Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 11:20-1pm Date: 28 June 2019 Students’ Prior Knowledge:

Learning Area: Mathematics - Students have practiced using maps in the last
few weeks
Strand/Topic from the Australian Curriculum
Create and interpret simple grid maps to
show position and pathways (ACMMG065)

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 Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies: Problem solving, Understanding
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:

1. Place locations within the school on a map and write directions for students to find their way around

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Print a3 grid paper  Students will need to be sensible as they are
 Make lesson PowerPoint working in groups to complete parts of the
 Mark ‘start’ and ‘finish’ with tape activity – ensure behaviour management is
tight
 Model how to draw the locations on the map
before sending them off to do it

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objectives 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 re levant)

Resources/References
Time Motivation and Introduction
11.20-  Tell students why it is important that we can locate places on a
1pm map as well as follow directions. I will bring their attention back to

1
 

these questions at the end of the lesson.

 Model how to draw the clasroom using the map on the board. PowerPoint with Phoenix
Map
Lesson Steps

1. Draw a map of the classroom

Students will be given an a3 sheet of grid paper. They will look
around the classroom to decide on their ‘locations’ they will want A3 grid paper
their partner to find.

Remind them of key aspects to include on a map e.g. legend/key

Students will need to highlight significant spots in the classroom

that they will use to direct their partner to.

2. Write instructions to ‘take a tour’ around our classroom

After getting my tick of approval, they will write directions to get
from the start point (marked with tape) to the end point (marked
with tape) stopping at different ‘special’ locations in the classroom
and wet area that they will lead their partner to.

3. Partner directions
Using their written directions, students will be put in groups of 3
and take turns to direct each other (using written directions) from
the start to finish mark visiting different locations in the classroom
and wet area on the way. As long as they go from start to finish,
they can document any area in the classroom. Have X spots Masking tape
taped out for start and finish.

Lesson Closure:(Review lesson objectives with students)

 Reflect on the directions that worked and those that didn’t and
WHY they didn’t
Exit ticket
 QUESTION THE STUDENTS
 Why is it important that we can locate places on a map?
 Why is it important that we can write out directions?
 Why is it important that we can follow others written directions?

Transition: (What needs to happen prior to the next lesson?)

 We will come back to the classroom and put away all of our
materials ready for the next lesson.

Assessment: (Were the lesson objectives met? How will these be

judged?)
 Exit slip on:
- Draw north, south, east, west compass
- Why is it important to be able to follow directions?