Download geography week 2 lesson 1 with reflection.1

Generic Lesson
Planning Template
Year Level/s: 3
Date: KLA/s: Geography
Duration: 40 minutes
Syllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus
or curriculum?)
Geography: Environment
The use of natural resources and disposal of waste effects the environment
o Elaboration: understanding that sustainability means using resources at or less than the rate of renewal
o Elaboration: Investigating the environmental effects of consumption for example, the waste that is
generated by school, homes daily travel and holidays and where this ends up
o Elaboration: Experimenting with ways to reduce their effects on the environment, for example sorting
rubbish into what could be recycled or composted
Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective
must indicate “Given what, Do what, How well?”
Given that the class has a focus on living things, sustainability and the environment, students will learn about
how Tamborine Mountain National Park is sustained and maintained for future generations
Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes)
do students need to develop?
Students need to know ...
Students need to be able to ...


Many human activities have a harmful
effect on the environment
Choices we make about how we live can
reduce our consumption of resources


Learn about how Queensland’s first national Park is
managed and preserved
Create an information poster that teaches visitors
about the importance of maintaining the park and
shows visitors to the Park how to treat the
environment
Evaluation/ Monitoring and Assessment:
Prior Knowledge: (How will I find out Formative Assessment: (How will I
Summative Assessment: (How will I
what the students know and/or
remember?):
monitor student understanding along
the way?):
provide concrete evidence of student
learning?):
Students have real world
experience disposing of waste
Monitor student
contributions/clarify
misconceptions and ask ‘why’

Resources
needed:
Correctly sort waste into
categories,
 Able to explain one waste
disposal method
 Complete a graph that
accurately depicts their own
recycling.
IWB YouTube http://www.youtube.com/watch?v=oY5g3LzkkF4 to 2:40 only
Website about plants and animals of Mt Tamborine National Park
http://www.nprsr.qld.gov.au/parks/tamborine/culture.html
http://www.derm.qld.gov.au/parks/tamborie/about.html Activity poster
http://parkweb.vic.gov.au/__data/assets/pdf_file/0015/322071/Teachingactivity-Why-do-we-need-national-parks.pdf
Teaching Strategies and Learning Steps
What to say
Organisation/Resources
Individualising learning
Introduction - key learnings and how they will be achieved (Consider strategies, relevance, individual/group work, clarify student
understandings of task, student voice, student choice etc.)
Time Allocation: 10 minutes
11:10
Whole group discussion: do students
remember the previous geography lesson,
where we focused on our waste, and the
importance of sustainable living?
What key messages will I
convey?
That sustainability
is vital not only for
our health , but for
all living things in
our environments
How will I organise learning
activities and utilise resources?
......
How can I make adjustments
to meet individual student
needs?
Have websites ready
to go,
Allow wait time for
thinking, provide
resource books for
students if they
finish early
Lesson Body - step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision
and use of resources, general student responsibilities etc.)
Time Allocation:20 minutes
What questions will I ask?
How will I handle the
transitions between activities?
How will I know if students
are achieving the learning
objective/s?
Watch video about Tamborine Mountain
What living things
national park, discuss the effects of
If students are able
Ask students to get
did
students
see
on
humans on this environment
to apply what they
the things they will
Ask------------------------------------------------ the video?
know about
need before the
11:20
sustainability in a
lesson begins, and
What
kinds
of
Look up website on IWB as a class, ask
poster that teaches
pack away when
several students to read out the different things might
others about the
they are finished
humans do that
kinds of plants and animals. Consider
importance of the
could
harm
the
what a park ranger’s job is- could it be
environment
living
similar to the job of the park keepers at
Currumbin sanctuary? What did they do? things/environmen
t?
Ask students, if they were a park ranger
for the Tamborine Mountain National
Park, what would they want visitors to
know before they came?
Hand out activity poster materials to each
table group, explain that students will
create a poster that highlights the
importance of sustainable practices and
shows visitors why it is important to
behave appropriately while in the park
Students in their table groups cut out the
statements, match them with their
explanations and illustrate their posters
Conclusion - reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move
thinking forward.)
Time Allocation: 10 minutes
11:50
Students come together as a group, and a
spokes person from each table group will
tell the class which explanation they
chose, and how their poster will ensure
that visitors treat the Park respectfully
How will I help students
to synthesise learnings?
Link to prior
learning about
waste and living
things
What plans are in place for those
who finish early?
What about those who need
more time?
Quiet activity, silent
reading
Suggest that the
information goes
onto the posters
first, then the
illustrations
Reflection and Adjustments
Prac Course:
Lesson No:
Prac site:
Unit/ Topic Area:
Week:
Did students learn what they were supposed to?
How could this lesson be improved
for next time?
(If I was to teach this lesson again what
(Self-evaluation of learning experience outcomes)
Deconstruct: this lesson had both successes and failures; the would I change and why?)
internet research was much more difficult and time consuming that
I had anticipated, with many of the netbook computers not working I would ensure that all of the
computers had done their
due to updates, meaning that many students could not use them.
updates and were ready to use
That said, when it came time to create the poster, the students
before beginning the lesson
became very involved, and when lunchtime came, had to be told
several times to stop so they could eat. Many refused and said they
would rather keep working.
Confront: It can be disheartening and stressful when lessons don’t
go to plan, which highlighted the need to be flexible and have
alternate activities in place; the poster activity began as an plan that
I had intended to go on over several lessons, however because if the
computer issues, we started them earlier than I had anticipated and
the students were far more enthusiastic about them than I
expected.
Theorise: According to research by Taylor (1990) beginning teachers
viewed as unsuccessful when they did not go according to plan or
when the pupils interrupted the student teachers' agendas,
however as time progressed, teachers studied reported behaving
more flexibly showing less concern when lessons required changes
as they grew in experience and confidence.
Think otherwise: It would have been easy to become frustrated
when the lesson did not go according to plan, however it ended up
being one that I feel was most successful, because of student
enthusiasm for the poster task, the higher order thinking that was
shown by students as they worked through their planning and
execution
What’s next?
(Points to inform subsequent lesson)
Continue to engage with a variety of lessons and stimulus material
that will broaden students understanding of the topic
How were authoritative pedagogies
supported?
(e.g. Productive Pedagogies, Bloom’s
Taxonomies, Habits of Mind)
Blooms
Synthesise- create, design
Evaluate- support
Gardner
Visual, kinesthetic, auditory
References to remember:
Taylor, K. (1990). Student Teachers' Perspectives on Successful and Unsuccessful Lessons. Retrieved on 21/10/2012
from
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue
_0=ED338561&ERICExtSearch_SearchType_0=no&accno=ED338561
Suggestions/Comments from others: My mentor suggested expecting all lessons that include the netbook computers
to be tedious and difficult as they are notorious for having problems, however she was very pleased with how
engaged the students became with the poster project