Earth's past: significant Australian landforms - Without providing any explanations or formal definitions this first lesson is planned to elicit Ss
prior knowledge. In this lesson Ss with talk about the characteristics of different Australian landforms e.g. Wave Rock in WA, Twelve Apostles
in VIC, and Karlwe Karlwe or Devils Marbles in NT etc.
Week one
By the end of the lesson Ss will be able to identify the causes of Ss will become familiar with the science behind erosion at the beach.
change in landscapes, including weathering, erosion and human They will predicts and conduct an investigate to make evidence-based
activity. Ss will be able to define "erosion" and name a few different claims about the water erosion. They will observe how water changes
landforms. They will be able to contribute to class discussion and the sand and record their observations.
state how/what are all the landforms shaped by.
UNIT OF WORK: TEACHING & LEARNING SEQUENCE
Teaching and Learning Experiences Lesson one (differentiation in italics)
using the jigsaw strategy T divides Ss and instructs each group to go their allocated table (eg. Ones Ss go to table one, Twos Ss go to table two etc.) T instructs the
Ss to follow the instructions on the worksheet (Appendix 3 )and record their findings. Following the worksheet instructions, Ss will have add water to the sand
container and observe any changes. Ss add more water to the sand container and describe the changes to the sand. using a paddle pop stick, Ss will then draw a
line on the sand to represent the shoreline, and make some waves in the water and observe the changes.
After, T instructs Ss to sit on the mat, T encourages Ss to share their findings. T records Ss inputs on a piece of butchers paper and displays it on the science wall.
T recaps lesson content, and encourages Ss to show their understanding of the concepts so far by show of thumbs. Using the TWLH chart T instructs Ss to write
about what they have learnt during the past few lessons. (20 mins) Commented [sT8]: this section demonstrates the use of simple
"thumbs up" as an indicator of students understanding of the
Differentiation: T may assist Ss with special needs (e.g. ADHD)to remain focused- provide written instructions or visual cues if necessary. T may Observe the oral content and utilisation of TWLH charts as an assessment tool to
interactions of ELD Ss and assist/explain if necessary or provide examples. T may assist Ss with understanding the worksheet e.g. unknown vocabulary. For high measure students knowledge acquisition
achieving Ss - T instructs them to complete the "extension" section of the worksheet if they complete their work prior to their peers.
Assessment Strategies KLA Links
Formative assessment: Geography - places and environments
Observation of Ss contribution during class discussion and monitoring their efforts in developing English - (Journal writing)
understanding that extends their learning using inquiry based rubrics. TWLH charts are to be assessed. Commented [sT9]: This section is an example of formative
assessment that i have utilised in my lesson planning to monitor
Resources - Organisation Outcomes students learning through analysis of their work samples
For each team: Sand, disposable aluminium trays/containers, water bottles (1 L), paddle pop sticks ST2-8ES, ST2-4WS, ST2-1VA, EN2-1A, EN2-2A
For the Class: TWLH chart, word wall, worksheets, ICT- computer or tablet