Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: 12:30-1:20 Date: Students Prior Knowledge:
01/05/2017
- Climate, natural vegetation, landforms, native animals
Learning Area: of the continents of Africa and Europe, and the location
in relation to Australia
Humanities - Extensive ipad use
- Introduction to reading and recording information
using graphs

Strand/Topic from the Australian Curriculum

Geography: Factors that shape the environmental
characteristics of places
The main characteristics (e.g. climate, natural vegetation,
landforms, native animals) of the continents of South
America and North America, and the location of their major
countries in relation to Australia (ACHASSK111)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities introduced in the first lesson
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
ProficienciesMathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Collect relevant information on climate including temperature, natural disasters and precipitation
Represent information collected regarding climate in a digital manner using chartsgo
Work in a team collaboratively, discussing ideas and contributing to the completion of the task

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

- Collecting the schools ipads for the lesson
- Ensuring all ipads are charged
- Completion of Lesson one
- Pens for all students and A3 paper for each group
- Computer projected onto screen at front of class
- Students with hearing and visual impairment
seating close to the front of the room when
instructions are given
- Ensure that when allocating groups students
who are known to not work well together aren't
grouped together
- Ensure an even spread of abilities throughout
the groups

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
- Was the required information collected using the Internet and other resources the students had access to?
- Was the information collected, accurately represented using charts go?
- Did the students copy an exact chart, which they had found on the internet?
- Did the students ask group members for help before consulting with the teacher?
- Did any groups extend themselves, recording additional information that wasnt required but still apart of
climate

Teacher self-reflection and self-evaluation:

- How can this be improved? Were the students able to navigate chartsgo, or is there a more suited program?
- Was there enough time for the students to complete the task
- Did the students stay on task for the most part of the lesson

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
12:30 1. Students while sitting in their seats, active listen to the front of the
classroom, where the teacher is standing
2. The teacher tells the students In todays geography lesson we are
continuing with our webquest. Today we are looking at Climate. Can
anyone tell me any features that may contribute to a countries Brainstorm on board in
climate? front of the classroom
3. Brainstorm on board anything associated with climate with Climate written in
the middle
4. The teacher lets the students know that the 3 areas within climate
that they must collect information for their country is; precipitation,
temperature and natural disasters.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

12:50 Computer projected
1. A brief introduction of how to use charts.livegap Show an example http://charts.livegap.com
using the program onto board

A3 paper and pens

12:55 2. One of these areas of climate (see step 4 in introduction) will then be
represented on the charts.livegap The groups allocated from the
previous lesson will come together
I-pads
3. One member from each group will collect an ipad for all students in
the group
4. Research will begin, recording the information using a pen and paper
5. Information recorded on charts.livegap and saved to groups google
document

Lesson Closure:(Review lesson objectives with students)

1. Students instructed to save all information and type up shared A3
1:20 paper onto their group google document

1:25 Transition: (What needs to happen prior to the next lesson?)

1. The teacher says Next lesson we are looking at animals. Have a
think about what animals may be native to your country, or ask your
parents if they know of any
2. One person from each group (different from last week) can you stand
up and tell the class one thing you learnt about your country, make
sure you remind everyone what country you are doing.

Assessment: (Were the lesson objectives met? How will these be judged?)
- Teacher will be sweeping the classroom making sure all students are
on-task
- The teacher will have access to all the groups google documents, and
can see if information gathered was relevant to their country
- When the students present their findings in lesson 5 the teacher will
be able to have a true indication of which groups understood the task
- Were there any disruptions or arguments and how there they
resolved