31696639_Trevor_Laura_EDN568_Assignment2

Instructional Strategy Plan

Outline the context:

This information is based on the year group of students I was allocated to

for my professional school experience in October. The school is an
Independent Public School; one of the first 34 state schools selected to
become an Independent Public School in 2009. Since then the school has
grown rapidly reaching a total number close to 1000 students today. The
school is located in Southern River with a middle SES (socioeconomic
status) background and dynamics brought by cultural and language
diversity. The class has 24 students including one student with low
functioning autism. Support teachers for this student are available for
both push-in and pull out assistance. There are no students with ESL/D
needs in the class.
It is the middle of the term 4, and in HASS the students are focusing on
Geography along with the life in the first European settlement in Australia.
The topic of my lesson plan is Geography. The sequence of the lessons are
to teach the curriculum content descriptor of The location of Australias
neighbouring countries and their diverse characteristics (ACHGK016)
(ACARA, 2016). The key learning objectives are first, for students to be
able to identify and locate Australia and its neighbouring countries, such
as New Zealand, the Pacific Island nations, Papua New Guinea, TimorLeste and Indonesia on the map of Oceania using geographical tools.
Second, for students to be able to recognize the similarities and
differences between places in terms of the climate and the types of
settlements with a variety of materials and texts. These two key learning
objectives will be assessed in formative assessment in both lessons. In
lesson one, students will complete blank map of Oceania. This assessment
is to test students knowledge for the first key learning objective which is
to identify and locate Australia and its neighbouring countries. Students
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31696639_Trevor_Laura_EDN568_Assignment2
are not required to have the mental map of Oceania at this stage but they
are expected to familiarize themselves with those countries in the region.
In lesson two, students will be assessed for the learning objective of being
able to recognize the similarities and differences between places in terms
of the climate and the types of settlements. Teachers observation and
over the shoulder feedback during their learning activities will be part of
the formative assessment. In addition, students will take part in
completing a Y-chart on Living in this place (New Zealand/Indonesia)
feels/looks/sounds like This assessment will allow students to apply their
knowledge of the similarities and differences they have discovered to
describe their own understanding. According to Bloomings taxonomy,
reflection on learning with a Y chart will allow assessment of higher level
students cognitive processing in learning (Kivunja, 2015, p.25).
In order to succeed in this learning, the students are expected to
recognize that people are living in different locations. They should also be
able to read and write independently. In addition, they are expected to
have basic skills in handling iPads and laptops. Such skills would help the
students focus on navigating and researching the necessary information
fairly and freely.
This unit of student learning is designed considering the inquiry based
learning model. My intention is to allow students to build a connection
between what they know already with the new knowledge.

However,

considering the year level, interpersonal skills and IT literacy level of my

students, as Flint (2014) pointed out, scaffolding and guiding the inquiry
process would be beneficial for the effectiveness of such inquiry based
learning for my year 3 students.

For this reason, my lesson plans are

guided by the 5E instructional Model (Bybee et al., 2006) and cooperative

learning activity, Jigsaw. Students are involved in highly engaged learning
activities scaffolded through logical sequences. At the same time, shared
responsibility for learning is put in the hands of the students and this will
also increase the effectiveness of learning (Kivunja, 2015, p.31). How I

31696639_Trevor_Laura_EDN568_Assignment2
am able to help students achieve the learning objectives will be discussed
further in my rationale below.
Rationale and Assessment instruments
My lesson plans incorporate the inquiry based learning model. However,
considering students background knowledge regarding their age, level of
IT literacy and research ability, I believe more structured inquiry based
learning with guidance and scaffolding would be most suitable for them.
This is the main reason why the 5E instructional Model is adapted for the
lessons. Although the lesson plans do not embrace all 5 phases of Engage,
Explore, Explain, Elaborate and Evaluate, I still believe providing such
structure helps students engage with the topic and form initial curiosity
which plays a critical role in the student-centred learning experience. My
plans are mostly grounded in the first two phases of the 5E instructional
model; Engage and Explore.

During these phases, key questions were

asked in order to immerse students with the topic and stimulate their high
order thinking in line with the learning objectives. Framing appropriate
questions reflects Browns Categorisation based on Bloom (Kivunja, 2015,
p.203) and aims to achieve the type of learning expected. Consequently,
throughout the learning experience, key questions are framed in order to
guide students to reflect the learning outcomes. For example, in lesson
one, one of the key questions is How can you show where you live to
people in other countries? This question is to ask students to think about
the concept of the world map, which is one of the key elements of the
learning in this unit. This leads to the assessment for the key learning
objective; identify and locate Australia and its neighbouring countries on
the

map

of

Oceania.

The

learning

objective

reflect

on

student

geographical knowledge of those nations. Consequently, the assessment

for this lesson is such knowledge. In the plan, the assessment is done with
a blank map of the region and students are allowed to access
geographical tools. Therefore, the purpose of this formative assessment is
to support and encourage students learning rather than evaluating how
much they remember. Consolidation of such knowledge could be followed
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31696639_Trevor_Laura_EDN568_Assignment2
in the form of computer based repetitive learning activity for individual
practice.
Another main instructional strategy adapted in my lessons is cooperative
learning (Johnson and Johnson, 2002). As it is claimed in the Learning
Pyramid (Bethel Maine, 2013), students learning could be significantly
enhanced when they are actively involved in the process of learning
(Kivunja, 2015, p.36). In lesson two, Jigsaw is adopted in achieving the
learning objective, which is to examine the similarities and differences
between places in terms of the climate and the types of settlements. In
this learning, students are encouraged to utilize high order thinking in
applying new knowledge to express their understanding in a Y chart. I
believe Jigsaw could be the most suitable instructional strategy to
facilitate this type of learning. Furthermore, in order to make such
cooperative learning experience more meaningful and effective, I tried to
encompass the following elements; individual accountability, equal
participation,

positive

interdependence,

group

processing

and

simultaneous interaction. As these are emphasized as the key to success

for cooperative learning (Johnson et al., 2006), I assigned individual
members with roles so that participation and accountability can be share
fairly equally. Grouping is prearranged reflecting friendship, personality
and

abilities

and

this

will

facilitate

positive

interdependent

and

cooperative teamwork. In addition, step by step instructions are explicitly

set with provided task lists and expected activities outcomes.

These

frameworks would stimulate simultaneous interaction and group process

most effortlessly keeping the flow of the learning process without
unnecessary interruption. In the lesson two, the assessment is in the two
different forms. First during the learning activity, teacher will observe
students learning process and provide over the shoulder feedback when
necessary. Secondly, one of the learning objectives of Discuss what would
it be like to live in New Zealand or in Indonesia? Will be assessed with a Y
chart. The purpose of this assessment is to evaluate higher level of
students learning process in which they are encouraged to use their newly
learnt knowledge to express their understanding of new learning. As
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31696639_Trevor_Laura_EDN568_Assignment2
commented in the plan, reflection on student learning experience with this
unit will be followed in a separate lesson. I acknowledge it is important to
reflect on group process with cooperative learning strategy especially
when students are still new to such strategy. Furthermore, reflecting on
the

contents

and

checking

students

understanding

through

peer

assessment and group discussion would advance students learning at a

higher level. To be able to facilitate such reflection at a deeper level, I
would have a separate lesson for the session after the second lesson.
During this session, oral feedback would be exchanged additionally to
teachers written comments on student notes on the Y chart.
In summary, this learning experience is students centred and inquiry
based. Fundamentally, students are expected to be familiar with the
learning environment where they feel confident and safe in taking up the
ownership in their learning. Furthermore, this learning experience can be
most effective based on the fact that students are also familiar with the 5
key elements of cooperative learning to some extent. Learning objectives
are set to best achieve ACARA content descriptor and the materials
provided for the lessons are in a variety of types to stimulate MI (multiple
intelligence) (Gardner, 2013). Key questions (Brown, 1975) embedded
with this unit of learning play an important role in stimulating students
critical thinking at various levels.

The purpose of the formative

assessment embedded with these lessons is to support students to further

expand their knowledge and to form curiosity in the topic. Teachers role
in this learning experience is not only a facilitator but also an assessor.
Feedback on students learning and reflection of collected data in such
formative assessment should be integrated with a long-term plan for
geography.

31696639_Trevor_Laura_EDN568_Assignment2

Lesson Plan
Day: M T W T
9:30-10:30 Year: 3
Lesson number

F
1

Date:
of

Nov Time: (60 minutes)

31696639_Trevor_Laura_EDN568_Assignment2
Learning Area: HASS
Topic: Geography
Australian Curriculum Content Description:
The location of Australias neighbouring countries and their diverse characteristics (ACHGK016)

Cross-curriculum
priorities:
General
capabilities:

Aboriginal and Torres Strait Islander

histories and cultures

Literacy

Numerac
y

ICT

Critical and
creative
thinking

Asia and Australias

engagement with Asia

Ethical
behaviour

Sustainability

Personal and
social
capability

Intercultura
l
understand
ing

Students prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences:

Students recognize that people are living in different locations.

To be able to successfully engage with these areas of
learning, students should be able to read and write independently.
Note any particular skills needed:

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching and why?)
The aim of this lesson is to help students understand that places are parts of the
Earths surface and can be described by location, shape, boundaries. Students will
identify and locate Australia and its neighbouring countries, such as New Zealand, the
Pacific Island nations, Papua New Guinea, Timor-Leste and Indonesia using
geographical tools such as wall maps, atlas and online tools including Google Earth.
Learning objectives: (What will students

Assessment: (For each learning objective,

know and be able to do at the completion of the

lesson specific, concise and attainable objectives.
Use relevant taxonomies.)

state how you will assess the degree to which

the objective has been achieved. What will be
the evidence of the learning? Consider
formative and, if appropriate, summative
assessment strategies)

On completion of this lesson, students

will be able to:

Find Australia on the world map

Completed student activity sheets

(Oceania map blank).

Identify Australian neighbouring

countries on the map

Feedback on students activity

passports

Discuss about printed maps and online

geographical tools

31696639_Trevor_Laura_EDN568_Assignment2
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be
required)

Activity passport X the number of students (each student will have their own)
pegs with no 1,2,3,4,5
Stamps X 4
World map
Australian map
Google Earth/Google Map
Books about Australia and its neighbouring countries including New Zealand, the Pacific
Island nations, Papua New Guinea, Timor-Leste and Indonesia. World atlas, Ocean atlas

Catering for diversity (detail any adjustments or considerations for educational/resource

adjustments)

Mixed ability group

World map and Australian maps will be displayed during the whole lesson for
reference
LS EA if pre-arranged
Timing
5
minutes

Learning experiences
Introduction: (How will you engage the learners and set the scene
for the lesson?)
Students are on the mat and teacher shows a world map projected on
the white board.
Teacher asks key Questions for Brainstorming:
1.
-Where do we live?
-where in Australia do we live?
-All Australians live in Perth (or WA)?
-Where else people live?
-Do you know anyone who live in different country or have you ever
visited other countries?
-Why do those places have different names?
-How can you show where you live to people in other countries.
Teacher then introduce todays lesson topic and objectives:

10 minutes

Sequence of learning experiences: (What learning experiences

will help the students achieve the learning objectives? What
instructional strategies will be used?)
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31696639_Trevor_Laura_EDN568_Assignment2
Activity 1. Teacher deliver mini lesson on
-how to use Google Earth on ICT devices (iPads and laptops) The
devices have the app ready to use.
- lesson instructions on what students are doing at each activity corner
and how it works in terms of the grouping and roles of each members.
Teacher emphasizes the objectives of the activity.
-grouping: prearranged mixed ability group. Each group has 5
students. Each group is given what activity they will do in order.
-instructional arrangement:
in their groups, each student will pick a peg. The color of the peg
allocates them a job. Each activity table has a number and individuals
role displayed on it. (see attachment)

20
minutes

Students activity passport: all students will have their own activity
passport, and on each page, there are learning objectivities for the
activity. On the completion of each activity, the page of the activity
will be stamped by the person allocated to do the job. If a group
finishes their activity early they can read books about Australia and its
neighbouring countries at the reading corner quietly.
-Q&A to clarity any uncertainty.
Students are asked to go sit at their first activity table and start their
activity.
Activity 2-Student centred, inquiry based learning
There are 4 activity corners set up for different learning activity.
Table 1 and 2 -Discover where Australia is on the world map
and identify its neighbouring nations with printed forms of
maps, atlas.

20
minutes

On the table, there is a world map and a globe, blank maps All
students carry their activity passport. Students are asked to
1.
2.
3.
4.
5.

locate Australia and its neighbouring countries

fill out the blanks on the blank map(see attachment)
compare their answers among their members
color each country differently
on completion of the activity, get their passports stamped.

Table 3 and 4- Discover where Australia is on the world map

and identify its neighbouring nations with Google Earth or/and
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31696639_Trevor_Laura_EDN568_Assignment2
Google Map
On the table, there are 5 ICP devices at each table (laptops or iPads).
All students carry their activity passport. Students are asked to
1. locate Australia and its neighbouring countries
2. look at the night vision of the particular regional area
3. fill out the questions on the activity sheet (see
attachment)
4. compare their answers among their members
5. on completion of the activity, get their passports stamped.
Key questions:
5minutes

-Can you find Australia on this map? Where is it?

How about other neighbouring countries such as New Zealand, the
Pacific Island nations, Papua New Guinea, Timor-Leste and Indonesia?
-How do you think about using Google map or a globe or printed flat
world map?
-which on do you prefer why?
Lesson conclusion: (How will you summarise the learning and relate
it to the lesson objectives?)
Teacher asks students reflective questions on their learning
-what they had learnt today? Think/Pair/share
-Draw Australia inside your head and we are going to locate our
neighbouring nations from the right to the left beginning with New
Zealand. So, on the right, there is New Zealand, the Pacific Island nations
(Caledonia, Fiji, Solomon Island) and Papua New Guinea, Timor-Leste and
Indonesia.

Teacher informs students what will be covered next time.

Students with the peg written number five in each group are asked to
put away the materials used from their desk they last worked on and
the rest students are asked to line up for the recess and their activity
passport will be collected on their way out at the door.

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31696639_Trevor_Laura_EDN568_Assignment2

Lesson Plan
Day: M
Year: 3

Lesson number

Date:

of

Nov Time: (60 minutes)

9:30-10:30

Learning Area: HASS

Topic: Geology
Australian Curriculum Content Description:
The location of Australias neighbouring countries and their diverse characteristics (ACHGK016)

Cross-curriculum
priorities:
General
capabilities:

Aboriginal and Torres Strait Islander

histories and cultures

Literacy

Numerac
y

ICT

Critical and
creative
thinking

Asia and Australias

engagement with Asia

Ethical
behaviour

Sustainability

Personal and
social
capability

Intercultura
l
understand
ing

Students prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences:

Students learnt the location of Australia and its neighbouring nations on the map.
To be able to successfully engage with these areas of
learning, students should be able to read and write independently.
Note any particular skills needed:

Teaching purpose: (What is the broad purpose of the lesson? What are you teaching and why?)
The aim of this lesson is to help students develop the concept of place through
examining the major natural and human characteristics of Australia and Australia's
neighbouring countries focusing on New Zealand and Indonesia. Students will use the
geographic concepts of environment and space to examine the similarities and
differences between places in terms of the climate and the types of settlements with
a variety of materials and texts.
Learning objectives: (What will students

Assessment: (For each learning objective,

know and be able to do at the completion of the

lesson specific, concise and attainable objectives.
Use relevant taxonomies.)

state how you will assess the degree to which

the objective has been achieved. What will be
the evidence of the learning? Consider

11

31696639_Trevor_Laura_EDN568_Assignment2
On completion of this lesson, students
will be able to:

formative and, if appropriate, summative

assessment strategies)

Identify the similarities and differences

Australia, New Zealand and Indonesia

Completed student activity sheets(Ychart).

Explore why are the places in Australia,

New Zealand and Indonesia similar or
different?
Discuss what would it be like to live in
New Zealand or in Indonesia?

On spot feedback during student

learning activity
Feedback on students response to Y
chart

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be
required)

The same activity passport used in the previous lesson.

Pegs
Stamps X 4
World map displayed on the wall
Books about Australia, New Zealand and Indonesia
Australian Atlas, New Zealand Atlas, Indonesian Atlas
Images of natural and human features of the places

Catering for diversity (detail any adjustments or considerations for educational/resource

adjustments)

Mixed ability group

World map and Australian maps will be displayed during the whole lesson for
reference
LS EA if pre-arranged
Timing

Learning experiences

Introduction: (How will you engage the learners and set the scene
for the lesson?)
Reiew on the previous learning. Students are on the mat and teacher
shows a world map projected on the white board. And students are
asked to locate Australia on the world map and follow where the
neighbouring nations including New Zealand, the Pacific Island nations

minutes

(Caledonia, Fiji, Solomon Island) and Papua New Guinea, Timor-Leste and
Indonesia on the map.

Then teacher show where Australia is on the globe and discuss about
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31696639_Trevor_Laura_EDN568_Assignment2
what the globe shows and watch YouTube video Know Your Globe
asks key Questions for Brainstorming:
2.
On the globe can you locate where we live?
-How about New Zealand and Indonesia? Where are they?
-Have anyone been there?
Teacher then introduce todays lesson topic and objectives:

5 minutes

Sequence of learning experiences: (What learning experiences

will help the students achieve the learning objectives? What
instructional strategies will be used?)
Activity 1. Teacher deliver mini lesson on
-how to use ICT devices (iPads and laptops) The devices have the
shortcuts for websites displayed on desk top ready to click.
- lesson instructions on what students are doing at each activity corner
and how it works in terms of the grouping and roles of each members.
Teacher emphasizes the objectives of the activity.
-grouping: students will work in the same prearranged mixed ability
group as the previous lesson. Each group picks a pop stick to
determine what activity corner they will do.
-instructional arrangement: same as the previous lesson
in their groups, each student has the same peg as the previous lesson
and full fill the role displayed on the table of each learning corner. (see
attachment)

20
minutes

Students activity passport: all students have their activity passport,

and on the page for lesson 2 section, there are learning objectivities
for the activity. On the completion of each activity, the page of the
activity will be stamped by the person allocated to do the job. If a
group finishes their activity early they can read books about Australia
and its neighbouring countries at the reading corner quietly.
-Q&A to clarity any uncertainty.
Students are asked to go sit at their first activity table and start their
activity.
Activity 2-Student centred, inquiry based learning
There are 5 activity corners are set up. One for Australia two for New
Zealand and two for Indonesia.

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31696639_Trevor_Laura_EDN568_Assignment2
-Discovery corner
On the table, there is a Laptop, books and atlas, images of the topic
for all three nations.
All students carry their research and display their finding on A2 size
paper.

20
minutes

Corner
Corner
Corner
Corner
Corner

1
2
3
4
5

the climate of the countries

housing / food
Interesting animals
human features (i.e. cities, buildings, bridges, etc.)
interesting culture

Activity 2: Jigsaw: One Australia two Indonesia two New Zealand (4

members from each group go to one of the other group
In the first 10 minutes: captain remains where they are and others
members go to one of the topic corner and learn about the topic.
When listening, students are asked to take note on the activity sheet.
In the last 10 minutes: all members go back to their home group and
teach other members about the topic they learnt.
When listening, students are asked to take note on the activity sheet.
10 minutes

Lesson conclusion: (How will you summarise the learning and relate
it to the lesson objectives?)
Teacher asks students reflective questions on their learning
Think/Pair/share
-Which country is similar to Australia and which country is different
from Australia?
- How and why do they differ from, or are similar to, other peoples
lives?
- What would it feel like to live in this place?
Lets write down your response on Y chart; Looks like, feels like,
sounds like
The chart is written on A2 paper and placed on the wall. 1 for New
Zealand 1 for Indonesia. Once students write down their response on a
sticky note for one the country they can stick it on the right section.
Teacher informs students the chart will be discussed next time.
Students with the tidy up peg in each group are asked to put away the
materials used from their home corner and the rest students are asked
to line up for the recess.

References
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31696639_Trevor_Laura_EDN568_Assignment2
Australian Curriculum, Assessment and Reporting Authority (ACARA)
student portfolio summary Geography year 3 (2013) Retrieved from
http://www.acara.edu.au/curriculum/worksamples/Year_3_Geography_Portf
olio.pdf
Australian Curriculum, Assessment and Reporting Authority (ACARA),
Australian Curriculum v5.0: Geography for Foundation10, Retrieved from
www.australiancurriculum.edu.au/Geography/Curriculum/F-10
Mclnerney, Dennis M. (2014). Educational Psychology: Constructing
Learning. NSW, Australia: Pearson Australia.
Kivunja, C. (2015). Teaching, learning and assessment. Victoria, Australia:
Oxford University Press
Bennett, B., Rolheiser, C., & Stevahn, L. (1991). Cooperative learning:
Where
heart meets mind. Toronto: Educational Connections.
Compare Infobase Ltd. (2016) Maps of world.com Retrieved from
http://www.mapsofworld.com/australia/

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31696639_Trevor_Laura_EDN568_Assignment2

Part D sample 1

Australia and its neighbours map blank

name:
date:
Activity 1
1.

Fill out the name of each country in the box using the world atlas.

2.

Color each country with different colors.

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31696639_Trevor_Laura_EDN568_Assignment2

Image retrieved from

http://www.freeusandworldmaps.com/html/WorldRegions/WorldRegionsPrint.html

Sample 2 Y chart: The Y charts will be drawn on butchers papers to be

shared with the whole class.

Living in New Zealand

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Living in Indonesia

Images saved from interactivelessons.com.au

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