Geography 1B – Assessment 1

Stuart McMahon – 18377822

Contents:

 Rationale

 Lesson Plan 1

 Lesson Plan 2

 Lesson Plan 3

 References

1
 Rationale

These three lesson plans follow a sequential learning order that was designed in
accordance with the NSW K-10 Geography Syllabus, Stage 4, Water and the World: Natural
Hazard (BOSTES, 2012). The proposed lessons will focus on the hydrological disaster that
occurred in 2011 in South East Queensland, Australia. These lessons will address the causes,
impacts and responses over three lessons, with the unit sequenced over 9 weeks for a year
8 Geography class.
Introducing each lesson with learning intentions and success criteria according to
Fisher & Frey (2018) establishes purpose, organisation, and expected quality during lessons.
It’s a necessary part of pedagogy as it is a way to monitor the destination of learning and how
we intend to get there.
The use of diagnostic testing is critical when introducing a new topic, it assists the
instructor in identifying strengths and weaknesses which can assist in planning succeeding
lessons. Lin, Yi-Chun, Lin, Yen-Ting, & Huang, Yueh-Min (2011) argue that “students learn new
instructions well by building on relevant prior knowledge”. This means students can then
engage meaningfully with learning materials as they can identify their own weaknesses and
build upon them. Diagnostic testing is useful not only from an outcome point of view, but it
may develop student interest by, making the content relevant, personal and engaging.
Planning activities that require students to utilise creativity and engage in visual
learning can act as a non-linear strategy that may be a preferred method of learning for visual
learners (Carrol, 2016, p,3). These lessons achieve this by structuring activities around maps,
videos, diagrams and graphs. Providing multiple modes of engaging with the content and
demonstrating learning is critical, as we recognize that all students learn at different paces
and through different modes. Differentiation allows this lesson to accommodate multiple
types of learners, because this is a hypothetical lesson it attempts to assist gifted and talented
students, and low achieving students.
These lessons promote equal power among all participants, after initial instruction of
the ‘tracing the disaster’ activity the teacher takes the role of a facilitator and intervener
rather than controlling the students in an authoritative manner (Brailas, Koskinas & Alexias,
2017). This allows students to undertake their own learning, they choose where to research
and how to display their information, this means that this pedagogic approach is
unpredictable. Brailas, Koskinas & Alexias (2017) argue that “unpredictability is a positive
indicator that the learning environment is becoming a true complex learning system” (p.12).
This pedagogical model attempts to differ from the dominate teaching practice of talk-listen-
reciprocate but rather ask the students to find the information, analyse what they deem
important and display it appropriately.
 This lesson incorporates core + enhancement to accommodate all types of learners
in the class. Goodhew (2009) states that an advantage of using core plus enhancement is that
“the teacher does not start the lesson or unit with a preconceived idea of who should be
capable of moving on to the enhanced work” (p.56). This allows these lessons to not limit the
protentional growth of gifted and talented students while to assist low-achieving students
the collaborative aspect of the task follows a mixed ability approach. Knowing your students
is critical when grouping students fairly to ensure all students engage with the content and
improve their learning. Noyes (2013) states that Vygotsky believed that children can do with
the assistance of others (the zone of proximal development) is a better reflection of their
intellectual ability than what they can do alone”.
These lessons ask students to engage in individual and collaborative research,
through the the incorporation of ICT these lessons aim to develop students’ skills is acquiring
and analyse geographical information. Livingston (2011) argues the “internet, can enable
widespread sharing of valuable resources in both traditional and interactive forms, affording
the means of collaborative learning” (p.20). Numeracy is a cross-curriculum priority and
having students utilise ICT effectively by engaging with data, graphs and reports they are
developing their numeracy skills. This lesson focuses on planning lessons that involve maps,
graphs and data, focusing on developing student’s ability with geographical tools which is an
Integral aspect of geography.
In the final lesson the syllabus requires students to discuss flood management
strategies, but regarding blooms taxonomy. This lesson requires students to not only discuss
but evaluate the strategies effectiveness in achieving the required result. This is a form of
higher order thinking, which is more engaging and beneficial for student outcomes.
Recognising that they are only stage 4 students setting up these advanced activities in a
collaborative manner is designed to assist students with the tasks. The final lesson utilisation
of student movement is an attempt to retain student engagement. Adding a non-traditional
mod of learning can make a linear task more exciting for students meaning they may engage
with the content material more successfully.

3
 References

Board of Studies Teaching and Educational Standards (BOSTES) New South Wales (2012). K-
10 Goegraphy Syllabus. Sydney: Board of Studies Teaching and Educational
Standards New South Wales.

Brailas, A., Koskinas, K., & Alexias, G. (2017). Teaching to emerge: Toward a bottom-up
pedagogy. Cogent Education, 4(1).

Carrol, K. (2016). Critical Thinking: Practical Inquiry Strategies and Teaching an learning
Strategies. University of Western Sydney.

Fisher, D., & Frey, N. (2018). A Map for Meaningful Learning. Educational Leadership, 75(5),
82-83.

Goodhew, G. (2009). Meeting the needs of gifted and talented students (1st ed., Meeting the
Needs).
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review
of Education, 38(1), 9-24.

Lin, Yi-Chun, Lin, Yen-Ting, & Huang, Yueh-Min. (2011). Development of a Diagnostic System
Using a Testing-Based Approach for Strengthening Student Prior Knowledge.
Computers & Education, 57(2), 1557-1570.

Noyes, K., Meneses, Liliana, McCready, Al, & Pattee, Amy. (2013). Stories of Educational
Journeys: Indigenous Learning & Socio-cultural Approach in Education, ProQuest
Dissertations and Theses.
 Lesson Plan 1

Topic area: Water in the World: Stage of Learner: Stage 4 Syllabus Pages: 66
Natural Hazard
Date: Week 9, Lesson 1 Location Booked: Normal Lesson Number: 17 / 20
Classroom
Time: 60 minutes Total Number of students: 20 Printing/preparation
Interactive
whiteboard / Laptop Trolley //
or Computer Room

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
describes processes and influences
that form and transform places
and environments GE4-2
Lesson assessment
Students investigate the Students apply this
Formal Diagnostic nature and causes of knowledge and skills to the
Assessment – Quiz flooding in Australia major hydrological disaster
sheet in Southeast QLD 2011.

explains how interactions and Informal Summative

connections between people, Assessment – Class
places and environments result in Timeline
change GE4-3

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Sustainability: Students are able to identify the causes of Skills

flooding and due to this they may understand the human
impact on the environment.
Numeracy: Identify and investigate issues involving
numerical data collected from primary and secondary
sources (ACMSP169). Students engage with numerical data
and graphs in an attempt to understand geographical data.
Literacy: Students engaged with a number of primary and
secondary texts, developing their literacy skills.
Acquiring, processing and displaying geographical
information
collect, select and record relevant geographical data and
information, using ethical protocols, from appropriate
primary data and secondary information sources
(ACHGS048, ACHGS056)
evaluate information sources for their reliability and
usefulness (ACHGS049, ACHGS057)
present findings, arguments and ideas in a range of
communication forms selected to suit a particular
audience and purpose, using geographical terminology
and digital technologies as appropriate (ACHGS053,
ACHGS061)

Concepts:
Place:
The sustainability of places may be threatened by a range
of factors, for example, natural hazards; climate change;
economic, social and technological change; government
decisions; conflict; exhaustion of a resource and
environmental degradation.
Environment:
The environment is the product of geological,
atmospheric, hydrological, geomorphic, edaphic (soil),
biotic and human processes.
Sustainability:
Progress towards environmental sustainability depends
on the maintenance or restoration of the environmental
functions that sustain all life and human wellbeing
(economic and social).
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

5
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

Teaching Indicators of presence in the lesson

element
Metalanguage The 2nd activity in this lesson focuses student attention on terminology of this unit, in preparation
for succeeding lessons. Providing students with the foundational key terms on hydrological
disasters such as run off, catchment, la Nina. Learning how to read synoptic charts, heat maps if
they are not aware by this stage of the scope and sequence.
Explicit learning This lesson provides clear instruction for what quality of work is required of students, it fleshes out
Criteria what is required of it group and the standard of work that are required to have for the final class
timeline. Clear instruction guides student research, so they know what they have to do and how
they have to do it.
Inclusivity This lesson involves a collaborative learning activity, to ensure all students have equal
participation, assign roles to each group member e.g. scribe, research, leader, creative, timeline to
ensure no individual is excluded within the groups. This is an attempt to have equal engagement
and not just some students while the rest of the group is not involved.
Time Teaching and learning actions Organisation Centred
T/S
0-5 Pre-lesson preparation: Teacher writes the Learning intentions and Success Criteria on the Whiteboard. Students
copy it down ready to work.

Learning Intentions
The Geographical understanding and contexts of hazards in Australia, the causes of this disaster specific to the
2011 Queensland flood. T

Success Criteria:
Students are able to explain the spatial distribution of flooding in Australia and the specific causes of the 2011
Queensland hydrological disaster

5-15
Students complete pre-test to assess prior knowledge on hydrological disasters in Teacher:
Australia. Prepare diagnostic quiz
sheet, provide a copy to
1st Activity – Diagnostic worksheet each student and allow 10
minutes for student to
This short test is designed for students to demonstrate their understanding of demonstrate their prior
hydrological disaster challenges that Australia is subject too. knowledge.

1. What environmental challenges does Australia face? Student

2. Which challenge do you believe is more socially, economically and Undertakes the quiz
environmentally damaging? And why? individually
3. Does Australia suffer from a lack of water or does it have too much? Why
do you think this is? Resources
4. Are you aware of any water related disasters that have occurred within Diagnostic Quiz sheet
Australia? (found in Resources)
5. Why and how do floods occur? S
6. Do locational features affect the regions where floods are present?

This quiz follows an instructional design, each question building on the previous.
This quiz can assist in understanding students literacy levels, interest in
content/related, previous knowledge, gaps in knowledge and data to assist in
shaping succeeding lessons.

15-30 It’s the specific goal of this aspect of the lesson is that Students are able to identify
the causes of flooding. Resources
2nd Activity – Investigating the causes of flooding through Visual and S
comprehension Learning

Students briefly engage with multiple modes of learning, both visual and printed out
extracts that outline the main causes of flooding:
- La Nina usoceangov. (2016,
- Precipitation January 16). El Niño and
- Run of and catchment La Niña Explained.
- Topography Retrieved from:
- Human interference https://www.youtube.co
m/watch?v=wVlfyhs64IY
This short activity is used to introduced students to the terminology that they will
be using in succeeding lessons. This task requires them to define and explain certain
concepts so that in the next activity they can apply these concepts to a real-world
disaster.

1. What is La Nina in broad terms? How does it affect flooding?

2. What is heavy precipitation a result off, and does it always mean flooding
will occur?
3. Define run off and catchment?
4. What is topography and tidal influences?

7
 5. What do we mean by human interference? (built environments,
mismanagement)

30-60
3rd Activity – The causes of the 2011 flood in South-East Queensland Teacher
Teacher assist each group
Students investigate the cause of the 2011 flooding in south-East Queensland, with terminology and
attempt to gain an understanding of the pre-conditions that can lead to this type of research aspect to ensure
atmospheric and hydrological hazard. clarity. The teacher divides
themselves equally to
Gifted and Talented Students: This activity involves multiple methods of inquiry, ensure that all groups are
group interaction and higher levels of critical thinking. The core task itself is in self understanding their task so
an extended task, so its critical that you distribute your gifted students fairly in that the timeline is of high T/S
order to assist low achieving students in their learning. quality.

Steps/Instruction Teacher goes around to all

1. Students are instructed to research in groups of 4 a key event that caused groups to ensure each
the 2011 disaster. individual has a role and
are not leaving the work up
2. Teacher assigns a key topic to each group to a single person.
- Arrival of La Nina
o What is it? Student
o How did it affect the Queensland flood?
o Students may discuss what a trough is, low pressure systems. Resources
- High Precipitation /Weather Australian Bureau of
o When did it occur in Qld? Why? Meterology. (2012).
- Run off and catchment the Overflowing of key Basins Timeline of Events.
o What does this mean? Retrieved from
o How does this occur? http://www.bom.gov.au/c
- The Wivenhoe Dam limate/enso/history/ln-
o What happened 2010-12/timeline.shtml
o What is the process called?
o Does human involvement increase the chance of flooding?
Australian Bureau of
3. Ensure students are aware that their event will then be added to a class Meterology.
timeline that will be provided to all students. The timeline will (2012).Southeast
a. Range from 2010-2012 Queensland floods report.
b. Be formatted in 3 month sections Retrieved from
c. Consist of key events that directly caused the flood http://www.bom.gov.au/q
d. Each event must be annotated ld/flood/fld_reports/SE_Ql
d_Floods_January_2011.pd
4. Provide students access to computers so they are able to access bureau of f
meteorology data and flood reports.

5. Teacher begins to construct the timeline on the whiteboard or interactive Teacher made resource
whiteboard during there research time. This is for students to clearly booklet to assist low-
understand the point for the exercise and to demonstrate what this achieving students (Found
timeline is to represent and key events that must be included. in Resources)

At the end of the lesson each group adds their section to the timeline either on the
whiteboard of interactive whiteboard, the teacher then makes copies and provides
the timeline to all students as a future resource.

Modified Task: To assist the special needs of students you may provide addition
support through groupwork/peer tutoring, using sequence the activity in smaller
steps so flesh out questions that need to be universally answered for all events so
students are guided in finding their answer. Provide additional resources like a fact
book consisting or graphs, information and explanations (Found in Resources).
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

GE4-2 Formal Diagnostic Quiz – pre test
GE4-3 Informal Class timeline

Graduate Evidence within this lesson

Standards
1.1 Know This lesson demonstrates the ability to differentiate teaching strategy’s to meet
students and the needs of a range of students, this is evident with providing multiple modes of
how they learn. accesses and displaying information. Different levels of pacing and freedom
depending on level of ability.
2.2 Content This lesson follows an instructional pedagogical approach where each stage of the
selection and lesson builds on the following activity. Students begin with learning intentions and
organisation success criteria, so they have an idea of where they’re going, followed by a
diagnostic quiz to assess prior knowledge. Students then investigate terminology
so they have the ability to understand the convey geographical information
appropriately. Then to the final activity which requires them to research
collaboratively and acquire geographical information.
3.1 Establish Each activity has a specific learning goal then when looked at holistically achieves
learning goals the overall goal of that lesson.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

- Collaborative learning can result in student disagreement and in an extreme case

physical and emotional violence.
- Student engagement online can pose a risk, as the online environment even on a
school secure network by be a dangerous environment. Providing specific search
instructions to reduce this risk in the lesson will be required.

References:

Australian Bureau of Meterology. (2012). Timeline of Events. Retrieved from

http://www.bom.gov.au/climate/enso/history/ln-2010-12/timeline.shtml

Australian Bureau of Meterology. (2012).Southeast Queensland floods report. Retrieved from

http://www.bom.gov.au/qld/flood/fld_reports/SE_Qld_Floods_January_2011.pdf

Geoscience Australia: Why do Floods occur. Australian Government Geoscience Australia. Retrieved from
http://www.ga.gov.au/scientific-topics/hazards/flood

Queensland Government, (2018). Chief Queensland Scientist: What Is a Flood. Queensland Government
Retrieved from https://www.chiefscientist.qld.gov.au/publications/understanding-floods/what-is-a-
flood

9
Resources Attached:

Diagnostic Quiz sheet:

Teaching Resource Booklet: Why do Floods occur?

11
 Lesson Plan 2

Topic area: Water in the World: Stage of Learner: Stage 4 Syllabus Pages: 66
Natural Hazard
Date: Week 9, Lesson 2 Location Booked: Computer Lab Lesson Number: 18 / 20

Time: 60 minutes Total Number of students 20 Printing/preparation:

- PowerPoint with suggest
Sites and data points.

Outcomes Assessment Students learn about Students learn to

locates and describes the diverse Formal Assessment: Students investigate the Students learn to acquire
features and characteristics of a The final draft of impact of the disaster and geographical information
range of places and environments student maps and the responses by then locate and display
GE4-1 annotated displays. individuals, groups and information appropriately
governments to the on a map.
discusses management of places Informal Diagnostic: impact of the disaster
and environments for their monitoring students
sustainability GE4-5 process when
acquiring
acquires and processes geographical
geographical information by information through
selecting and using geographical secondary sources.
tools for inquiry GE4-7
Informal summative:
verbal
communication in
groups.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Sustainability: How to prevent hydrological floods from Skills

occurring.
Critical and Creative Thinking: Acquiring geographical
information and displaying on a large-scale map.
Information and Computer technology capabilities: using
computers to research and display information
Numeracy: reading and interpreting graphs, statistics and
charts.
Literacy: Reading government reports, extracts and data.
Acquiring, processing and displaying geographical
information
collect, select and record relevant geographical data and
information, using ethical protocols, from appropriate
primary data and secondary information sources
(ACHGS048, ACHGS056)
evaluate information sources for their reliability and
usefulness (ACHGS049, ACHGS057)
represent data in a range of appropriate forms, with and
without the use of digital and spatial technologies
(ACHGS049, ACHGS057)
present findings, arguments and ideas in a range of
communication forms selected to suit a particular
audience and purpose, using geographical terminology
and digital technologies as appropriate (ACHGS053,
ACHGS061)

Concepts
Sustainability:
Progress towards environmental sustainability depends
on the maintenance or restoration of the environmental
functions that sustain all life and human wellbeing
(economic and social).
Environment:

13
 The environment is the product of geological,
atmospheric, hydrological, geomorphic, edaphic (soil),
biotic and human processes.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active construction and requires students 1.3 Problematic communication
to engage in higher-order thinking and to communicate substantively about knowledge
what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers criteria 2.5 Students’ self
work productively in an environment clearly focused on learning. Such pedagogy 2.2 Engagement regulation
sets high and explicit expectations and develops positive relationships between 2.3 High Expectations 2.6 Student direction
teacher and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.6 Narrative
prior knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration

Teaching element Indicators of presence in the lesson

Substantive This lesson shifts away from the long-recognised initiate, respond, evaluate (IRE) giving the
conversation students opportunity to investigate collective and answer their own questions. The collaborative
aspect of the lesson produces a more sustained on topic conversation between students, giving
each a voice to teach each other.
Social Support This lesson plan allows students to work collaboratively, grouping students with a gifted and
creative member will assist the group collectively in gaining a more holistic and deeper
understanding of course content. The teacher is able to divide their attention to each group at
different stages of the lesson, developing a positive relationship that will result in a more
productive environment.
Background Drawing on students out-of-school knowledge of this event, their parents may have spoken about
Knowledge the flood, or the price of bananas in order to develop student interest in this lesson.
 Time Teaching and learning actions Organisation Centred
T/S
0-5 Pre-lesson preparation: Teacher writes the Learning Teacher
intentions and Success Criteria on the Whiteboard. Provide the learning intentions and
success criteria in order to calm the
Learning Intentions students and to ensure they know its
Students learn about the impact and responses of the 2011 class time now.
disaster through a process of inquiry and research.
Student T
Success Criteria: Settle down and prepare for class.
Students are able to acquire geographical information to
explain the impact of the disaster and examine the responses Resources
to those impacts.

5-35 Teacher:
Students investigate the impact of the 2011 disaster on local Prepares students into groups and
regions, by using a range of geographical tools to acquire provide instructions and resources to
geographical information on the disaster to display data on a complete the task. Teacher roams
large-scale map. around groups helping students access
information and ensure they are
Activity – Annotated Visual Display inquiring reliable and suitable
information.
This activity is designed for a hypothetical gifted and talented
class, as it requires stage 4 students to locate, assess and Student:
acquire geographical information and display it in a creative Move into their assigned groups, utilise
manner. Its critical that the teacher group together students Microsoft word or another tool they
who excel in both the creative and analytical research aspect are familiar with for displaying
of the task to ensure a high quality of work. This activity is an information.
alternative research based creative way for students to find
their own answers and display it in a way they see fit. Resources:

The extended task: is to acquire and assess geographical Map of south East Queensland
information and visual evidence then locate where that data is provided to students from Google
should be appropriately added to the large-scale map then Earth
explain how it shows this impact of the disaster. T/S

Core Task: locate geographical information and visual evidence

and display it on a large-scale map so it shows the impacts of
the disaster.

Modified Task: Students are to locate appropriate

geographical information from provided resources and display
it on a map to show the impacts of the disaster.

Steps/Instructions
1. Students investigate the impact of the 2011
hydrological disaster through a collaborative inquiry
based pedagogical approach.
2. Students in groups of 4 must undertake online
research using meteorology data, government
reports, visual connections to assist learning.
3. They must choose and locate 3 places effected by the
flood and explain the social, economic and
environmental impacts of the flood.
4. The teacher will provide blank large-scale map of
South East Queensland and suggest ( example
resources for students to draw from but open the
activity for further research.
- Bureau of meteorology
- Aerial Photos
Brisbane: Before and After
- High resolution aerial photos
revealed the devastation caused
by severe flooding throughout
Brisbane Suburbs.
https://www.abc.net.au/news/specials
/qld-floods/ - By jim Whimpey and
Andrew Kesper
Bureau of meteorology report on the
2011 floods in south East Queensland
- This report consists of river height,
rainfall maps, rainfall intensity,
temperature and moisture charts,
radar and hydrographs.
http://www.bom.gov.au/qld/flood/fld_
reports/SE_Qld_Floods_January_2011.
pdf

15
 - Synoptic charts/graphs and statistics
5. Students are instructed to design an annotated visual
display on a map of South East Queensland. This
display must consist of annotated visual evidence
that demonstrates the impact of the disaster.
6. Instruct students that they are required to:
Australian Rainfall and River
Conditions Map data by the Bureau of
Meteorology
- Map of Australian that outlines
the most at risk areas of flooding.
http://www.bom.gov.au/australia/floo
d/

- Give their display a title e.g. ‘Tracing the Disaster’

- Provide clear Labels on their map
- Situate their map in the context of Australia.

7. Ensure are aware they are required to display

appropriate information for a minimum of 3
locations, this data may consist of

- dates,
- rainfall levels,
- river/flooding levels,
- property damages,
- deaths,
- Aerial Photographs
- temperature.

Differentiation:
Ensure low-achieving students are aware of Teacher
Expectations – by providing an exemplar for students to use as
a scaffold. (located in resources)

Students with a visual impairment may be unable to useless

online mode of learning, provide print extracts and stationery
to provided an alternative mode of demonstrating their ability.

Gifted and Talented students may excel in the research aspect

of acquiring information so ensure that they must utilise a
minimum of 3 of their own sources of information.

Creative students will excel as the visual display aspect of the

lesson, ensure to distribute these students throughout the
groups in order to raise the quality of work through
collaboration.
35-60 Teacher
Students review and examine the responses by individuals, Teacher assigns group, and monitors
groups and governments to this to disaster determine if they groups progress by including
were successful in remedying the fallout from this hydrological themselves in the conversations as an
hazard. active listener.

Activity – Collaborative Learning Approach - Experts Student

1. Students in their respective groups are each Resources:

assigned a specific group to research. Disaster recovery Experts critique of
- The Queensland Government: the Governments response:
o Rebuilding Grantham Together https://www.youtube.com/watch?v=
o Financial assistance L-ytHRTgOuU
o Emergency support services
- The Red Cross After the Flood S
- Salvation Army https://willandjustingeo.weebly.com/
- Federal Government after-the-floods.html
- Community groups/Volunteers
Governments Report on the QLD
2. Each group of 4 investigate their assigned group Flood Response:
response to the disaster through ICT.
 o how did they provide support and was it https://www.premiers.qld.gov.au/pu
enough? blications/categories/reports/assets/r
o What type of support was it? esponse-to-flood-inquiry.pdf
o was it financial or direct action?

They must answer these questions and become

experts within their group.

3. Students in each group are then assigned a number

1-4 a second time. Then instructed to move to a new
group with all students with that same number.
4. Students then take turns teaching their group
members about their groups action.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
- Time may be an issue

Learning Outcome Method of measurement and recording

GE4-1 Formal assessment – the final draft of each groups map will
present sufficient data on their ability to locate places on a
large-scale map and describe their characteristics by
appropriately annotating data.
GE4-5 Informal summative assessment: verbal communication
with students in their collaborative groups.
GE4-7 Informal assessment – monitoring students progress during
the task by roaming throughout the groups and assisting in
the research aspect of the activity.

Graduate Standards Evidence within this lesson

1.6 Strategies to support full Provides students with visual impairments an alternative mode to
participation of students with access and present learning.
disability

2.6 Information and
Communication
Technology (ICT)
3.4 Select and use sources
4.2 Manage Classroom
activities
This lesson incorporates ICT with the use of an interactive whiteboard as well
a student becoming mini-researchers with the use of laptops.
This lesson plan selects and uses a range of secondary sources that
provide geographical information for students to use to complete
their activity.
This lesson shows a pedagogical strategy to group students quickly and fairly,
a number system 1-4. This time management strategy is useful for getting a
mixed variation of student ability and to ensure all group stay on task.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

- Collaborative learning can result in student disagreement and in an extreme case

physical and emotional violence.
- Student engagement online can pose a risk, as the online environment even on a
school secure network by be a dangerous environment. Providing specific search
instructions to reduce this risk in the lesson will be required.

17
 References:

Australian Bureau of Meterology. (2012).Southeast Queensland floods report. Retrieved from

http://www.bom.gov.au/qld/flood/fld_reports/SE_Qld_Floods_January_2011.pdf

Jim Whimpey, J., & Kesper, A., (2011). Brisbane Floods: Before and After. ABC News. Retrieved from
https://www.abc.net.au/news/specials/qld-floods/

Hamilston-Smith, L,. (2016) Emotional impact of south-east Queensland's 2011 floods remains, five years on.
ABC News. Retrieved from https://www.abc.net.au/news/2016-01-10/emotional-impact-of-south-
east-queenslands-2011-floods-remain/7075752

Park Ormiston, W,. Park J,. (2013) Floods in Australia. Retrieved from
https://willandjustingeo.weebly.com/description-of-the-floods.html

Resources Attached:
Resource

Brisbane: An example of the Before and After Website provides aerial shots that reveal the scale of the
destruction in the wake of the floods.

Resource:
Teacher provided Scaffold an example of the quality of work expected during the annotated mapping
exercise.
19
 Lesson Plan 3

Topic area: Water and the
World: A Water Hazard
Date: Week 10, Lesson 1
Time: 60 minutes
Stage of Learner: Stage 4
Location Booked: Normal
Classroom
Total Number of students 20
Syllabus Pages: 66
Lesson Number: 19/20
Printing/preparation – Laptop
Trolley/ interactive whiteboard

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
explains how interactions and
connections between people, places
and environments result in change
GE4-3
discusses management of places and
environments for their sustainability
GE4-5
Informal diagnostic Management strategies to Discuss and evaluate
Assessment – Visually reduce the impact of strategies to reduce the
noting students’ future hydrological impact of floods, how this
decisions during the
hazards. strategy is designed to work
four corners activity
and if it is successful in its
Formal summative – purpose.
mini-presentations
from each group.

communicates geographical Informative assessment

information using a variety of – oral conversation
strategies GE4-8 during the group work.

Cross Curriculum themes & General capabilities
Sustainability
Geography, including the effects of location and distance,
spatial distributions and the organisation and management
of space within places.
Literacy
Students develop literacy skills as they use language to ask
distinctively geographical questions. They plan a
geographical inquiry, acquire and process information,
communicate their findings, reflect on their inquiry and
respond to what they have learned.
Ethical understanding
develop their own ethical understanding as they
investigate current geographical issues and evaluate their
findings against the criteria of environmental protection,
economic prosperity and social advancement.
ICT
Students locate, select, evaluate, communicate and share
geographical information using digital and spatial
technologies.
Explicit subject specific concepts and skills
Place:
The sustainability of places may be threatened by a range
of factors, for example, natural hazards; climate change;
economic, social and technological change; government
decisions; conflict; exhaustion of a resource and
environmental degradation.
Space:
Spaces are perceived, structured, organised and managed
by people, and can be designed and redesigned to achieve
particular purposes.
Environment:
Each type of environment has its specific hazards. The
impact of these hazards on people is determined by both
natural and human factors, and can be managed but not
eliminated by prevention, mitigation and preparedness.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
This activity requires students to manipulate information and ideas, draw on background
Higher-Order knowledge. It asks them to locate and evaluate relevant information then make judgements.
thinking A higher form of thinking rather then just identifying strategies they must evaluate which
ones they believe will be successful.
Students are able to make their own judgements about learning and what flood
Student management strategy they would prefer to research and present.
Direction

This lesson provides the opportunity for stories to be included e.g.

Narrative Prospect reservoir, flooding in surrounding roads e.g. cow pasture rd. (Blacktown)

21
Time Teaching and learning actions Organisation Centred
T/S
0-5 Pre-lesson preparation: Teacher writes the Learning intentions and Success Criteria on the Whiteboard.
min. Students copy it down ready to work.

Learning Intentions
A discussion on the strategies now in place to reduce the impact of a hydrological hazards
T/S
Success Criteria:
Students are able to identify and discuss appropriate strategies that have been implemented at a
government, state and local level by governments, groups and individuals and make judgements on
what strategy will be successful.

5-10
min. Main Activity – Procedure Teacher: Labels each corner
of the room agree, disagree,
Provide students clear instructions on the activity they are strongly agree, strongly
about to undertake to ensure clarification, so the lesson runs disagree.
smoothly.

Procedure

1. Each corner of the room is labelled agree, disagree,

strongly agree, strongly disagree.
2. statements will be provided on the interactive
whiteboard.
3. You are required to move to the corresponding
corner you agree or disagree with the answer and/or T
position.
4. After the final statement you will present a multiple
choice question and reassign the corners A, B, C , D ,
students follow the same principle and move to the
corner that represents their position on this topic.
5. In those groups you are to then research your
position.
6. Pretend you have to convince the government that
your strategy requires funding, start by

Answering the following questions in your groups:

- What is your strategy?

- What does it involve?
- How does it work?
- Has it been applied in action? Provide examples
- How effective is it a preventing/ reducing the impact of
floods?

7. Each group will have a few minutes to present their

strategy (sitting down).
8. Each group member depending on how many
members will address a question each.
9. We will then assign each strategy to A , B , C , D
10. Then you will be asked again to move to the corner
that you believe will be the most successful at
preventing floods.
 11. You may stay with your strategy or change your
mind.
12. Short discussion at the end: (example posing
questions)
a. Why did you Change?
b. Why did you stay the same?
c. What did you like about your strategy?
d. What didn’t you like about your strategy?
10-25
min. 1st Step – Four corners Teacher:
Reads our statements or
Teacher displays statements related to strategies in reducing presents them on the
the impact of floods whiteboard/ interactive
whiteboard. Monitors time
Example Statements: and conducts the activities
pacing
- Addressing climate change is the only true solution to
flooding. Student:
Students moves to corners
- The only way to reduce the impact of a flood is to increase of the room to represent
the amount of emergency and recovery services their position.
T/S
- Restoring the environment to its natural state is necessary Resources:
to prevent flooding

- Governments must spend more on dams and flood

barriers

Students move to a corner depending on whether they agree,

disagree, strongly agree and strongly disagree. This provides
immediate data on the students and their ability.

The final Question is framed as a multiple-choice format, and

the corners are reassigned A, B, C, D.

Which strategy do you believe will be most successful in

reducing the social, economic and environmental impact of
flooding?

A) Land use planning

B) Building modifications (flood proofing, floor levels)
C) Structural measures (Dams/levees)
D) Flood emergency and recovery services

After students decide on a position, if groups are uneven pick

gifted students to share around so all positions are covered
equally.

25-50
min. 2nd Step: Collaborative Research Teacher: Teacher roams
around the classroom
Students are required to pretend that they have to convince assisting groups equally in
the government that their strategy requires funding. answering their scaffolding
questions. T/S
Students should start by answering the following questions in
their groups: Students: Students utilise
laptops per group to
- What is your strategy?

23
 - What does it involve? research flood management
- How does it work? strategy.
- Has it been applied in action? Provide examples
- How effective is it a preventing/ reducing the impact of Resources
floods? Computers

This activity requires students to acquire geographical

information through government reports, they should be
familiar with this process due to previous lessons. They are
required to discuss what their strategy involves and provide
relevant examples on where it has been applied (QLD). They
are then to evaluate its successfulness in reducing the impacts
of flooding and prepare to convince their classmates on their
position.

50-60 -
min. Students in their groups are required to present their findings
to their classmates. This lesson will most likely carry over to
the next lesson, so all students are able to present their
strategy to the class.

Following the presentations, the final aspect of four corners

activity will take place.
1. Each corner will again be assigned a strategy
2. Students with a deeper understanding due to the
presentations will be asked again to move to the T/S
corner that you believe will be the most successful at
preventing floods.
3. Students may stay with their strategy or change their
mind.
4. Short discussion at the end: (example posing
questions)
a. Why did you Change?
b. Why did you stay the same?
c. What did you like about your strategy?
d. What didn’t you like about your strategy?

the short discussion aspect where’re students decide if they

will remain with their strategy or change their position will
also have to take place in the next lesson.

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

- It is difficult to manage time and fit all your activities in a single lesson.

Learning Outcome Method of measurement and recording

GE4-3 Formal summative – mini presentations
GE4-5 Informal diagnostic – four corners activity – visually
noting students’ decisions
GE4-8 Informal – oral conversation during group work
Formal summative - mini presentations
 Graduate Evidence within this lesson
Standards
3.3 Use Teaching Demonstrates a range of teaching strategies from aural learning, collaborative work,
Strategies four corners, presentations, research based, and problem based.
4.2 Manage This lesson shows a pedagogical strategy to group students based on their own
Classroom positions. Assigning each group member, a question to present means all
activities students will be involved
5.1 Assess Informal diagnostic and formal summative assessment strategies a utilised in
Student learning this lesson to assess student learning in both four corners and presentation
activities.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Student movement in a confine space is difficult to manage, ensuring all chairs are
out of immediate danger and bags are not left on the floor.

Students who a publicly stating their position during this activity may lead to
ridicule, ensure it remains a safe environment where students can express their
view and not be judged.

References

Haines, P. (2012) The Newcastle City-wide Floodplain Risk Management Study and
Plan. City of Newcastle. Retrieved from
https://www.newcastle.nsw.gov.au/Living/Environment/Flooding/Flood-
Management-Plans

Dittrich, R., Wreford, A., Butler, A., & Moran, D. (2016). The impact of flood action
groups on the uptake of flood management measures. Climatic Change,
138(3), 471-489.

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