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 Printable Version
for your convenience!
Title - Natural Disasters
By - Helen Whitechurch - Argot Library of Educational Resources
Subject - Science, Social Studies, Art, Language Arts
Grade Level - 5 and 6
Natural Disasters Unit Overview
KLAs: English, Human Society, Science and Information Skills
Timeframe: 10 weeks
Literary Text Types: Personal Response
Factual Text Types: Information Report; Procedural Recount; and Explanation
This unit focuses on the natural and community effects of natural disasters.
| KLAs: English, Human Society, Science and Information Skills |
Timeframe: 10 weeks |
Literary Text Types: (This unit focuses on the hyper linked
texts. Follow the link for details about these text types.)
Narrative;
Literary Recount; Observation; Literary Description; Personal
Response; Review |
Factual Text Types:
Factual
Description; Information
Report; Procedure; Procedural
Recount;
Factual Recount; Explanation;
Exposition; Discussion |
This unit focuses on the natural and community effects of natural
disasters.
Students have three major and four minor tasks to
complete:
Major Tasks
- an independently constructed written narrative on the impact of a
natural disaster on a community
- an independently constructed written information report on one type
of natural disaster
- a jointly constructed poster to support aid to communities suffering
from a natural disaster
Minor Tasks
- a short oral information report on one type of natural
disaster
This is to gather the views of others in preparing the major
written information report
- an independent oral personal response to a news account of a natural
disaster
- a jointly construct written explanation of one type of natural
disaster
- an independently written procedural explanation about how to make a
working model of a volcano
|
| Talking and Listening activities focus on building the
skills of group negotiation and place clear emphasis on oral presentation.
As well they support and develop topic vocabulary and field knowledge.
|
| Reading activities review and build on information skills,
using both written and screen-based texts. |
Written activities review narratives, information reports,
procedural explanations and explanations, focusing on purpose, structure
and some grammatical features.
Students also examine the visual and
textural features of persuasion through the design and production of an
appeal poster. |
| Resources |
| Go
to Menu |
Print material
- Great Disasters (Wayland)
- Natural Disasters J. Brian (Magic Bean In-Fact series)
- Volcanoes Norman Barrett (Franklin Watts)
- Volcanoes and Earthquakes Terry Jennings (Oxford University
Press)
- Weather (Collins Eyewitness Guide)
- Wild Weather (Macmillan)
|
Videos
- Volcanoes (Classroom Video)
- Weather presented by Mike Bailey (Education AV video)
|
| Knowledge and Understandings: Content
Strand |
| Go
to Menu |
| Science Stage 3: There are many physical phenomenon which change
the environment |
| HSIE Stage 3: Interactions between people and environments
|
- students jointly construct an explanation of a natural disaster
- students identify features of environments that affect communities
|
| Knowledge and Understandings: Learning Processes
|
| Go
to Menu |
| Science Stage 3: Evaluate social and environmental costs and
benefits of technological activities |
| HSIE Stage 3: Identify ways people interact with
environments to satisfy needs and wants |
- students investigate use of technology to protect against natural
disasters
|
| Skills |
| Go
to Menu |
| Science Stage 3: Report on social and environmental costs and
benefits of familiar technology |
| HSIE Stage 3: Initiative investigations, identify, gather,
analyze, organize, synthesize and apply information and reflect to investigate
social and environmental impacts of natural disasters |
- students design posters to support aid to communities suffering from
a natural disaster
|
| Values and Attitudes |
| Go
to Menu |
| Science Stage 3: Be curious about and appreciate the natural
environment |
| HSIE Stage 3: Recognize the interdependence of people and
the environment |
- students construct an information report on one type of natural disaster
|
| English Stage 3: |
| Go
to Menu |
| Talking
and Listening |
- 3.2 Interacts productively and with autonomy in pairs and groups of
various sizes and composition, uses effective oral presentation skills
and strategies and listens attentively
- 3.3 Discusses ways in which spoken language differs from written
language and how spoken language varies according to different contexts
|
- students give a brief prepared personal response to a news account
of a natural disaster
- students present a short prepared information report on a type of
natural disaster, giving factual, organized and relevant information
|
| Reading |
- 3.5 Reads independently an extensive range of texts with increasing
content demands and responses to themes and issues
- 3.6 Uses efficiently an integrated range of skills and strategies
when reading and interpreting written texts
- 3.8 Identifies the text structure of a wider range of more complex
text types and discusses how the characteristic grammatical features
work to influence readers' and viewers' understanding of texts
|
- students gather, interpret and record relevant information resources
from a wide variety of print and screen-based sources using several
strategies: - skimming, scanning, using indexes, glossaries, table of
contents, headings, captions, key words, search tools
- students recognize text types and comment on how various texts present
information
- students identify and explain the role of features such as chapters,
sub-headings, paragraphs, captions, word chains and noun groups
|
| Writing |
- 3.12 Produces texts in a fluent and legible style and uses computer
technology to present these in a variety of ways
- 3.13 Critically analyses own texts in terms of how well they have
been written, how effectively they present the subject matter and how
they influence the reader
- 3.14 Critically evaluates how own texts have been structured to achieve
their purpose and discusses ways of using related grammatical features
and conventions of written language to shape readers' and viewers'
understanding of texts
|
- students sequence mixed explanations; highlight grammatical
structures; and investigate and discuss how posters and screen-based
texts differ from more traditional print texts
- students independently construct a narrative the impact of a natural
disaster on a community
- students jointly construct an explanation of one type of natural
disaster
- students independently construct an information report on one type
of natural disaster using appropriate paragraphing, topic sentences and
graphical devices
- students independently write a procedural explanation about how to
make a working model of a volcano
|
You can also find this unit here.
E-Mail Helen!
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