LESSON PLAN

Date: 28 March 2017 Room: G26 Time: 10:00am

Class/Group: Year 7 HASS

Topic: Creating an infographic / Separation of powers and the roles of the executive

Learning Goals (Curriculum Links) Specific Objectives

The concept of the separation of powers Students will be able to:

between the legislature, executive and
judiciary and how it seeks to prevent the
excessive concentration of power (ACHCK048)
Create information using relevant software
and create data to model objects and/or events
(ACTDIP026)
Create and communicate information
collaboratively online, taking into account
social contexts (ACTDIP032)
1. Recognise the important features on an
infographic
2. Understand how to use Piktochart
3. Create an infographic
4. Define the powers of the legislature,
executive and judiciary
5. Explain why it is important to have a
separation of powers
6. Explain the roles of the Executive and
the Cabinet

General Capabilities:
ICT
Critical and creative thinking
Personal and social capability
Ethical understanding
Literacy

Cross Curriculum: Sustainability

Previous Learning Materials

This is lesson 2 in a unit of work. Whiteboard marker

Students have laptops
Students know how to use Padlet. Screen projector
Spare paper and pens
Students have watched videos on Federation
and the Constitution and have considered
what the Constitution is.

Students have considered why the colonies

wanted to form a nation and why the
Constitution was written.
 Time Teaching/learning activities (procedures) Comments
Pre lesson planning Michael has
Arrange the desks in groups of four. autistic spectrum
Write on the board 'Separation of powers' and 'Role of the disorder. Make
Executive'. sure that some
Write the objectives of the class on the whiteboard. times of the class
Write on the board jumbled words related to the are quiet so he
separation of powers and the Executive and Cabinet. does not get
Write on the board the do now task. overwhelmed. It
would be useful
Do now task for each group to
Tell students to see if they can un-jumble the words. use their own
Padlet for
10am-10:05am Roll call collaboration as
(5 minutes) he is more
comfortable with
10:05am- Motivation/Engagement that.
10:10am Go through answers to the word jumble game as a class,
(5 minutes) briefly defining each word as we go. Peter has
auditory
10:10am- Introduction processing
10:15am Explain the objectives and show students some examples disorder. Make
(5 minutes) of infographics. sure to speak
slowly and
Ask them: what are some of the features of infographics? where possible,
Formatively assess Obj. 1. use short,
chunked
Tell them they will make one of these today and then we sentences. Pause
will play a fun quiz game at the end if they are good. between
Ask students to open their laptops and sign up on sentences. Use
piktochart.com. short, sharp
instructions.
10:15am- Teacher input
10:20am Tell me, show me, involve me:
(5 minutes)
Using the projector, model using Piktochart and they can
follow step by step (Obj. 2). Tell them it must be on the
separation of powers and the Executive and Cabinet.
(Obj. 3).

10:20am- Separation of Powers Draw a triangle

10:25am Talk about the topic, writing key points on the diagram on the
(5 minutes) whiteboard. whiteboard with
legislature,
Fill out on the whiteboard a chart of the role and executive and
composition of the Parliament, Executive and Judiciary. judiciary.
(Objs. 4 and 6).
 Tell students I want them to include on their infographics Write these
the following (based on what I have said): instructions on
1. Why they think there is a separation of powers the whiteboard.
(based on what I have said).
2. What could go wrong if there wasn't a separation Instruct them to
of powers. (Obj. 5). discuss the
answer to each
10:25am- Executive and Cabinet question in their
10:30am Talk about the topic, writing key points on the group.
(5 minutes) whiteboard.
Tell students I want them to include the following in their Recommend
infographics (based on what I have said): doing research
1. What a minister's area of responsibility called is on websites to
called, plus 3 examples. find information.
2. The name of the main decision-making group in
the Executive.
3. What does ministerial responsibility mean? (Obj.
6).

Walk around and

10:30am- Student Activity check that
10:35am Students to continue working on their infographic. students are
(5 minutes) talking about the
topic and are
10:35am- Gallery walk students can walk around and look at each getting the
10:40am others infographic. answers. Provide
(5 minutes) extra scaffolding
where necessary.
10:40am- Assessment
10:45am Tell students to go to Kahoot.it and enter the quiz code
(5 minutes) for a quiz related to the learning objectives.

10:45am- Conclusion
11:50am Sum up what students have learnt
(5 minutes) Tell students that next lesson we will be looking at the
roles of the houses of Parliament as well as the three
levels of government.
Tell students to pack up class neatly.

Evaluation of student learning:

Self-Evaluation: