Lesson 2 - Understanding

Content Descriptors from the Australian Curriculum

Knowledge and Understanding: Collect, select and record relevant geographical data and information, using ethical protocols, from appropriate primary and
secondary sources (ACHGS048)
Geographical Inquiry and Skills: Interpreting, analysing and concluding: Apply geographical concepts to draw conclusions based on the analysis of the
data and information collected (ACHGS052)
Geographical Concept Sustainability the capacity of the environment to continue to support our lives and the lives of other living creatures into the future.
Time

20
mins

30
mins

Learning procedures

Teacher Talk

Phase 1 Introduce, engage,

focus, advance organiser,
review prior knowledge,
hook
1. Greet the
students a give a
summary of what
the focus of the
lesson is
2. Set the
expectations of
the lesson for
both behaviour
and work
3. KWL What do
you know? What
do you want to
know? About
water, where it
comes from, why
do we use it, who
uses it most?
4. Students carry
out an
information task:
Create a class
glossary
students are
given a word or
key term to
provide a
meaning for and
these are placed
on the class
glossary poster.
5. Go through each

Good morning Seniors. This lesson will be focused on two topics

water forms and water usages around the world. You will be
viewing a website and collecting notes in order to create your own
information brochure. Until that time, I will need all eyes and ears
focused on me so that I know that you know exactly what to do.
Before we go any further, I would like you to take a few minutes to
fill out this form for me. There are 3 boxes What do you already
know? What do you want to know? What have you learnt? Today, I
only need you to fill out the first two boxes. So now that we know
a little bit about water and rainfall, what could you say you
already knew about water? You only need to write a sentence or
two, or some dot points. Then, write some dot points about what
you want to know. Some key focus questions include: where does
water come from? Where is it used? Who uses it the most? Where
is it kept?
This lesson will incorporate several words or terminology that you
might not know the meaning of. Therefore, to begin, you are going
to find the definitions of these words and create a class glossary. I
will hand out a piece of paper with a word on it. You are to use
your ipad or ipod dictionary to find its appropriate meaning (this
differs from a published dictionary as there are alternative
meanings) and place the words on the glossary in alphabetical
order.
Awesome work everyone. Ill go through each word and their
meaning.
Today you are going to be viewing a website that provides
information about the water in the world. It will include topics such
as how much of the worlds water is able to be consumed and
used as well as how water is being used around the world. Your
task is to collate notes for your virtual diary, supported with
images and diagrams, demonstrating your knowledge of uses for
water in the world.
Alright, before I send you off to the computers, who can explain to
me the purpose and expectations of this task? So using the
website, collect notes on what forms water is in and what
purposes fresh water is used for around the world. You are able to

Resources and ICTs

KWL sheet
Internet access
Computers or iPads or iPods
Weebly website link World
Water Usage
http://waterusagecqu.weebly.c
om/
Example Brochures from the
tourism information store.
White A4 paper
Drawing equipment
Printer
Class dictionary set
A large poster for the glossary
Strips of paper to write
definitions on
Bluetack
Email School email addresses
Penzu - https://penzu.
com/journals
/13469836/
16086287
Interactive Water graphic
http://www.angelamorelli.co
m/water/

Assessment &
feedback

Virtual Diary
Did the
students
include all of
the necessary
information
supported by
images,
quotes, data
and statistics,
and graphs
Notes
collated from
the website
Behavioural
feedback
from the
students
Verbal
feedback
from the
students
Participation
within the
lesson
The answers
students
provide in
relation to
various
questions
asked
Brochures
displayed
around the

6.

10
mins
7.

8.
9.

word and their

meaning
Explain to the
students that
they will be
viewing a
website that
provides
information
about how much
of the worlds
water is available
to use and
consume and
how this water is
used around the
world.
Explain that their
task is to collate
notes on the
different topics
and reflect on
these in their
virtual diary
Re-explain cyber
safety
Model to the
students how to
insert a picture
with their diary
entry

Phase 2 Develop skills &

knowledge, build, practice,
acquire, integrate, extend,
refine

1. Allocate computers or
digital devices to all
students
2. Provide the Weebly
website link to
students (World
Water Usage)
3. Students use the
website to gather

take photos of images, draw illustrations, draw graphs and charts,

however you also reflect on what you have learnt in your virtual
diary. Remember to use titles, subheadings and specific
terminology and language. Make it informative.
Before we move off, we need to briefly re-discuss cyber safetly
and rules. Who can tell me what our 5 rules are? The 5 Ps =
Profile, positive, permission, privacy and protect.
Girls and boys you may move off to your computers now.
Remember to take your note-taking equipment with you.
The only link you are able to visit is
www.waterusagecqu.weebly.com

The website displays a graph showing the different forms of water

and most importantly, how much of all the water in the world is
available for use and consumption. It also has 3 images that you
can click on which will take you to another page on the same site.
These pages will provide you with another graph showing the
usages of the fresh water available as well as texts going into
more depth into how the water is used within that category. So
the three categories that water is used for are Agriculture, so
things such as irrigation and livestock. These are words on our
glossary. Industrial, so how water is used for manufacturing
purposes and municipal, meaning for the city how is water used
locally and within your household? Once you have collected your
notes on each topic, use Penzu to fill out your next chapter of your
virtual diary. Use the information provided. Be creative. Draw
graphs and images. Think about what statements from the texts
could be used as quotes in your diary. Remember, you must make
reference to the website you have used to gather all of your
information and images from.

room
responses
from other
students,
parents and
teachers
Anecdotal
notes

information on how
water is used around
the world and in
what forms is the
worlds water in?
4. Identify some
statements that the
students could say
about the data
provided
5. Students write the
next chapter of their
virtual diary. They
use images, quotes,
data and graphs to
support their written
text
6. Remind them to use
specific
language/terminolog
y/data
Phase 3 Conclude,
culminate, draw together,
review & summarise key
learnings, checks for
learning, consolidation,
homework/review tasks
1. As a class, display
the interactive water
information graphic
2. What data can be
found?
3. Ask students what
parts of the lesson
they found
interesting and
informative. What
did they enjoy and
learn throughout the
lesson?
Reflection Questions and Feedback

Now we are going to view this interactive graphic with facts about
water and how it is used by humans. What percent of water is
used by humans? *based on previous activity*
How do you think you all went?
Out of class pass: Hands on your heads when you can think of a
factual point you found on the website and you wrote about it in
your virtual diary.
What did you find interesting about the website? Was it beneficial
limiting only one site for you to gather information from? Did it
provide you with all of the information you needed?

 What aspects and strategies of teaching this topic would I continue to do? What did I do really well?
How could I improve myself for the next lesson?
Was it the best learning style for all students?
Did I use a variety of activities, strategies and methods, catering foe every students learning styles and preferences?
Was it engaging and interesting for all students?
Did the learners actually learn what I taught them? How do I know this?
Did I teach them in a way that they are able to understand?

Resources
Weebly website:
http://waterusagecqu.weebly.com/

View interactive water graphic

http://www.angelamorelli.com/water/