teaching resource

Natural Disasters Report – Mini Book Template

Updated: 21 Aug 2024

Download this natural disasters information report template to use when teaching informative writing to primary students.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 4

Curriculum

VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
VC2E2LY12

Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>
VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>
VC2E3LY12

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>
VC2E4LY10

Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>
VC2E4LY11

Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

EN1-VOCAB-01

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-CWT-01

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN2-RECOM-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-CWT-01

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience

teaching resource

Natural Disasters Report – Mini Book Template

Updated: 21 Aug 2024

Download this natural disasters information report template to use when teaching informative writing to primary students.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 4

Download this natural disasters information report template to use when teaching informative writing to primary students.

Looking for a Natural Disasters Information Report Template?

When teaching students a new text type, it’s crucial to provide guidance that helps them grasp the genre’s structure. As their understanding grows, this support can be gradually lessened and eventually phased out.

This natural disasters information report template has been designed by our expert teacher team to help your students write an informative text about a natural disaster of their choice. The resource contains four A4-sized pages in landscape orientation. Each page includes two mini-book pages (eight pages in total). This printable natural disasters report template includes:

A title page
Description
Classification
Time and Place
Causes
Effects
Interesting Facts
Conclusion

The booklet contains space for both written and visual information (such as drawings and labelled diagrams).

This resource downloads as a printable PDF and an editable Google Slides document. If you wish your students to complete the activity digitally, simply delete the writing lines and add in a text box for your students to type in.

This natural disasters information report template provides a great opportunity for cross-curricular integration by addressing both English and Science curriculum standards.

Using This Natural Disasters Information Report Template

This information report template can be used in various ways when exploring informative writing with your students. Here is one suggestion from our teacher team that you may wish to consider:

Introduction to Information Report Writing – Start by introducing the concept of report writing to your students. Explain that informative writing is a type of writing that explains a particular topic using facts. Provide some examples of topics such as animals, plants, countries, special events or natural phenomena.
Exploring Natural Disasters – Explain the concept of a natural disaster to the students. You might like to show images or video footage of natural disasters such as storms, floods, volcanoes, earthquakes and avalanches. Have students name some of the disasters that occur in their local area.
Choosing a Disaster – Once students have a good understanding of what natural disasters are, it’s time for them to choose one to research! Alternatively, choose a disaster for the whole class to research as a shared or small group activity.
Researching a Natural Disaster – Provide or guide students to age-appropriate resources to inform their research into their chosen natural disaster. Have students record their information in their workbooks as dot points under relevant subheadings.
Writing a Report – Once the students have completed their research, have them complete the natural disasters information report template.

Download and Create This Information Report Template

Use the dropdown menu on the Download button above to access either the quick-print PDF or the editable Google Slides version of this resource. (Note: You will be prompted to make a copy of the Google Slides template before accessing it.)

To assemble the mini book, follow these simple steps.

Download the PDF version of the reader by clicking the Download button.
On your printer, select double-sided printing. Be sure to flip on the short edge.
Compile the pages, making sure the first page is at the bottom of your pile.
Fold your collection of pages in half to make a book.

This resource was created by Lindsey Phillips, a Teach Starter collaborator.

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Curriculum

VC2E2LY11

Create short narrative, informative and persuasive texts for familiar audiences using simple text structures, topic-specific vocabulary and multimodal elements as appropriate <ul> <li>creating texts so that readers and/or audiences follow the sequence of ideas or events, using vocabulary (including topic-specific vocabulary) appropriate for the purpose</li> <li>using digital tools to create texts</li> <li>using simple and compound sentences correctly and flexibly to express and combine ideas</li> </ul>
VC2E2LY12

Re-read and edit texts for spelling, sentence boundary punctuation and text structure <ul> <li>reviewing and developing sentences; for example, adding prepositional phrases such as ‘with a long tail’ to improve descriptions</li> <li>editing by adding, deleting or changing vocabulary to improve a text; for example, replacing an everyday noun with a topic-specific one</li> <li>reviewing sentences for grammatical accuracy, for example use of pronouns</li> </ul>
VC2E3LY11

Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate <ul> <li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li> <li>researching a topic to prepare an oral or multimodal presentation</li> <li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li> <li>explaining ideas to a peer when planning a presentation</li> <li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li> <li>using appropriate simple and compound sentences to express and combine ideas</li> <li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li> <li>using digital tools to plan, sequence, compose and edit texts</li> </ul>
VC2E3LY12

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation <ul> <li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li> <li>checking for correct use of apostrophes for contractions and to indicate possession</li> </ul>
VC2E4LY10

Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>
VC2E4LY11

Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

EN1-VOCAB-01

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-CWT-01

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN2-RECOM-01

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-CWT-01

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-02

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
EN2-CWT-03

Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience

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