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
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.
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