Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: Date: Students Prior Knowledge:

Learning Area: Humanities and Social Sciences

Strand/Topic from the Australian Curriculum - Basic understanding of different climate

Topic: zones and features
The impact of bushfires or floods on environments and - Basic geographic concepts - ability to
communities, and how people can respond (ACHASSK114) identify Australian States and Territories on a
map.
Skills:
Translate collected information and/or data to a
variety of different formats.
Present findings, conclusions and/or arguments,
appropriate to audience and purpose, in a range of
communication forms (e.g. written, oral, visual,
digital, tabular, graphic, maps) and using subject-
specific terminology and concepts.
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
competence
competence

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

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

Identify the different climates of Australia and their locations
Discover the key features that increase the likelihood of a bushfire

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

- Set up a class website page which they can access

easily on their iPads and then get to other websites
referred to in lesson quicker.
- Organise a least 1 iPad for each pair and fully
charged.

LESSON EVALUATION (to be completed AFTER the lesson)

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)

Resources/References
Time Motivation and Introduction:
Align these with the segment
9.20am Introduce the concept of bushfires and why it is important to be where they will be introduced.
studying them, explain the idea of a Web Quest if they havent
heard of it before. Also that all their discoveries and research will
be compiled into a product by the 4th lesson.
Gage their prior knowledge by selecting a few students at random
to recall what they learnt about different climates in Year 4.
Brainstorm about what types of climates Australia has, starting by
looking at what the weather is like where they live.

9.30am Lesson Steps (Lesson content, structure, strategies & Key Questions):
After rediscovering each of Australias different climate zones get
the student to pin point where each zone may be located on a
map of Australia, possibly using a Smart Board.
Collectively read the story of The GeoSIx and the bushfire getting
a few children to read a little bit each, stopping at certain points to
discuss. Ask questions like:
- What are some of the characteristics that made it a
dangerous if a bushfire was to break out?
- What are some of the precautions that Sams family takes
to make sure they are prepared for a bushfire?
Partner up the students and get them do some research and then
get together and assemble an accumulative list.
Then in their pairs again get them to make their way through the http://www.cfa.vic.gov.au/
Country Fire Authorities Interactive website where they will kids-schools/secondary-
discover about some of the other risks of fires and how they schools/interactive
behave. /index.htm#/home

When they have been through each component get each pair to
come up with something new that theyve learnt.
Look at the Fire Watch website and get a sense of the amount of
fires currently happening and if lightning activity has any influence

http://myfirewatch.
as to where the fires are. Also understanding that more bushfires
landgate.wa.gov.au
dont necessarily occur in place with the densest vegetation, and
the pattern of where the majority of fires have been in the past two
years.
Start a document with the most important information they
gathered in the lesson and make sure it is saved in a good spot
which can be easily accessed for next lesson.

Lesson Closure:(Review lesson objectives with students)

Review the main learning point from the lesson (climate zones,
different fire seasons, aspects that increase fire danger).
Briefly introduce the next lesson - Year 5s, please start thinking
about what effect bushfires might have on the environment and
the community and talk to your family about their experiences with
bushfires if they have any.

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

All iPads handed back

All students are their own desks and ready for the next lesson

Assessment: (Were the lesson objectives met? How will these be

judged?)

Understanding and achievement of the lesson objectives will be

based mainly off verbal responses throughout the lesson. If some
student have seriously avoided group discussion you could assess
their summary notes.