Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Seven Time: 8:30am 9:10am Date: 29
th Students Prior Knowledge:
March 2017 Analysing and investigating skills developed
prior to undertaking this unit
Learning Area: Humanities and Social Science Students have a developed understanding of
(Geography) time, place and sustainability which is
furthered in their investigation of water
Strand/Topic from the Australian Curriculum Knowledgeable on the ways people alter
characteristics of place in Australia i.e. through
Water in the World irrigation systems
The classification of environmental resources (renewable Students identify features of environments and
how these influence people and place
and non-renewable) (ACHGK037)

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 (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics 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:

Define non-renewable and renewable resources using Britannica.
Provide at least three examples of both non-renewable and renewable resources, presented in a word cloud.
Identify the uses, implications and benefits of using non-renewable resources such as coal, and renewable
resources, such as trees in a presentation

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

Ensure ICT is working prior to beginning the lesson
Organisation of sub groups
Creation of Answer Garden forum

LESSON EVALUATION (to be completed AFTER the lesson)

1
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)

Resources/References
Time Motivation and Introduction:
1. Teacher, without discussing the topic, divides class
8:30am
into two groups, assigning one half of the class
Renewable Resources and the other Non-
renewable Resources.
2. Teacher forms student sub-groups of three to four
students within each half. Teacher asks students to
create a word cloud, brainstorming any ideas that http://www.tagxedo.com
come to mind when a student thinks of their given
word (non-renewable OR renewable).
8:35am 3. Students are then instructed to use Britannica and http://school.eb.com.au.ipacez.nd.edu.au
their own ideas to construct a final definition in their
groups. (KTP).
4. Teacher brings class back together in a class
discussion, asking one spokesperson form each
half to provide their definition of non-renewable and
renewable resources.

Lesson Steps (Lesson content, structure, strategies &

Key Questions):

1. With their word clouds accessible, teacher asks

students to reform their prior groups of three or
four.

2. Using answer garden, Teacher instructs students Non-renewable:

to create a visual list of all the resources they can
come up with in their groups that are non- https://answergarden.ch/446928
renewable or renewable. (Same half of the class
look at renewable and same look at non- Renewable:
renewable - step 1) (KTP).
https://answergarden.ch/446929
8:42am 3. Students may use Britannica, textbook and
Google to investigate various resources.

4. Students then gather their ideas and discuss as a

class the various resources that are non-
renewable and renewable.

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 5. From the list, teacher assigns each group one
resource.

6. Students, using smore, are to create either a short

9:05am video, or a flyer demonstrating the uses, https://www.smore.com
implications and benefits of their given resource http://quest.eb.com.ipacez.nd.edu.au
and how it might be used. The presentation is to www.youtube,com
include at least three images from britannica
image quest, and one video. (May be accessed
from youtube). (KTP).

7. Each group gives a one minute presentation to

their class, about their given resource.

Lesson Closure:(Review lesson objectives with students)

1. Teacher chooses two students at random, asking

them what the definition of a non-renewable and
renewable resource (ensuring student has come
from the opposite group i.e. asking a student who
looked at renewable resources, what the definition
of non-renewable resources

2. Teacher then selects at random three students to

give examples of each resource.

Transition: (What needs to happen prior to the next

lesson?)

1. Students to log off computers and collect their

belongings.

Assessment: (Were the lesson objectives met? How will

these be judged?)