Disasters: Are they an inevitable natural process or human-induced?
 
SACSA Learning Band: Senior Years 

Learning Area(s): Society and the Environment, English 

Year Level: 10 

Unit Length: 8 weeks 

 

The Inquiry Overview 

This unit aims to distinguish the difference between hazards and disasters and looks at the scope and nature of disasters that have occurred in various worldwide destinations. Students will also be encouraged to look at how daily activities and the perception of risk in such cities have placed people in danger and recommend strategies for better preparing the community in the event of a disaster. 
 

SACSA Essential Learnings 

Futures
  • Understanding world views when analysing future challenges
  • Building scenarios of preferred futures
  • Demonstrating lifelong learning.
Identity
  • Understanding self, group and others
Interdependence 
  • Understanding cultural and global connections, patters and evolutions
Thinking 
  • Using a wide range of thinking modes
  • Drawing on thinking from a range of times and cultures
  • Initiating enterprising and creative solutions for contemporary issues.
Communication
  • Making effective use of language, mathematical and  information and communication
    technology tools
  • Using communication in a range of modes to achieve  identified outcomes.
 

Resources 

Humanities Alive 1: Geography for Victorian Essential Learning Standards (Book + Activities CD) by Mark Easton and Peter Van Noorden. 

Disasters Slam Dunk Lesson by Cendall Slattery 

Computer Room with Internet access 

Interactive Whiteboard 

Ed. Voicethread with microphones 

Survey Monkey 

 

Established Goals 

 

SACSA Framework Key Ideas 

 

Learning Area: Society and the Environment 

Strand: Place, Space, Environment 

Students work independently, in groups, and in teams, using inquiry skills to collect, critically analyse and organise data on how individuals and groups make decisions about natural and built environments. They represent their findings through a range of oral, written, visual and electronic forms. In T C KC1 KC2 KC4 KC7 

 

Learning Area: English 

Strand: Texts and Contexts 

Students analyse connections between purpose, context and audience when critically listening to a range of complex texts. They plan and produce a range of sophisticated spoken texts bout topical and future issues to influence and inform local and global communities. In T C KC1 KC KC3 

 

Strand: Strategies 

Students draw on multiple reading/viewing strategies to organise and interpret information for specific purposes, to manage and reflect on personal reading programs, and to critically interpret texts with multiple levels of meaning. Id T C KC1 

 
 SACSA Framework Outcomes 

 

Learning Area: Society and the Environment 

Strand: Place, Space, Environment 

5.5 Reports on an issue related to people’s sustainable use of resources or places, after critically analysing information from multiple sources and discussing the political implications of decisions. In T C KC1 KC2  

 

Learning Area: English 

Strand: Texts and Contexts 

5.2 Produces a range of spoken texts about specialised topics and current and future issues, and speaks appropriately in different contexts and for a variety of purposes and audiences. F C KC2 

 

Strand: Strategies 

5.10 Manipulates a wide variety of strategies for planning, composing, presenting and evaluating a range of spoken texts for an extended range of school and community audiences. In T C KC2 KC3 

 

5.11 Manipulates and synthesises a wide variety of strategies for reading, viewing, critically interpreting and reflecting on texts with multiple levels of meaning. T C KC1 

 

 

Essential Questions 

 
 
Enduring Understandings 
 
Students will understand… 

 

 

 
Knowledge 
 
Students will know… 

 

 
Skills 
 
Students will be able to…