Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Students Prior Knowledge:

Year Level: 4 Time: 8:30 9:15 Date: 21/03/2016

Learning Area: HASS - Geography

Students have a sounds understanding of what

a Biome is and how they differ along with the
different climate conditions

Students have chosen a Biome, created a

collage and researched the different types of
flora, fauna, and climate conditions.

Strand/Topic from the Australian Curriculum

The importance of environments, including natural
vegetation, to animals and people. ACHASSK088
Identifying the main types of vegetation, including forest,
savannah, grassland, woodland and desert, and explaining
the relationship between climate and natural vegetation
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

Ethical
behaviour

creative thinking

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

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:
Created a ThingLink with appropriate amounts of information

Understanding the characteristics/ important features of their chosen Biome

Distinguish the different types of Biomes
Teachers Prior Preparation/Organisation:

Provide a checklist for students to complete

(Thinglink)
Make sure mindmaps have been completed.
ThingLink resource is available
Interactive white board demonstration

Provision for students at educational risk:

Students who are not ICT competent will be

close to the teacher for step by step
instruction.
Checklist is given for those needing motivation.
Those who finish early will be asked to
research another Biome.


LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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

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

Time

8:30am

8:40am

9:10am

Motivation and Introduction:

Reflect back on Popplet mind map.

Speak about the different types of biomes to refresh memory.

Ask some students to engage with the class by stating some

interesting facts they had gathered whilst creating the mind map.

Introduce the next step explaining that they will need to use their
research (mind map) to now design an interactive online poster on
ThingLink.

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

Ask students to collect a laptop/ipad and when completed, look at the
interactive white board.
Use prezi to present ThingLink, explaining to students what they are
expected to do.
Using your checklist, transfer the information you gathered from popplet
to ThingLink. Your poster should include at least 5 tags that contain
informative facts about your chosen biome.
Perform a demonstration on the interactive board so all students have
a visual idea of what is expected of them.
Make sure all students have created an account/log in as student to
complete the next step.
Allow students to begin working on their project.
This is an opportunity for the teacher to walk around the classroom
and assist those in need but also to observe the students level of
work

Resources/References
Align these with the
segment where they will
be introduced.

www.ThingLink.com

Ipad/laptop
Whiteboard

Checklist

Lesson Closure:(Review lesson objectives with students)

Once all checklists have been completed, the students will then be
asked to save their work.
The teacher will collect the checklists which will also have a record of
the students login in details for safe keeping.

The teacher may ask for some students to describe what they liked
about using thingLink and how they think they went.
The teacher will explain that this lesson sets them up for an exciting
way to display their work ( final lesson; QR codes)

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

Students need to carefully pack away laptops/ipads
Hand in checklist and log in details to teacher
Sit at the desk and wait further instruction from the teacher.
Assessment: (Were the lesson objectives met? How will these be judged?)
The Thing Link poster is the main assessment of this lesson as it
displays what the student understands about their biome.
The teacher will be looking at the content difficulty, time management
and organisation when it comes to the poster.
If the students meet all three objectives, the interactive poster should
contain several pieces of detailed information, correct grammar and
show a personal level of understanding.