Lesson Plan

Day: M T W T F
Year: 7

Date: 08/09/16

Time: 64 minutes

Learning Area: Humanities and Social Sciences

Geography
Curriculum content description: (from ACARA)

Topic:

Represent spatial distribution of different types of geographical phenomena

by constructing appropriate maps at different scales that conform to
cartographic conventions, using spatial technologies as appropriate.
(ACHGS050)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students have done mapping in term 1 of school and re-hash tests during
the year.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

Developing a map to show the spatial distribution of measures of the

liveability of their own map.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

Students will complete maps in

groups and that they follow the
BOLTSS guidelines for a map.
Ask questions to follow up.

On the completion of this lesson

students will be able to read a map
and understand if the liveability of
their map.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

Example map (for the board)

Whiteboard markers
A3 Paper for the maps x10
Rulers
Sort tables into group of three or fours or students go into their
sustainability groups
BOLTSS information sheet for the board

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

After having a conversation with my mentor teacher we came to the

conclusion that all the students will enjoy and be able to complete this
lesson.

Timin Learning Experiences:

g:
1. Introduction: (How will I engage the learners?)
5-10
minut
es

Introduce self
Introduce topic of mapping and explain why we are doing this topic
(A test coming up, may have mapping)
Explain the expectations and the reasoning behind this lesson
BOLTSS ask questions to see what they remember, and then rehash it.
Conclude with reminding students what is required on the map
2.

Sequence of learning experiences: (What will you do

to help the students achieve the learning objectives? What tasks and
activities will the students be involved in to help achieve the learning
objectives?)

45
minut
es

Task 1
- Reiterate expectations of the students maps
- Tell students to get into their groups (tables will already be
arranged before the lesson)
- Hand out the resources for the students to complete the task
- The students are then required to create their own map in groups
(following the guidelines)
The students are required to finish their map before the lesson is
complete
Key Words:
BOLTSS Border, Orientation, Legend, Title, Scale, Source
Human & Natural Features
Urban & Rural

Liveability
Density

5-10
minut
es

3.

Lesson conclusion: (How will you summarise the learning and

relate it to the lesson objectives?)

To conclude the lesson get the students to stop what they are
doing, ask some questions and use key words for the children to
remember what they have been doing and what is needed for a
map.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

As I reflect on this lesson, as I was walking around there was lots of chatter
but as I listened all of the students were focused and talking about the task I
put ahead of them. I had a lot of feedback from the students saying that this
was a really cool class and time went really quickly. The class that I was
given to teach were a very respectable class as they were attentive and
studious. I most likely wouldnt change my class as the feedback that I got.
Feedback on myself I would give students more information about time and
give them intervals on what should be completed at this stage.