Year Level

Year 5

Duration

45 minutes

Class Size

25 students

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Curriculum Alignment

Australian Curriculum v9 - Humanities and Social Sciences (HASS)

Content Descriptions:

• AC9HS5S06 – Propose actions or responses to issues or challenges and use criteria to assess the possible effects.
• AC9HS5S02 – Locate, collect and organise information and data from primary and secondary sources in a range of formats.
• AC9HS5S01 – Develop questions to investigate people, events, developments, places and systems.

These content codes emphasise inquiry, proposing actions, and organising information—all aligned with reflecting on floods and fires and planning personal safety actions.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Reflect on the key learnings from previous lessons about floods and fires.
2. Create a personal action plan that outlines specific steps they and their families can take to prepare for floods and fires.
3. Understand the importance of preparedness and community safety.
4. (Extension) Develop ideas for a community awareness campaign to share their knowledge and promote preparedness.

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Success Criteria

• Students can clearly describe at least three important safety measures to take before, during, and after a flood or fire.
• Students complete a detailed personal action plan using a guided template or independently.
• (For extension) Students articulate key messages for a community awareness campaign using creative media such as posters or digital presentations.

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Differentiation Strategies

• For students needing support: Provide a scaffolded personal action plan template with guiding questions and sentence starters. Use visuals and keywords relevant to floods/fires.
• For students working at standard: Encourage independent creation of their personal action plan, drawing on notes from earlier lessons.
• For advanced learners: Challenge them to conceptualise and start designing a community awareness campaign using posters or digital tools. Encourage them to think about target audiences and persuasive messaging.

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Resources Required

• Personal action plan templates (guided and blank versions)
• Whiteboard or projector for whole-class reflection
• Markers, coloured pencils, or digital devices for creating posters or presentations
• Chart paper or digital platforms (if doing community campaign extension)

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Lesson Breakdown

Time	Activity	Description
0–5 min	Introduction and Lesson Purpose	Briefly recap the unit: "Understanding Floods and Fires." Explain that today, students will reflect on what they have learned and create personal plans to stay safe. Present success criteria on the board.
5–15 min	Class Reflection Discussion	Open class discussion: ask students to share one important fact or safety tip they learned about floods and fires. Use a mind map on the board to capture their ideas, categorising into 'Before,' 'During,' and 'After' disaster actions. Encourage boys to engage through personal or family stories if comfortable.
15–35 min	Personal Action Plan Creation	Hand out action plan templates. Students work independently or in pairs to outline their personal safety plans. Support students who need it with the guided template and one-on-one help. Circulate and check for understanding. Prompts can include: “What would you do if you heard a flood warning?” or “Where would you go if there was a fire?”
35–40 min	Sharing and Feedback	Invite volunteers to share their action plans with a partner or small group. Students provide positive feedback and suggestions for improvement, fostering peer learning and confidence.
40–45 min	Extension and Closing	Introduce the extension task for advanced learners: design a community awareness campaign using posters or digital media to inform others about flood and fire safety. If time permits, students can begin brainstorming ideas. End with a brief reflection on why preparedness matters for everyone.

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Additional Notes for Teachers

• Ensure sensitivity to students who may have personal experience with floods or fires.
• Encourage a collaborative classroom environment, particularly as an all-boys school, by including partner and small group discussions.
• Model action plans in prior lessons if students are unfamiliar with this type of planning.
• Connect safety planning to real Australian local contexts, reinforcing relevance.
• Use age-appropriate language and visuals.

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This lesson ensures a rich conclusion to the unit, fostering deep student reflection and practical application of knowledge. It aligns directly with the Australian HASS curriculum expectations for Year 5 inquiry, critical thinking, and proposing actions to environmental issues and events.

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Summary of Curriculum References

• Propose actions or responses to issues or challenges and assess effects.
• Locate, collect and organise information from a variety of sources.
• Develop questions to guide investigations and inquiries.

These underpin investigation, critical reflection, and response within HASS for Year 5 students on the topic of disaster management and preparedness, matching the focus of creating personal action plans after learning about floods and fires.