EDU3PWR Assessment Task 1 Term-Long Unit

Natural Disasters - Bushfires

Desired Result
This unit is aimed at Level 5 students and is based around the Humanities
Geography curriculum (working towards level 6). Highly relevant aspects of
AusVELS learning foci and standards have been included in this section
AusVELS
Level 5 Humanities Geography
Learning Focus
They investigate some of the significant natural processes that operate across
Australia (for example, rainfall, drought, flood, earthquake, cyclones and
bushfire), and how people react to them, including their preparation for, and
management of, natural disasters.
Students explore how humans have affected the Australian environment
Using an inquiry-based approach, students explore environmental issues and
consider possible solutions to current and future challenges
Students learn about environmentally sensitive areasand explore ways of
protecting these unique environments in a sustainable way for future
generations.
Students develop mapping skills and use conventional geographic language,
including scale, compass points for direction, alphanumeric grid references and
legends, to locate places.
They begin to identify features on maps, satellite images, and oblique
photographs
To enhance the electronic presentations they develop, students search for and
annotate relevant images from the Internet.
Students participate in fieldwork using simple techniques; for example,
collecting and recording data on how the human and physical characteristics of a
selected site are changing or have changed.
(VCAA, 2014a)
Level 5 English
Content Descriptions

Reading and viewing

Language
1. Investigate how the organisation of texts into chapters, headings,
subheadings, home pages and sub-pages for online texts and according to
chronology or topic can be used to predict content and assist navigation
(ACELA1797)
Literature
1. Recognise that ideas in literary texts can be conveyed from different
viewpoints, which can lead to different kinds of interpretations and
responses (ACELT1610)
o
o
o
o
o
o

Literacy
o

2. Navigate and read texts for specific purposes applying appropriate text
processing strategies, for example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
o

Writing
Literacy
1. Plan, draft and publish imaginative, informative and persuasive print and
multimodal texts, choosing text structures, language features, images and
sound appropriate to purpose and audience (ACELY1704)
2. Reread and edit student's own and others work using agreed criteria for
text structures and language features (ACELY1705)

3. Use a range of software including word processing programs with fluency

to construct, edit and publish written text, and select, edit and place
visual, print and audio elements (ACELY1707)
Speaking and Listening
Language
o
o
o
o

2. Understand how to move beyond making bare assertions and take account
of differing perspectives and points of view (ACELA1502)
Literature
1. Present a point of view about particular literary texts using appropriate
metalanguage, and reflecting on the viewpoints of others (ACELT1609)
o

Literacy
1. Plan, rehearse and deliver presentations for defined audiences and
purposes incorporating accurate and sequenced content and multimodal
elements (ACELY1700)
(VCAA, 2014b)

Key Understandings and Knowledge

Weather conditions like drought increase the likelihood of bushfires.
Bushfires ignition can either be natural or human.
Some scientists attribute burning of fossil fuels to temperature increases
globally which can increase the likelihood and/or severity of bushfires.
Bushfires lead to habitat destruction as well as human suffering.
Warning systems, evacuation plans and property readiness strategies can
lead to decreased impact of bushfires and other natural disasters.
Management of, and responses to, bushfires have changed over time.
Weather conditions change the nature of bushfires once they are
established in a variety of ways.
Essential Questions
How do bushfires affect the way we live?

What natural and human conditions lead to bushfire prevalence?

How do bushfires affect the natural environment?

Skills Developed
Students will be able to analyse a variety of perspectives to understand an
issue.
Students will learn how to navigate different texts and sources and apply a
variety of comprehension skills (reading for gist, skimming, predicting and
confirming, monitoring meaning etc.) to inform their research in a
meaningful way.
Students will be able to represent different/opposing perspectives in a
balanced way.
Students will learn how to edit and give feedback to others work.
Students will develop the ability to reflect on the purpose and quality of
their own work.
Students accept and apply alterations from peer and teacher feedback.
Students interpret the usefulness of multimedia sources and create their
own meaningful multimedia presentations.
Students interpret and use statistics in useful ways.
Students will learn how to inform their own opinion based on researching a
variety of sources and perspectives.
Students will learn the basic facets of procedural, report and recount text
types and be able to create their own compositions in a variety of creative
formats.
Strategies Developed
Reading and Viewing Strategies

Reading Plans
Prior knowledge
Independent reading
Describe characteristics of texts
Skimming and Scanning
Vocabulary notation and application
Main ideas and details
Compare and contrast
Reading for Gist
Monitoring meaning
Predict then find out
Fact or opinion?

Writing Strategies

Planning for specific text types

Combine text types clearly
Use drafts, editing and final products in writing compositions
Experiment by using a variety of multimedia formats
Create engagement by using main idea then details

Speaking and Listening Strategies

Compare and contrast perspectives

Read-aloud
Modelling
Questioning
Apply feedback and make alterations
Connect ideas and make meaning by using personal experiences
Plan, revise, rehearse, record and perform presentations

Evidence of Learning
Three different assessment types permeate this unit: Assessment of learning
(summative), assessment for learning (formative) and assessment as learning
(student reflection-based assessment). These have been combined throughout
the unit to provide a wealth of data for meaningful evidence and comparison.
Evidence-gathering is designed to be highly relevant to the learning outcomes
listen above.
Figuring out prior knowledge is done with discussion and a small pre-test about
bushfires. Assessment for English outcomes is ongoing in how students engage
with different text types, research strategies etc. Assessment for knowledge and
understanding of geography content is sequential: starting with the event of the
bushfire, then moving on to effects of bushfires, then finally looking at the
causes of bushfires. This content is researched progressively in small research
activities and recorded in individual databases.
Week
1

2
3

Assessment
Pre-test discussions and K of KWL. Brainstorm and record W for
first time. Create data bases for digital research. Research basics of
bushfires and analyse some sources.
Evidence of reading for gist in research comprehension activity.
Create plan for recount. Update KWL chart.
Create own imaginative/real-life recount. Comparing and contrasting
skills Before and After source analysis. Annotated pictures in
database. Respond/give feedback. Update KWL chart.
Data analysis Bureau of Meteorology research. Create
weather/bushfire maps. Report deconstruction. Create video report
News Report Important things that happened at lunchtime.
Update KWL chart.
Discussions/deconstruction of video how to recipe procedural text
type. Research steps to take, what you need etc. in case of bushfire.
Create bushfire action plan and preparation guide. Update KWL
chart.
Update of KWL chart. Research into causes and
human/weather/environmental factors of bushfires. Activity for
building presentation skills formative assessment of individual
skills practice.
Begin final summative assessment task. Create recount comparison.
Create presentation plan including delegating responsibilities/roles.

Research: old and new what has changed in terms of

reacting/preparing/managing/reporting bushfires? Update KWL chart.
8
Combining research about bushfire data over time and create visual
display for group presentation. Create key and build other
geographical analysis skills evidence as signpost for large
summative assessment. Update KWL chart.
9
Combine visual display with bushfire-related report text type, which
narrates the different aspects of the presentation. Giving/responding
to feedback. Record presentation/finalise format. Update KWL chart.
10
Respond to feedback/give feedback. Refine presentation/format.
Final presentations. Update KWL chart.
*Aside from KWL charts, checklists etc. anecdotal notes are taken by the teacher
roving the classroom as a response to discussions.
Assessment OF Learning
Students create their own video report about an issue. Students
manipulate and apply report features for a specific purpose and audience,
using creativity and group collaboration.
Students create an imaginary or real-life recount, utilising structures and
facets of recounts analysed and contrasted as a class.
Students create a how to pamphlet after deconstructing a television chef
video. Their booklets will be individual and based on something especially
relevant to them as individuals (e.g. how to play soccer, how to build a
cubby house)
The major summative assessment task for this unit is a group presentation
at the end of term. The group presentations provide evidence of student
learning about the bushfires and their successful ability to create different
text types for a specific purpose. Presentations must include a recount,
report and procedural text.
The final summative assessment will require students to individually
submit drafts for their allocated part of the presentation (e.g. roger is
doing the report). Students will apply feedback in how they refine their
drafts and work towards a final submission to be included in the final
presentation.
Rubric developed for final presentation
Research databases are assessed summatively and compared with final
presentations.
Assessment FOR learning
As the unit progresses students are updating a KWL chart (What you know,
what you want to know, what youve learned).
What you know: diagnostic assessment at the beginning of the unit
informs what content need to be focused upon throughout the unit.
What you want to know: Students discuss and record what they want to
know as a class. These discussions inform student-led inquiry. Specific
content foci will be developed about bushfires. This strategy will also be
completed throughout the unit in relation to the different text types

students are engaging with this informs the creative direction of their
own creations
Discussions are vitally important, as well as recorded brain-storming
sessions as a class. These give direction to the unit and give students a
touchstone for their individual and group works.
Students will revise their own work based on peer and teacher feedback
(based on drafts and discussion). Feedback will be regular and consistent
to allow students to develop their compositions and ideas about their own
learning reflection.
Unit-overview rubric for teacher reference: developed according to key
understandings, skills, knowledge and strategies.
As students update their research databases. Databases are accessed by
the teacher and inform what else needs to be covered as well as indicate
research skills.

Assessment AS Learning
As with the research aspect of the KWL chart (what students want to
know), the what I have learned section will be a running record after each
text type.
What I have learned: These records will be informed by discussions
between the whole class, small groups and pairs.
As students learn throughout the unit, record brain-storming sessions
(discussions) as well as their research.
Students reflect on feedback they have been given and provide evidence
in how they redraft and adjust their summative tasks.
Students reflect on the learning journey visible in their database entries.

Learning Experiences
Three Week Plan
This plan outlines week 3, 4 &5 of my ten week unit. Throughout the unit varying
student groupings have been used. This is partly to increase engagement and
accessibility for differentiate student abilities, and partly to develop student
feedback and collaborative skills.
Instruction is not presented in an in-depth manner but relies on a variety of
modelling and instructional methods. These include modelled, guided and shared
instruction models in simple graduations as students become more accomplished
with a skill and/or develop understandings about content.
Opportunities for assessment have been noted in my three week plan; however
the entire unit is reliant on continual anecdotal assessment recording. Checklists
are also used for macro learning outcomes and skills throughout the unit. There
are many summative assessments in these three weeks to provide learning
evidence. Anecdotal, checklist and summative assessments are collated
according to the overall learning outcomes to provide hard data and other
evidence for each student at the completion of the unit.

This is an inquiry classroom which has a strong research-skills foundation.

Students routinely embark on research discovery missions to learn new skills,
content and topical areas of interest. There are clear practices regarding the use
of ICT as well as harmonious group participation. Group work rituals and routines
outline positive participation and feedback practices (sharing and accepting).
Instruction/modelling time is kept to a minimum as students who require further
assistance know they can remain with the teacher for another 5-10 minutes for
further explanation/discussion, or touch base once they have started. Seeking
assistance is also a shared responsibility; students seek out other students
before the teacher, and if they cant help, ask the teacher with other people who
need the same assistance.
Week 3

Learning Sequence
Reading of The Hidden
Forest by Jeannie
Baker
Begin with discussion
recap facets of a
recount. Identify
characteristics in The
Hidden Forest Look at
planners from last
lesson.
Brainstorm ideas for
recount theme/style on
board.
Discuss further in pairs
Compose
imaginative/real-life
recount.
Teacher roaming time
while students work on
task.
Sharing of some
recounts at the end of
the lesson in a group.

Lesson 1
Literacy
Planning
sequence:
Beginning
Who, what,
when, where
and why
Middle 1, 2, 3
details
End personal
comment or
outcome
Recount types:
Journal
Diary
Newspaper
account
Biography
Eye-witness
account
Writing:
Order events
Clear ideas
Voice
Word choice
Presentation

Strategies
Prior
knowledge
Describe
characterist
ics of texts
Main ideas
and details
Monitoring
meaning
Fact or
opinion?
Planning for
specific text
types
Create
engagemen
t by using
main idea
then
details
Compare
and
contrast
perspective
s
Connect
ideas and
make
meaning by
using
personal
experiences
Plan, revise,

Assessment
Establishing
prior
knowledge
in
discussion
Student
recounts
(summative
)
Resources
Materials
The Hidden
Forest by
Jeannie
Baker

rehearse,
record and
perform
presentatio
ns
Differentiatio
n
Authenticity
and
relatability
of task
personal
Paired work
Multimodal
engagemen
t

Learning Sequence
Engage with
makeover before/after
photos
Discuss what makes
them engaging
What is the best way to
present before and
after pictures about
natural disasters?
Introduce research task
and strategies
Clear guidelines for
research natural
disasters, maximum of
three comparisons
ICT time working in
pairs searching for
relevant pictures,
construct basic report
to compare before and
after
Annotate pictures
Save work

Lesson 2
Literacy
Practise small
report for
before/after
analysis:
Heading
Brief
introductory
statement
Annotated
pictures
Sum up

Strategies
Research and
literacy skills:
Experiment
by using a
variety of
multimedia
formats
Create
engagemen
t by using
main idea
then
details
Describe
characterist
ics of texts
Main ideas
and details
Compare
and
contrast
Differentiatio
n
Visual/ICT
engagemen
t
Pair work
Structure

Assessment
Research
skills prior
knowledge
Research
skills
application
(anecdotal/
checklist)
Studentpair small
reports and
annotations
/captioning
Resources
ICT access
Makeover
before/after
photos
To get them
started:
http://www.
businessinsi
der.com.au/
satelliteimagesnaturaldisasters2011-3?

worked out
collaborativ
ely fill in
gaps then
move

towards
more
detailed
structure

Learning Sequence
Share some before and
after photos from the
previous lesson
Discussion subject of
examples
What is the best way to
present photos?
Discuss captioning and
small informational
report structures
Come up with basic
structure
ICT time working in
pairs searching for
relevant pictures,
construct basic report
to compare before and
after
Sharing time/summingup time discuss visual
devastation. Useful
technique for full
reporting.
Save work in databases
individually
Share reports with
class
Update KWL charts especially W. How can
this activity be applied
when researching a
specific bushfire?

Lesson 3
Literacy
Strategies
Writing:
Research and
literacy skills:
Heading
Brief
Experiment by
introductory
using a variety
statement
of multimedia
Annotated
formats
Create
pictures
Sum up
engagement by
Clear idea
using main
Voice
idea then
Contentdetails
specific
Describe
lexicon/voca
characteristics
bulary
of texts
Presentation Main ideas and
details
Compare and
contrast
Differentiation
Visual/ICT
engagement
Pair work
Structure
worked out
collaboratively
fill in gaps
then move
towards more
detailed
structure

op=1#befor
e-the-1980mt-sthelenseruption-1
Google
image
search etc.

Assessment
Research
skills
Prior
knowledge
Research
skills
application
(anecdotal/
checklist)
Studentpair small
reports and
annotations
/captioning
(summative
)
ICT
KWL charts

Week 4
Learning Sequence

Lesson 1
Literacy

Strategies

Assessment

Look at Bushfire
Warning and Incidents
website Shared
reading and analysis.
Department of
Environment and
Primary Industries
shows current fires in
the state (outside
bushfire season will
most likely all be
controlled)
Hypothetical
discussion. What
information would be
useful to you if you
were the head of the
RFS?
Collect answers e.g.
number of state
forests, hectares of
forest area, bushfire
prone areas, populated
areas near bushfireprone land etc.
Model task: Using a
print-out map of
Victoria plot bushfires
annotate with size of
fire and status.
Divide class into small
groups, half will work
plotting current
bushfires, and half will
work on plotting black
Saturday bushfires.
Utilise resources on
right
Save in individual
databases
Sum up as group

Learning Sequence
Watch video: Fake
news report (link on
right)

Small report
include
basic facets
Introduction,
some details
and sum-up
Shared
reading
Reading for
gist and
comprehensi
on strategies
Reading
texts for
specific
purposes
Navigating
texts and
sources
online

Independent
reading
Skimming and
Scanning
Reading for Gist
Monitoring
meaning
Experiment by
using a variety
of multimedia
formats
Read-aloud
Differentiation
ICT/mathemati
cs/artistic
engagement
Research
simpler for
students
completing
current
bushfires
Student
collaborative
task

Lesson 2
Literacy
Report text

type
analysis and

Strategies
Describe
characteristics
of texts

Completed
maps and
annotations
Monitor
group
participatio
n
Research
skill
application
ICT
Resources
DEPI:
http://www.
depi.vic.gov
.au/fire-andemergencie
s/warningsbushfiresandincidents
Black
Saturday:
http://www.
ausemaps.com/
bushfires.ht
ml

Assessment
Report
structure
worksheet

Hand out report

structure plan
Watch video again and
record information into

report plan as it
presents itself.
Talk about language
used, discuss format
and its uses
Model task briefly with
class as shared task
what happened in the
cricket last
week/topical news
Brainstorm report topic
ideas
Outline task students
collect information on
a topic of their
choosing, creating dot
points and headings on
their own planner
Student individual
work
Pair-share feedback
Sum-up and take note
of progress

Learning Sequence
Perform own report to
the class using
correspondence

reproduction
Specific
informationa
l facets
Plan, draft
and publish
routines

Vocabulary
Progress on
notation and
individual
application
planners
Main ideas and Resources
details
Youtube
Planning for
report:
specific text
https://www.yo
types
utube.com/wat
Use drafts,
ch?
editing and
v=aHun58mz3
final products
vI
in writing
compositions
Report
Create
structure plan:
engagement
https://www.go
by using main
ogle.com/url?
idea then
sa=t&rct=j&q
details
=&esrc=s&sou
Read-aloud
rce=web&cd=
Apply feedback 2&sqi=2&ved
and make
=0CDkQFjAB&
alterations
url=http%3A
Connect ideas
%2F
and make
%2Fwww.aquin
meaning by
as.qld.edu.au
using personal
%2Findex.php
experiences
%3Foption
Differentiation
%3Dcom_doc
Visual/Auditory man%26task
engagement
%3Ddoc_downl
Is ability scaled oad%26gid
topic of own
%3D40&ei=AN
choosing/stren
FOVPuDDqaw
gth
mwXEYHoAw&usg=A
FQjCNGnEj0BR
nBP-PQ36FQCktaEv
JAoA&sig2=B0
miNBMescWge
uaPJxn-Bg

Lesson 3
Literacy
Report text

type
analysis and

Strategies
Describe
characteristics
of texts

Assessment
Finalised
draft
planners

structure (military)
Discuss report facets
again
Talk about progress so
far, what students
need to work on to
complete published
report
Record key points on
board to provide
touchstone for
students
Individual work
Presentation of some
finished work
KWL Charts

reproduction
Specific
informationa
l facets
Plan, draft
and publish
routines
Give and
accept
feedback
to/from
teacher and
peers

Vocabulary
notation and
application
Main ideas and
details
Planning for
specific text
types
Use drafts,
editing and
final products
in writing
compositions
Create
engagement
by using main
idea then
details
Read-aloud
Apply feedback
and make
alterations
Connect ideas
and make
meaning by
using personal
experiences
Differentiation
Group work
Scaled task
two report
scaffolds with
varying level of
complexity

Finished
product
Student
feedback
and
discussion
Student
Presentatio
ns
KWL Charts
Resources
Need to
write topical
report for
engagemen
t
Workbooks

Week 5
Learning Sequence
Watch Mars Bar Slice
cooking video
Introduce procedural
texts
Make comparisons to
video structure
Introduce task students
work in teams to come
up with their own

Lesson 1
Literacy
Audience

Plan,

rehearse
presentation
Imaginative

and
multimodal
composition
s

Strategies
Prior
knowledge
Describe
characteristics
of texts
Main ideas and
details
Planning for
specific text

Assessment
Establishing
prior
knowledge
about
procedural
texts
Performanc
e-based
assessment

procedural skit. Students

have to include facets of
procedural text type
Brainstorm
collaboratively topic
ideas
Group work time
Presentation of skits

Procedure:
Introduction
Maybe
equipment
needed
Series of
sequential
steps
Conclusion

Lesson 2 Bushfire
Learning Sequence
Literacy
Revisit procedural
Text
what other scenarios
structures,
could this text type be
language
useful?
features,
Link to bushfires
images and
How to: Escape a
sound
bushfire, plan for a
appropriate
bushfire, protect your
to purpose
house etc.
and
Create a collaborative
audience
procedural text-type
Use of ICT in
plan to be used as a
publication
Perspective
touchstone
Outline task students
analysis
work in pairs to create Procedure:

types
Combine text
types clearly
Experiment by
using a variety
of multimedia
formats
Connect ideas
and make
meaning by
using personal
experiences
Plan, revise,
rehearse,
record and
perform
presentations
Differentiatio
n
Different
learning types
audiovisual/drama
Group
collaboration
Authentic
student-led
activity

Action Plan
Strategies
Prior
knowledge
Independent
reading
Main ideas and
details
Compare and
contrast
Fact or
opinion?
Planning for
specific text
types
Combine text
types clearly
Use drafts,

outcomes
with texttype
inclusion checklist
Resources
https://www.yo
utube.com/wat
ch?
v=7SW9i3ZFZ
54

Assessment
Establishing
prior
knowledge
Saved
progress in
databases
Resources
Touchstone
board
ICT
Bushfire
reaction:
http://www.dfe
s.wa.gov.au/sa
fetyinformatio

an action plan. This

can be a preparatory
plan or a reaction plan.
Task must include an
outside personal
perspective.
Include multimodal
elements embed
videos and/or pictures
Use of ICT and saved
in individual databases
Sum-up and note
progress

Learning Sequence
Watch Bushfire Action
Plan video
Ask students to
collaboratively outline
procedural elements of
video and record on
board
Recap progress of
paired group-work
Whats next?
Collaborate and record
on board
Recap task:
How to: Escape a
bushfire, plan for a
bushfire, protect your
house etc.
Keep working on task
but begin with a
feedback exercise,
combining pairs of
students to give
feedback to each other

Introduction
Maybe
equipment
needed
Series of
sequential
steps
Conclusion

editing and
final products
in writing
compositions
Experiment by
using a variety
of multimedia
formats
Create
engagement
by using main
idea then
details
Compare and
contrast
perspectives
Differentiation
Paired work
Touchstone
board
ICT
accessibility

Lesson 3
Literacy
Text

structures,

language
features,

images and
sound

appropriate
to purpose

and
audience
Use of ICT in
publication

Perspective
analysis
Reflection

and

feedback
elements
Procedure:
Introduction
Maybe
equipment
needed

Strategies
Main ideas and
details
Compare and
contrast
Fact or
opinion?
Combine text
types clearly
Experiment by
using a variety
of multimedia
formats
Compare and
contrast
perspectives
Read-aloud
Apply feedback
and make
alterations
Plan, revise,
rehearse,
record and
perform

n/fire/bushfire/
pages/survivea
bushfire.aspx
Bushfire
preparation:
http://www.dfe
s.wa.gov.au/sa
fetyinformatio
n/fire/bushfire/
pages/prepare
beforetheseas
on.aspx

Assessment
Presentatio
n: some
shared
procedures
Completed
procedures
KWL
Resources
Touchstone
board
ICT
https://www
.youtube.co
m/watch?
v=-ZSHEEr3mw

before continuing.
Teacher roaming and
assisting
Update KWL charts

Series of
sequential
steps
Conclusion

presentations
Differentiation
Paired work
Touchstone
board
ICT
accessibility

Create own imaginative/real-life recount. Comparing and contrasting

skills Before and After source analysis. Annotated pictures in
database. Respond/give feedback. Update KWL chart.
Data analysis Bureau of Meteorology research. Create
weather/bushfire maps. Report deconstruction. Create video report
News Report Important things that happened at lunchtime.
Update KWL chart.
Discussions/deconstruction of video how to recipe procedural text
type. Research steps to take, what you need etc. in case of bushfire.
Create bushfire action plan and preparation guide. Update KWL
chart.

Bushfire Resources
Natural Disasters Booklet
https://www.scootle.edu.au/ec/resolve/view/M012793?accContentId=ACHGK030
Bushfire Interactive
http://www.cfa.vic.gov.au/kids-schools/secondaryschools/interactive/index.htm#/enter
Bushfires Fact File
http://www.gtav.asn.au/CMS200/files/cms_files/Bushfires_final_txt_LR.pdf
Bushfire Preparation
http://www.sl.nsw.gov.au/discover_collections/history_nation/agriculture/working/
conservation.html
Fire Safety Tips for Farmers
http://www.cfa.vic.gov.au/plan-prepare/fire-safety-on-the-farm/
Comprehensive Bushfire Information (very good resource)
http://www.bushfireeducation.vic.edu.au/
Bushfire reaction:

http://www.dfes.wa.gov.au/safetyinformation/fire/bushfire/pages/surviveabushfire
.aspx
Bushfire preparation:
http://www.dfes.wa.gov.au/safetyinformation/fire/bushfire/pages/preparebeforeth
eseason.aspx
DEPI:
http://www.depi.vic.gov.au/fire-and-emergencies/warnings-bushfires-andincidents
Black Saturday:
http://www.aus-emaps.com/bushfires.html
Before and After Photos
http://www.businessinsider.com.au/satellite-images-natural-disasters-2011-3?
op=1#before-the-1980-mt-st-helens-eruption-1

Reference List
Victorian Curriculum and Assessment Authority. (2014a). The Humanities
Geography Curriculum 5-10. Retrieved from http://ausvels.vcaa.vic.edu.au/TheHumanities-Geography/Curriculum?layout=2
Victorian Curriculum and Assessment Authority. (2014b). English Curriculum F-10.
Retrieved from http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-10#level=5