LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:
8
Time:
Date: Lesson 2 (17/05/2016)

7:30pm-8:10pm

Learning Area: Humanities and Social Sciences (Geography)

Strand/Topic from the Australian Curriculum

Landscapes & Landforms - the causes, spatial

distribution, impacts and responses to geomorphic
hazards (or bushfires as an example of a biotic hazard)
(ACHGK053)
Questioning and research: Use a variety of methods to
collect relevant information and/or data from a range of
appropriate sources, such as print, digital, audio, visual
and fieldwork.
Analysing: Identify points of view/perspectives, attitudes
and/or values in information and/or data.

Students Prior Knowledge:

Previously covered knowledge and understanding for
Geography topics:
Water in the world (ACHEK037 to ACHEK040) &
Place and liveability (ACHEK043 to ACHEK047).
Previously covered HASS skills for:
Questioning and researching:
o Able to select the best method for recording
selected information and/or data (mind maps,
fieldwork, which may require sketch drawings, a
list of observable features and photographs).
Analysing:
o Able to interpret information and/or data to
identify key relationships and/or trends
displayed in various formats (e.g. identify spatial
distributions from a map).
Able to recall impacts of earthquakes on people &
the environment, from previous lesson.
Able to read instructions on a worksheet.
Able to courteously work with other students.
Able to perform Google/IP address search on
school supplied student Ipad.

General Capabilities (that may potentially be covered in the lesson)

Literacy
Numeracy
ICT
Critical and
Ethical
Personal and
competence
creative
behaviour
Social
thinking
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australias engagement
Sustainability
histories and cultures
with Asia
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

Intercultural
understanding

As a result of this lesson, students will be able to:

1. Recall at least 4 impacts of earthquakes on people and the environment using an interactive collaborative ICT tool.
2. Explore bushfires as a biotic hazard and explain how it affects a landscape through individual critical analysis of a video,
group discussion and an interactive game.
3. Consider the meaning of urbanisation whilst proposing differences between rural and city when contributing verbally to
an interactive collaborative brainstorm.
Teachers Prior Preparation/Organisation:
Provision for students at educational risk:
Worksheets (3x backup copies)
Gifted students who complete tasks at a faster
pace than others will have the option an extension
Ensure ICT is working (projector, internet, sound).
activity.
Pre-load You Tube video ready to play.

A word bank of key terms will be provided to

Classroom set up in groups of 4.
students with special needs (slow readers)
Extra pens (x10).
Providing worksheets and alternative resources for
students in poor socioeconomic conditions.
LESSON EVALUATION (to be completed AFTER the lesson)

TheUniversityofNotreDameAustralia,FremantleCampus19MouatStreet(POBox1225),FremantleWesternAustralia6959Tel:(08)
94330555Fax:(08)94330544Email:fremantle.reception@nd.edu.auInternet:www.nd.edu.auABN:69330643210CRICOSPROVIDER
CODE:01032F

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)

Time

Motivation and Introduction:

07:30pm

1. In groups of 2 (with their shoulder partner) students are to Think-Pair

and Share on the Impacts of earthquakes on people & the
environment. They then need to commit 4 ideas per pair using the
interactive collaborative tool Mentimeter (Both Link or QR Code
provided). The teacher will print the completed product and distribute
to students as a handout at the next lesson or the student can email
the results to themselves (study notes).

Resources/References

https://www.mentimeter.com
(QR Code)
Extension Activity-Handout

***Extension activity Explain sink holes and how they occur?

07:40pm

Lesson Steps (Lesson content, structure, strategies & Key Questions):

2. Students to consider an example of a biotic hazard that affects a
landscape: Bushfires You Tube Clip. Using Zaption the teacher will
insert guiding questions to highlight key terms in discussion.
3. Interactive Game: CFA Interactive bushfire simulation as per Weebly
Small Group Activity,
***A word bank of key terms can guide those who struggle with conceptual
reading & spatial concepts.

8:00pm

Lesson Closure:(Review lesson objectives with students)

4. Pre-Quiz using interactive collaborative Padlet What we know
activity what is urbanisation & difference between rural and city?

8:05pm

You Tube Clip Horrific!

Bush Fire Destruction in
Australia BBC (3:39min)
https://www.zaption.com
Game: CFA Victoria
Interactive Bushfire
simulation. (With
instructions on Weebly)

https://padlet.com

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

5. Students are to consider what was covered in the Pre-Quiz before the
previous lesson that will cover the topic of Urbanisation.
Assessment: (Were the lesson objectives met? How will these be
judged?)
Teacher has already completed the Objective Assessment Sheet form
for Objective 1& 2 by taking note of students not displaying an
understanding of objectives either through discussion, questions, writing
or group work.
Objective 3 should now be assessed and students that did not
display an understanding based on students participation during
the classroom discussion, think-pair-share group activity or
summary will be noted.

The University of Notre Dame Australia

Date of Publication to Students: 01/02/2016

Year 8 HASS - Geography Objective Assessment

Sheet - Lesson 2 (Informal,
formative, progressive).

page 2 of 3

References
ACARA. (2013). Australian Curriculum, Assessment and Reporting Authority. Retrieved February 27.
2016, from http://www.acara.edu.au/default.asp
Easton, L., Saldais, M., & Smith, R. (2013). Oxford Big Ideas Geography/History. South Melbourne, Vic:
Oxford University Press.
Government of Western Australia. (2013). School Curriculum and Standards Authority: Humanities and
Social Sciences. Retrieved February 27. 2016, from http://k10outline.scsa.wa.edu.au/home/p-10curriculum/curriculum-browser/humanities-and-social-sciences

Bibliography
Barry, K., & King, L. (1998). Beginning teaching and beyond. 3 rd ed.). Milton, Qld: John Wiley and Sons.
Churchill, R., Godhinho, S., Johnson, N.F., Keddie, A., Letts, W., Low, K. Vick, M. (2016). Teaching:
making a difference (3rd ed.). Queensland: John Wiley & Sons Australia Ltd.
Marsh, C. (2010). Becoming a teacher, Knowledge, skills and issues. Frenchs Forest: Pearson
Education.
Woolfolk, A., & Margetts, K. (2016). Educational Pshychology (4th ed.). Melbourne, Vic: Pearson
Australia.

The University of Notre Dame Australia

Date of Publication to Students: 01/02/2016

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