taken. practicalities of their implementation in the context of
effects of geomorphic hazards.
historical occurrences.
Achievement standard:
At Standard, students construct a range of questions and use a variety of methods to select, collect and organise information and/or data from appropriate sources. They develop criteria to determine
the usefulness of primary and/or secondary sources for a purpose. When interpreting sources, students identify their origin and purpose, and distinguish between fact and opinion. They interpret
information and/or data to identify points of view/perspectives, relationships and/or trends, and to sequence events and developments. Students apply subject-specific skills to translate information
and/or data from one format to another, in both familiar and unfamiliar situations. They draw simple evidence-based conclusions in a range of contexts. Students represent information and/or data in
appropriate formats to suit audience and purpose. They develop texts using appropriate subject-specific terminology and concepts. Students use evidence to support findings and acknowledge
sources of information.

Students describe the geographical processes that produce landforms, and explain how places are perceived and valued differently. They consider the environmental and human characteristics of
places to compare strategies for responding to a geographical challenge that takes into account environmental, economic and social factors. Students describe the interconnections within
environments, and between people and places, to explain the movement of people at a local, national and global scale.
Curriculum links
Knowledge and understanding Humanities and Social Sciences skills
 Interpret information and/or data to identify key relationships and/or trends displayed in
various formats (e.g. change over time in a series of images, identify spatial distributions from
 The causes, spatial distribution, impacts and responses to a geomorphic hazard (e.g. a map) (WAHASS71)
volcanic eruption, earthquake, tsunami, landslide, avalanche) (ACHGK053)  Identify points of view/perspectives, attitudes and/or values in information and/or data (e.g.
 How the effects caused by geomorphic hazards are influenced by social, cultural and from tables, statistics, graphs, models, cartoons, maps, timelines) (WAHASS72)
economic factors (e.g. where people choose to live, poverty, the available infrastructure and  Draw evidence-based conclusions by evaluating information and/or data to generate a range
resources to prepare and respond to a hazard) (ACHGK053) of alternatives and plan for action in response to contemporary events, challenges,
developments, issues, problems and/or phenomena; make comparisons; evaluate costs
(disadvantages) and benefits (advantages); and infer relationships (WAHASS75)
General capabilities
Critical and creative Personal and social Intercultural
Literacy Numeracy ICT Ethical behaviour
thinking competence understanding
Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

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 UNIT OUTLINE: EDSM07/EDSS07 - SEMESTER 1, 2018

Les Curriculum Links Specific lesson Assessment Teaching and Learning experiences (including Learner Resources
son (include code) objectives (for learning, as key inquiry questions) diversity
As a result of this learning, of learning) (G&T, SWD,
KU HSSS
lesson students will be EALD, SAER)
able to:
1 ACHGK053: WAHASS72:  Identify at least 6 Formative: Assessment Introduction: SAER: Lesson Website:
The causes, Identify points impacts of a volcanic of pairs for the TimeToast  Mount Doom YouTube clip Student with https://ndicteagm.weebl
spatial of eruption by activity (develop a  Discussion of how the orc community was very poor y.com/lesson_1.html
distribution, view/perspecti contributing to the timeline entry discussing affected by the eruption of Mount Doom attendance
impacts and ves, attitudes Answer Garden impacts of the 2017 (introduce the topic with a degree of humour as it record due to YouTube Video:
responses to a and/or values brainstorm. Mount Agung eruption in can be quite confronting) illness. The https://www.youtube.co
geomorphic in information  Distinguish the Bali). website format m/watch?v=-
hazard (e.g. and/or data impacts of a volcanic Extension: extension for Body: of the lessons vUE7DLYk-I
volcanic (e.g. from eruption on specific groups or students  Students to think about the various impacts that means the
eruption, tables, groups and interested would be to volcanic eruptions might have on people, student can TimeToast Timeline:
earthquake, statistics, compare/contrast develop a second entry communities, businesses, the environment, complete the http://www.timetoast.co
tsunami, graphs, these impacts on for a different affected government, relief agencies etc. work at home m/timelines/1713250/e
landslide, models, these groups by group for a different time o These will be compiled in a whole class and catch up dit
avalanche) cartoons, creating a timeline relative to eruption. Answer Garden activity. on prior work
maps, event. o Lead the class’ thinking with questions that may have Impacts Answer
timelines) been missed. Garden:
 Justify why and how to focus on groups/aspects impacted
which appear to be being missed as the https://answergarden.c
the impacts you
answers come up. h/652909
chose affected your
group at that  Discuss which impacts are specific to certain
particular time in a areas/groups/aspects and which affect multiple
class discussion. areas/groups/aspects.
 Students to pair up and create a TimeToast
timeline entry identifying and describing impacts
of the 2017 Mount Agung eruption in Bali on
particular groups (local, tourist, business) at a
specific time relative to the eruption.
o Students will choose the group and time
they want to discuss
 Maintain discretion to change
to ensure minimal duplicate
entries and as wide a range of
discussion as possible.

Conclusion:
 Class discussion of the timeline entries
o Focus on the areas of similarity and
difference between groups and time
and whether they have changed
2 ACHGK053: WAHASS71:  Discuss the impacts Formative: Questions Introduction: SAER: Lesson Website:
How the Interpret and details of a asked of students during  QR Code Adventure Student with https://ndicteagm.weebl
effects caused information particular historical class to assess their o Students will explore the classroom and very poor y.com/lesson_2.html
by geomorphic and/or data to geomorphic hazard comprehension or lack hidden QR codes which contain links to attendance
hazards are identify key event and how they information about a variety of record due to
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 UNIT OUTLINE: EDSM07/EDSS07 - SEMESTER 1, 2018

influenced by relationships were influenced by thereof with regard to the geomorphic hazards which have illness. The Google Slides Class
social, cultural and/or trends spatial distribution, content. occurred historically and recently website format Presentation:
and economic displayed in social, cultural and (Mount St Helens, Boxing Day 2004, of the lessons https://docs.google.com
factors (e.g. various economic factors. Sumatra 2010, Krakatoa, 2018 South and /presentation/d/1UksBP
where people formats (e.g.  Analyse at least one California Landslides, 2015 Mount collaborative wD_1zXUuHNk2icpdf_
choose to live, change over response and Everest (avalanches and earthquakes), nature of the Od7tJVqh7MXpSs-
poverty, the time in a precaution which can Rodi Avalanche (avalanche), Google Slides 7G6Cs/edit?usp=sharin
available series of be taken for each Pompeii/Mount Vesuvius) group work g
infrastructure images, type of geomorphic means that the
and resources identify spatial hazard, with Body: student can be QR Code Adventure
to prepare and distributions particular reference  Students to combine into groups of 3 and assigned to a
respond to a from a map) to social, cultural and develop two slides in a Google Slides document group and
hazard) economic factors. as per the template slides provided in the Google contribute to
Slides link. the slides from
o Collaborative task another
o Slides: location.
 Give background of the event
 Evaluate the responses and
precautions in place

Conclusion:
 Provide students with all the QR codes from the
adventure in one location so that they can go
back to information or access things they might
not have had time to in class.
3 ACHGK053: WAHASS75:  Evaluate the Formative: Plickers quiz Introduction: SAER: Lesson Website:
How the Draw implementation of of student questions (two  Recap of the 5 types of geomorphic event Student with https://ndicteagm.weebl
effects caused evidence- responses and from each group relevant  Video of Mount St Helens eruption very poor y.com/lesson_3.html
by geomorphic based precautions taken in to their presentation) at attendance and
hazards are conclusions by the context of a the conclusion of student Body: record due to https://ndicteagm.weebl
influenced by evaluating historical geomorphic presentations to assess  Students to finalise their Google slides illness. The y.com/conclusion.html
social, cultural information hazard/event. the efficacy of the peer-  Students to submit two summary questions from website format
and economic and/or data to  Judge the to-peer teaching exercise their presentation to the teacher for inclusion in a of the lessons Google Slides Class
factors (e.g. generate a practicalities of through presentations. Plickers quiz and Presentation:
where people range of implementing  Group presentations collaborative https://docs.google.com
choose to live, alternatives responses and o Short nature of the /presentation/d/1UksBP
poverty, the and plan for precautions in the o Encourage students to present opinions Google Slides wD_1zXUuHNk2icpdf_
available action in context of a historical on the event and the impacts and group work Od7tJVqh7MXpSs-
infrastructure response to hazard/event with responses means that the 7G6Cs/edit?usp=sharin
and resources contemporary particular reference student can be g
to prepare and events, to social, cultural and Conclusion: assigned to a
respond to a challenges, economic factors.  Students to take part in a Plickers quiz group and Plickers Quiz:
hazard) developments, summarising all of the group presentations contribute to https://www.plickers.co
issues, the slides from m/library?folder=5aa8a
problems another 50a2946480004262209
and/or location..
phenomena;
make

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 UNIT OUTLINE: EDSM07/EDSS07 - SEMESTER 1, 2018

comparisons;
evaluate costs
(disadvantage
s) and benefits
(advantages);
and infer
relationships

The University of Notre Dame Australia Date of Publication to Students: 05/02/2018 Page 4 of 4