LESSON PLAN TEMPLATE

Subject: Humanities- Geography Year Level: 5/6 Lesson No: 11

Topic: Overview of unit Duration: 60 minutes

Learning Purpose/Rationale:
Include a rationale which explains why you have chosen to teach the content in the way you have and why you have chosen the activities outlined in
the lesson.

As it is the final lesson for the unit of Australian and Global geography I have chosen content that will consolidate students knowledge and
demonstrate new skills in the form of a quiz/small tasks and art. Students will be asked questions to achieve points for their pair and each
person must answer at least 2 questions.

Victorian Curriculum Focus

1. Australias connections with other countries and how these change people and places (VCGGK098)
2. Impacts of bushfires or floods on environments and communities, and how people can respond(VCGGK095)
3. Describe and explain interconnections within places and between places, and the effects of these interconnections (VCGGC087)
4. Describe and explain the diverse characteristics of places in different locations from local to global scales(VCGGC085)

Learning outcomes:
1. Students can correctly identify and explain some characteristics of Australia and other global locations
2. Students identified the impacts of climate change, bushfires and other natural disasters and how to respond.
 3. Students correctly explain some indigenous perspectives within Australia and the influence on our land

Assessment: This lesson will include a variety of tasks and questions as a summative assessment. This will occur in teams of 2 and be in
conjunction with the marks from the project presentations.

Teacher activities: Learner activities:

- Introduction to the lesson with general feedback
on how the project presentations went (5
minutes)
- Explain the assessment sheet and the activities
around the room (5 minutes)
- Hand out the sheets
- Keep score on the whiteboard of team scores
- Coordinate pack up time (5 mins)
- Complete the assessment task sheet with a partner (series of activities and
questions) (40 minutes)
- Each student will receive a small price at the end but the top team gets first pick
(incentive for participation and completing all the tasks) (5 minutes)
- 1 person from each team to keep score and relay the score for the whiteboard.
(each activity is worth marks)
- Help pack up the classroom

Procedural steps:

1. Teacher is to introduce the lesson and explain how the assessment tasks will work and this is to summarise the unit and see how much
the students have gained new skills and knowledge.
2. Students will be asked to find a partner and these will be their teams (teams can work together if you need help)
3. Teacher is to hand out the worksheets and instructions.
4. Students are to complete the tasks and gain the highest score
5. The first task will be a class quiz and students will be asked to raise their hands for the correct answer or mover to a certain part of the
room. Each question is 2 points. These questions can vary from (How can we reduce the impact of natural disasters on people? Or name
a country that can have a tornado?). To true or false questions where students need to move to the right or left side of the room to represent
the answer to a question such as such as Australia doesnt have any sacred land or Europe is a continent. Outcome 2 and 3
6. Once round one is complete the next round is identifying places on a map. This will be a speed round with one person from each team
lining up and versing another team (extra points if another team can help to answer if they are stuck) Outcome 1
7. The final round will involve the teams building a disaster proof landmark with Lego (as much as it can be) and explaining why a natural
disaster occur (written response on a chosen natural disaster or climate change).
8. Throughout the lesson the scoreboard will be written on the board (top 5) after each round. The team at the top after the final round wins
and gets first pick at the prize box before the other students. (class prize box with rubbers, pencils etc.).
9. All students must hand in their written responses so they can be looked over from the teacher.
Catering for inclusion:

This lesson will incorporate written and verbal answers as well as hands on activities to cater for inclusion of all students needs. Students will
be aware these answers are a summative assessment and can ask for clarification at any time.

Teachers resources: Students resources:

- World maps -pen
- Australian map -paper
- Quiz sheets -notes from this unit of work
- Projector -teams of 2
- Whiteboard
- Whiteboard marker
- Scoring system (whiteboard)
- lego

Learning space set-up:

This lesson will take place throughout the classroom as a circuit. All resources will be set up prior to the lesson