Unit+Overview

Lessons || Learning Sequences (phases) ||  Learner’s use of ICT’s to assist learning  ||  Learning Manager’s use of ICT’s  || Pens PowerPoint || SmartBoard PowerPoint || Internet Wikispace || Computers Internet Wikispace || Computers || SmartBoard Audacity Computer || Computers || Fodey Computers SmartBoard || ||= **What Are Natural Disasters? - Promoting Higher Order Thinking Using Bloom's Revised Taxonomy** ||=  ||=   ||
 * 1 || To begin this unit of work, the learning manager will introduce the topic "what are natural disasters" to the students in a classroom. The learning manager will use a SmartBoard to display a PowerPoint which will have images and dot pointed information of all the different natural disasters in the world such as cyclones, bush fires, floods, earthquakes, hurricanes, tsunamis, volcanoes, tornadoes and disease. The learning manager will then get students to pair up with a partner and research one natural disaster and design a short PowerPoint about the natural disaster they have chosen. This will lead into the second lesson which goes onto "what causes natural disasters", "why do they occur" and "what effects do natural disasters have on humans, man made structures and the earth itself". || Books
 * = 2 || This lesson will be completed in the computer lab. The learning manager will introduce to the students a Wikispace Wiki which will be set up by the learning manager. The learning manager will scaffold the Wikispace site for the students to use in a way so that the students can enter information on what they have learned from researching about a nominated natural disaster. The students will post their answers on a PMI (plus, minus, interesting) page on their chosen natural disaster which will be scaffolded by the learning manager. || Computers
 * 3 || This lesson is intended to offer information to the students on "what types of technology is used or put in place when natural disasters happen?" To start this lesson the learning manager will encourage a class discussion with the students asking them to brainstorm what types of technology they think is used or put in place for if a natural disaster occurs. The learning manager will then use the SmartBoard to allow the students to check their ideas which they came up with, compared to the real types of technologies which are used and put in place for natural disasters occurring. Following this activity the learning manager will then introduce to the students a computer program called "Audacity". The students will use the program Audacity to record their own demonstration of a radio station which will incorporate recordings of - constant weather updates, location of evacuation centers, constant evacuation center updates (areas which are being evacuated etc), SES updates on electricity, water etc and even interviews from older people who have experienced the weather condition before in their lives. This activity encourages the students' higher order thinking skills (Blooms Taxonomy) by allowing the students to use their existing knowledge of technology, and to apply/analyse/evaluate their knowledge to create and design their own version of what they think is used or put in place in a natural disaster. || Audacity
 * 4 || This lesson will focus on the history of natural disasters. Students will learn in this lesson/s that natural disasters move in cycles (El-Nino/La-Nina), and that there are certain weather conditions for certain natural disasters. This lesson the learning manager will use a PowerPoint presentation along with handouts given to the students which explain to the students "what did people do 50 years ago in the event of a natural disaster?", "what do we do now in the event of a natural disaster?" and "what will people do in the future in the event of a natural disaster?". The activity that the learning manager will assign to the students this lesson is to create a newspaper editorial/ advertisement article for the local newspaper in the internet program "Fodey". The newspaper article will include information on what people can do to stay safe in the event of a natural disaster and how to prepare for a natural disaster. The learning manager will dedicate part of the lesson to demonstrate to the students how to use Fodey, and will explain to the students what to include in their newspaper editorial/advertisement article. This activity will encourage the students to use higher order thinking skills (Bloom's Taxonomy) to come up with solutions to an issue (such as a natural disaster). || Fodey
 * =  ||= ** Remembering ** ||=   ||=   ||
 * || Getting the students to brainstorm the different types of natural disasters ||  ||   ||
 * =  ||= ** Understanding ** ||=   ||=   ||
 * || Getting the students to pair up with a partner and create a short PowerPoint presentation about a chosen natural disaster. ||  ||   ||
 * =  ||= ** Applying ** ||=   ||=   ||
 * || Asking the students to contribute to a PMI (plus, minus, interesting) on a Wikispace Wiki page about the positives, negatives and interesting facts on natural disasters. ||  ||   ||
 * =  ||= ** Analysing ** ||=   ||=   ||
 * || Offering information to students about what people did in the past and present when natural disasters occurred, and getting the students to analyse the past and present information to predict what people might/will do in the future in the event of a natural disaster. ||  ||   ||
 * =  ||= ** Evaluating ** ||=   ||=   ||
 * =  ||= ** Creating ** ||=   ||=   ||
 * || Getting the students to create a newspaper article/ editorial to inform the public who read the newspaper of ways in which they can prepare for a natural disaster and how to stay safe in a natural disaster. ||  ||   ||
 * =  ||= ** Creating ** ||=   ||=   ||
 * || Getting the students to create a newspaper article/ editorial to inform the public who read the newspaper of ways in which they can prepare for a natural disaster and how to stay safe in a natural disaster. ||  ||   ||