LESSON PLAN

Unit/lesson title: Changing Australian

Communities

Lesson duration:
minutes

45

Stage 5
Year 9

Class/group: 9
Geo1

National Professional Standards for Teachers: Domain

Plan for and implement effective teaching and learning
Rationale
Provide students with an understanding of a Settlement and
the usefulness of a Census and what it is used for.

Standard

Syllabus strand/sub strand

5A2 Changing Australian Communities

Syllabus content description/outcome

Syllabus
elaborations/co
ntent
knowledge and
understanding
about Census and
how communities
vary around
Australia and the
needs of each
community vary
depending on size
and location.

Tim
e
5
min

35
min

Use effective classroom communication

Prior knowledge :
Indigenous Australian where the first to inhabit Australia.

5.1
5.2
5.8

identifies, gathers and evaluates geographical information

analyses, organises and synthesises geographical information
accounts for differences within and between Australian
communities

Content/learning experiences

Introduction
Review what a community is. Students are to
write a brief explanation in their workbooks.
Students are then asked to share their ideas to
the class. Formal definition is to then be
displayed on the SmartBoard.

Teaching
strategie
s

Class
organisa
tion

Direct
instructio
n

Individual

Body
Teacher is to lead reading of notes on
Settlements. Students may be asked to read as
appropriate. Students will then be asked to copy
the first paragraph of information into their
workbooks.
Students are to then write three examples of
urban and rural settlements into their

Individual

Assessm
ent
techniqu
es
Students
recall the
definition
of a
communit
y

Resource
s
SmartNot
ebook file,
IWB

workbooks. Some students will then be asked to

share their responses.
Discussion
The teacher is to then facilitate a discussion on
Census, determining if students have any prior
knowledge on this topic. The teacher should lead
students to develop an informal definition of a
census and assist them in formulating an
understanding of why a census is useful.
Students will then copy down the notes from the
board into their books.

ICT Group

The teacher is to then bring up the ABS spotlight

website, explaining to students that this video
will provide Census information about Molong.
The teacher is to ask for a student volunteer who
will be required to put their information into the
website when prompted.
5
min

Adjustments:
If time permits students could go through the
ABS spotlight website again putting in different
Geographical information.

Discussion

Conclusion
Teacher is to facilitate discussions on the
usefulness of the census information to the local
shire. Teacher is to allow Mr Horner to advise
students what they are doing next lesson.
8 Aboriginal ways of
learning

Reference:
http://8ways.wikispaces.com/

Quality Teaching/Quality Learning Framework

Intellectual Quality
Significance
Deep knowledge
Background knowledge
Deep understanding

Quality Learning Environment

Explicit quality criteria
Engagement

Cultural knowledge
Problematic knowledge
Knowledge integration
Higher-order thinking
Inclusivity
Metalanguage
Connectedness
Substantiative communication
Narrative

Reflection:

High expectations
Social support
Students self-regulation
Student direction