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UNIT: NATURAL DISASTERSL.M. Horder, Sydney
This Literature/Special Interest Unit was devised to cater for the special needs of the Year 7/8 composite gifted and talented class at a junior secondary Catholic school in Sydney. In the class there are 17 boys who have been selected for the Extended Studies Program, which is a pull-out program in the school.
RATIONALE
This unit is one of three I devised for my term working as the teacher of the year 7 composite gifted and talented class. Each of the other three terms are taken by different teachers as the Co-ordinator believes this utilises the teachers' skills and interests best. Before the term begins the units of work are discussed with the other teachers involved in the program and a general overview given to the whole staff.
Each teacher uses his own special skills and interests as a basis for the units presented. This unit covers the special interest of Natural Disasters and is linked to a novel which revolves around one, Hills End, by Ivan Southall. The reasons for this choice include my interest in the ramifications of natural disasters and my intrigue in how emergency services deal with them, especially after my role as ambulance officer before becoming a teacher. Secondly, I knew most young teenage boys would be interested in large scale horror, as the box office proves daily, and would possibly know someone somewhere involved in some sort of disaster which would enhance their interest. Thirdly, I really enjoyed Hills End when I read it as a teenager, and I saw great possibilities for imaginative recreation in its pre-teenage role models. Fourthly, the scope of the work covered the subject areas of English, Geography, History and Science so the students could specialise in their favourite area or at least sample a new area from a new angle and be challenged in a positive way.
OBJECTIVES
1. To broaden the students' experiences by exposing them to the realities of past and possibly future natural disasters.
2. To increase the students' factual knowledge of the causes, actualities and consequences of natural disasters.
3. To appreciate the broad spectrum of knowledge across a range of subject areas.
4. To work within a group to create a unique piece of work utilising individual talents in the best possible way.
5. Develop an appreciation of different forms of communication often used as historical data (radio, newspaper, play).
6. Develop the literary analysis skills necessary for dissecting plot structure and characterisation.
7. To reflect on how humans react under trying conditions.
ORGANISATION OF TEACHING/LEARNING
The unit of work began with research into natural disasters which have occurred in the past and discussion on conclusions reached and facts noted about the different major types of natural disaster (see Resources). The completion of this research and the group feedback covered the knowledge and comprehension processes in Bloom's outline.
To apply this knowledge the students were required to form groups and compile their own natural disaster as the basis for further creative work. The new situation is the group membership for a common creative cause. Students also had to use their previous knowledge of associated radio, newspaper or play norms and expectations.
The analysis of natural disasters both real and imaginary is involved in this unit as students are given both brief and detailed pieces of information and indications of character in their research and in the book. To understand and empathise with the people and characters involved the students needed to discuss in their groups the identifying features of the human relationships presented and explored. This analysis is achieved to a certain extent in the oral quizzes outlined in the resources given of lessons plans.
Synthesis is achieved in the group presentation of either a radio report, newspaper spread or three scene play based on the action and results of a natural disaster. To do this successfully the students have to co-ordinate group dynamics, agree on the major points to be communicated and cooperate to achieve something which satisfies their creativity and their attention to detail.
Evaluation of the unit happens informally in the last lesson where the full cycle of the topic is reached and the students are asked to comment on their interpretation of natural disasters and how they correlate (a) with Ivan Southall's impression and (b) the reality history provides.
INTRODUCTORY UNIT OF WORK
... NATURAL DISASTERSPeriod 1
Research period in the library.
In groups of five, work on the questions on a particular natural disaster card. Aim - to get a background knowledge of natural disasters which will be utilised when students do the project that will be the content of next week's lessons.Period 2
Continue group work in library. Researching and completing the work on the cards.Period 3
Discussion of answers to questions. Identical questions on different natural disaster subjects can be compared. Feedback on what the students found most surprising or interesting during their research.Period 4
Handout of outline of project to be distributed. Read through and clarify any problems.As a model for those groups doing the radio presentation, and for the benefit of all to witness the emotions raised and expressed in a crisis, this lesson will involve listening to a tape of actual interviews and reports from a radio station. Students can follow the reports on the handout they have been given, and proceed to answer the questions that are printed on the sheet in the lesson. These will be finished for homework.
Period 5
Work through homework answers. Discuss each answer with the class. Groups to nominate which form their project will take.Period 6
In groups, begin work on project. Students must first create the imaginary natural disaster providing when, where, why and how it occurred. They are to plan the stories required for the project and divide the work up evenly among group members. Library research work will be useful for ideas and in making the project realistic.
Guidelines for the amount of work each group will be expected to complete each lesson will be provided on the handout given in period 4.Period 7
Group work. Finish off stories and interviews and decide who will announce, act, design, etc, as appropriate for each group.Period 8
Tape recorders and cardboard brought to lesson. Radio presentations recorded. Newspaper written up. Play rehearsal.Period 9
Presentation of projects to rest of class and other teachers or students available to watch.
NATURAL DISASTER CARDS
FIRE
1. Why has Australia a wild fire problem?
2. What are the three sides of the combustion triangle?
3. Name some sources from which the heat comes to start fires.
4. How does a firebreak work? A back-burn?
5. When can these methods be used?
6. Fire fuel should be burnt before it has the chance to feed a fire. What are the right conditions for fuel reduction burns?
7. How can fires be disastrous?
8. Tell the story of the Great Fire of London which occurred in September, 1666.
Include a) how it began
b) the amount of lives lost
c) the extent of the damage
d) how the fire was combated
e) why the fire was not contained.* Discuss the problems of looting, disease and evacuation in a disaster such as that caused by the Great Fire of London.
DROUGHT
1. Define drought.
2. Explain how the severity of a water shortage is relative to the needs of the people, plants and animals in the area.
3. Why do droughts occur?
4. Name and explain the four factors which cause fluctuations in the amount of rain and when it falls.
5. Why does Australia suffer more droughts than any other continent?
6. How have people contributed to the severity of drought?
7. Retell the story of the 1983 drought in Australia.
Include a) how it began
b) the amount of lives lost
c) the extent of the damage
d) consequences of the drought in contributing to Ash Wednesday bushfires* Discuss the problems of looting, disease, and evacuation in a disaster such as that of the Australian drought of 1983.
EARTHQUAKE
1. The earth's surface is formed of plates. Why do the major earthquake zones occur where these plates meet?
2. What are the Americans doing to avoid an earthquake occurring on the San Andreas fault?
3. What are Tsunamis?
4. What are they caused by?
5. When was the worst Tsunami in history?
6. How many lives were lost?
7. When was the world's worst earthquake?
8. Retell the story of the earthquakes of Peru.
Include a) how they began
b) the amount of lives lost
c) the extent of the damage
d) how were the buildings flattened?* Discuss the problems of looting, disease and evacuation in a disaster such as that caused by the Peruvian earthquakes.
CYCLONE
1. In a tropical cyclone, where is the region of lowest pressure?
2. Explain the phenomenon known as coriolis force.
3. Where do tropical cyclones occur?
4. How does a tropical cyclone develop?
5. Name three sources from which the Tropical Cyclone Warning System obtains information.
6. Retell the story of Cyclone "Tracy" which hit Darwin on Christmas Day 1974.
Include a) how it began
b) the amount of lives lost
c) the extent of the damage
d) how the people protected themselves
e) the rescue response from the rest of Australia.
7. What are the three most important requirements for cyclone-proof housing?* Discuss the problems of looting, disease and evacuation in a disaster such as that caused by Cyclone "Tracy".
FLOOD
1. How does a flood develop?
2. How long do they usually last?
3. Although all river basins experience floods, flooding is more serious or frequent in some. Why is this so?
4. How do people contribute to make flooding more severe?
5. Name some factors which determine the size, duration and frequency of floods.
6. Retell the story of the flood in Johnstown in western Pennsylvania in 1889.
Include a) how it began
b) the amount of lives lost
c) the extent of the damage
d) rescue operations.
7. What is a tsunami?
8. How is Utah's Great Salt Lake a potentially dangerous flood area?* Discuss the problems of looting, disease and evacuation in a disaster such as that caused by a flood.
VOLCANIC ERUPTION
1. Where are volcanoes found?
2. How does a volcano erupt?
3. What materials are thrown out of an active volcano?
4. Volcanoes may be active, dormant or extinct. Explain these terms.
5. Describe the features of a cone volcano.
6. Describe the features of a shield volcano.
7. Compare the Strombolian, Vulcanian and Peléann types of volcanic eruption.
8. Retell the story of the eruption of the volcano Krakatoa in 1883.
Include a) how it began
b) the amount of lives lost
c) the extent of the damage
d) features of the eruption* Discuss the problems of looting, disease, and evacuation in a disaster such as the eruption of the volcano Krakatoa.
NATURAL DISASTERS
As part of the unit on natural disasters, you are required to present a major piece of work on Friday, 19th March. To complete the project, you will need to create your own natural disaster, providing the time, place, date, type and extent of the disaster. Your project may take any one of the following forms:
A. Radio presentation
Involves: (i) an interview with someone involved in the natural disaster as it happens.
(ii) a prepared speech by a reporter at the scene of the natural disaster after the danger is over.NB. To complete these two pieces of work you will need to write out the script for each report, and make a tape-recording which will be 'put to air' in Friday's lesson.
B. Newspaper presentation
Involves: (i) a front page story bringing first news of the natural disaster to the world.
(ii) a two-page inside 'spread', printing interviews with people who lost family members, friends, and homes, or who saw others being killed. Information from emergency workers (such as police, ambulancemen, fire fighters, rescue workers, doctors etc.) should be included, plus a comment from parliamentary leaders. Photos and advertisements will also be effective.NB. This will be presented on cardboard and pinned on the wall.
C. Play
Involves: writing and performing a play based on the adventures of a family or an emergency at the time when the natural disaster strikes.
NB. The script will have to be written out and the parts learnt to be performed on Friday.
You will need to have a knowledge of the personality of each character so that they can react differently to the disaster just as would happen in real life. You should write three scenes. The first one sets the scene before the disaster. The second one takes place when the disaster hits, and the third scene shows what happens to the group as a consequence of the disaster.
Choose either A, B or C
Period 3 Tuesday - Create your imaginary natural disaster. Plan the stories required for your project. Use the information gained from your library research to give you ideas. Divide the work up evenly among the members of your group.
Period 4 Wednesday - Finish off stories and interviews and decide who will announce, act, design etc.
Period 2 Thursday - Record radio presentation. Write up newspaper. Practice parts of play.
Period 4 Friday - Presentation to class.
'HILLS END'
Ivan SouthallPeriod 1
Hand out novel to class. Discuss title and dust cover.
Sample questions: Why do you think the novel is called Hills End? What does this tell us about the novel? What does the picture on the front cover indicate? Why does the boy have a gun? What do you think has happened at Hills End?
Read the introduction by Kay Webb.
Ask each student to think of one fact that they now know about the book. Choose four or five answers and discuss.
Look together at the Table of Contents, and read the note from the author.
Question: For whom does Ivan Southall say he has written the novel? Any ideas as to why?
Read aloud chapter one (pages 9-21).
Discuss introduction of characters. (1) Is there any particular character you immediately like or hate? and (2) Why?
Homework - read next 20 pages, up to chapter four.
Period 2
Oral quiz to ensure all students have knowledge of action in the novel so far.
Questions:
Why didn't Miss Godwin go to the picnic?
Why didn't she want to hear the children's reasons for accompanying her?
What do the children think of Miss Godwin?
Why was Butch left behind at the foot of the bluff?
Who is to become famous if the cave paintings are rediscovered?
Task: Read silently chapter four. Imagine you are either Frank Tobias or Butch. Write a one paragraph diary entry which reveals what has happened and how you feel.
Homework - finish diary entry.
Period 3
Ask for volunteers to read out the entries they have written. Make a board list of main points. Discuss how appropriate the entries are in relation to the plights of Frank and Butch.
Read aloud chapter five to page 52. Discuss how Adrian, Paul and Miss Godwin would have felt on discovering the cave paintings. Have a role play re-enacting the scene. Discuss the reactions of Frances and Gussie.
Continue reading the rest of chapter five. Ask the class what they think the children should do now; and what they think the children will do.
Explain juxtaposition. Point out that each chapter is broken up into sections which follow the experiences of characters in different situations in the novel. Give examples of this.
Homework - read next three chapters (pp.61 to 93).
Period 4
Oral quiz to ensure all students are aware of what has happened.
Why does Gussie fell guilty about Miss Godwin's search for Butch?
Does Miss Godwin rescue Butch?
What did the fathers of Adrian and Paul say about the children's ability to fend for themselves if they were left on their own?
Do you believe that the children would die? Why or why not?
Why is Frances glad that the road has gone?
Task: Choose one of the children left in the cave. Write a letter to a friend in the city telling of your experience in the caves and the long walk back to Hills End. Express your fears for your safety and the safety of your family.
Begin work in class. Those who have not read to page 93 may continue reading. Others begin letter and all finish for homework.
Period 5
Letters will be collected and marked.
Silently read chapter nine. Make a list of all the things you think the children will need to survive in Hills End as it is now; e.g. food, water, clothing, shelter, weapons, each other, raincoats, blankets, medicine, light, fire.
Discuss these and decide on an order of importance by: Q. How would you feel if you were in the same situation?
Q. What do you think you would need most?
Go on silently reading.
Homework - read next two chapters over the weekend.
Period 6
Oral questioning:
Are you surprised when Butch comes back on the scene? Did anyone think he was dead?
What do you predict happened to Miss Godwin? Do you think she will live?
In class task: Write a paragraph telling who you believe has emerged as the leader of the group and why.
When completed, discuss answers and make a board summary of the names of characters that are selected, and the reasons that they were so.
Homework - read chapters twelve (pp.157-174) and thirteen (pp.175-189).
Period 7
Discuss the two incidents in which Butch is involved, in last two chapters. In pairs, design a poster, comic strip, map or floor plan depicting either the scene in which
(1) Butch makes the sausages (Ch. 12),
(2) he is discovered by Frances making all the mess in the storeroom, or
(3) when the bull is ready to attack him.
Discuss methods of doing the above by handing out samples from which they can get ideas.
Work on it this lesson and for homework.
Period 8
Complete work started yesterday. Those who finish before the end of the lesson may go on reading. All work will be stuck on board in the classroom.
Period 9
Silent reading to complete the novel.
Homework - rethink one of the original questions; Why did Southall write this novel? Consider the character development and what has been achieved by the end of the novel.
Period 10
In groups of three or four discuss the development of Adrian's character from where he makes out the list of jobs for each person and has gained the self-confidence he needed, only to be put in his place when he meets up with the party of men including his father.
Think of three questions you would like to ask Adrian at this point.
Also, putting yourselves in the position of the fathers, think of three questions you would like to ask Adrian.
When completed, select answers and make list of all questions. Mark them off as they are repeated. Discuss why some questions are identical and important.
Discuss possible answers to these questions.
Period 11
Class essay. Write either (1) an additional chapter to the novel telling what happened afterwards, or (2) a different ending to the novel.
Finish for homework.
Period 12
Discuss overall impressions of the novel.
Ask for volunteers to read their new chapters, and ask for class comment on these. Pin them on wall so that everyone gets a chance to read them at their leisure.
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©TalentEd is
located at the School of Curriculum Studies, |
This page updated: 23 January 2006 |