Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 7 Time: 12:30pm-1:00pm Students Prior Knowledge:
Date: 07/06/2017

Learning Area: Geography

Strand/Topic from the Australian Curriculum
The factors that influence the decisions people
make about where to live and their perceptions
of the liveability of places (ACHGK043)
That there are factors that influence where
people chose to live.
The factors are classified as objective factors
(measurable and experienced by everyone) or
subjective factors (personal or emotional).
Important objective factors include climate,
environmental quality, safety, infrastructure,
healthcare and education.
Students have used AnswerGarden, Popplet,
Piktochart and Padlet.

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:

Identify the characteristics of their ideal place;
Design a Piktochart that portrays aspects of their favourite place; and
Understand that people have different ideas of liveability, and will prioritise different factors of liveability.

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

Teacher has created a WebQuest to teach students
about liveability.
Teacher has uploaded all videos and activities and
ensured that they are functioning.
Teacher has added subtitles to avatar video.
Classes have worked through lessons 1-3 over the
past three sessions.
Teacher has created online visual planner for
Students with Autism Spectrum Disorder (ASD).
G&T: Gifted and talented students have the option to
create a blurb or article for Lonely Planet, advertising
their perfect place. One of Piktochart's advantages is
that students are able to create a poster suited to their
abilities. G&T students have the opportunity to create a
sophisticated poster and incorporate different types of
media.
EAL/D: Students with English as a second language
can create their mindmap and poster in their first
language (accompanied with an English translation,
which can be done in google). This is appropriate to
this lesson because it focuses on the characteristics of

the students' ideal place, and one of these

characteristic is the language and culture of the place.
SWD: Students with Autism Spectrum Disorder (ASD)
will be given access to an online visual planner to help
them work through the lesson steps.
Subtitles have been added to the avatar video to
ensure students with hearing impairments or audio
processing disorders are catered to.
SAER: Due to the open-ended nature of these tasks,
students can complete the lesson at the level of their
ability, with teacher support if needed.
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)

Resources/References
Time Motivation and Introduction:
Align these with the segment where they will be
introduced.
12:00pm
Lesson 4. (2017). Retrieved from
http://andyryanlaura.weebly.com/lesson-4.html

Avatar Introduction Video

1. Students welcomed into computer room.
2. Students log into computers.
3. Students access the lesson's WebQuest page
(Lesson 4)
4. Students watch the introductory avatar video,
which introduces the lesson and outlines the AnswerGarden. (2017). Retrieved from
lesson objectives. www.answergarden.ch

Lesson Steps (Lesson content, structure, strategies &

Key Questions):
AnswerGarden
1. Teacher directs students to the WebQuest's
AnswerGarden: "Your ideal place to live: What
characteristics would it have?"
2. Students have 1 minute to write in answers.
Popplet. (2017). Retrieved from
www.popplet.com
Britannica School. (2017). Retrieved from
http://school.eb.com.au.ipacez.nd.edu.au/level
s

What makes up your favourite place?

12:05pm
What does your favourite place look like? Pixabay. (2017). Retrieved from
Smell like? Feel like? www.pixabay.com
Is your ideal place real or imaginary?
Piktochart. (2017). Retrieved from
Popplet www.piktochart.com
1. Teacher asks students to sign in to Popplet
and create a new mindmap titled "My Perfect
Place".
2. Students add aspects of their favourite place Padlet. (2017). Retrieved from www.padlet.com
to the mindmap.
3. Students to collect information from Britannica
12:08pm and images from Pixabay.
What would your perfect place look like?
SurveyMonkey. (2017). Retrieved from
Where do you like to go on holidays? Is that www.surveymonkey.com
your perfect place?
Think about the factors of liveability we've
discussed in previous lessons: climate,
environmental quality, education and so on.
4. Teacher walks around the class to monitor
students and assist when needed.

Piktochart
1. Students to use their mindmap to create a
poster to portray their perfect place.
2. Teacher walks around the class to monitor
students and assist when needed.

Padlet
1. Students upload an image of their poster to
12:15pm the class Padlet.

Lesson Closure:(Review lesson objectives with

students)

SurveyMonkey
12:22pm 1. Students answer a short survey to provide
feedback on the lesson and demonstrate if
lesson objectives have been met.

Transition: (What needs to happen prior to the next

lesson?)

N/A

12:25pm

Assessment: (Were the lesson objectives met? How

will these be judged?)

Teacher will monitor students throughout the

lesson to ensure all students are participating.
Posters will be marked according to the rubric,
which will demonstrate whether students have
mastered the use of Piktochart as well as
whether students have a good understanding
of factors that influence liveability.
Concluding survey indicates whether students
have a deep understanding of perceptions of
liveability.