Lesson Plan
Class: Stage 3 Year 5
Key Learning Area: Geography
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
This is the fifth lesson in a unit of work on bushfires. Previously, Ss have learnt about preparing and preventative measures of bushfires and have begun
learning about responding to bushfires. Ss have used inquiry based learning within their learning experiences to deepen their understanding.
Syllabus Outcome(s):
GE3-3- Compares and contrasts
influences on the management of places
and environments
EN3-1A-Participate in and contribute to
discussions, clarifying and interrogating
ideas, developing and supporting
arguments, sharing and evaluating
information, experiences and opinions.
MA3-9MG-Selects and uses the
appropriate unit and device to measure
lengths and distances, calculates
perimeters, and converts between units of
length.
Any safety issues to be considered:
Font size on the SMART board
Adequate space for floor use
Australian Catholic University
Date:15/5/2017 Time: Start: 12:00
Finish: 12:40
Lesson Topic: Bushfires- Evacuation plans
Indicators of Learning for this lesson: Assessment:
By the end of this lesson, students will: - Strategic questioning (informal, formative)
- Identify how to effectively prepare and respond to bushfires - Purposeful roving (informal, formative)
(GE3-3)
- Group reflection (informal, formative)
- Create and present an effective evacuation (GE3-3, EN3-1A,
MA3-9MG)
SMART goal: By the end of this lesson, students will be able to
create an evacuation plan that can be presented to the class with
at least two features that would be effective in a school.
Resources:
PowerPoint slides
Beach ball- permanent marker
Reflective flame- red, orange and yellow paper, double sided tape, butchers paper
Certificate/handout
Alarm
Class roll
High visibility vest
Evacuation point sign
Fire hats
Fire hazard warning sign
1 2013
 LESSON SEQUENCE

Lesson Content / Indicators of Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
Learning (What is Taught): (mins) (How it is taught)

I INTRODUCTION
Evacuation meeting point sign
Introduce the lesson:
Indicator: Identify how to 10 mins Alarm
effectively prepare and High visibility vest
The T will refresh Ss by getting them talking about the topic of bushfires
respond to bushfires (GE3-3) Class roll
and what they have previously learnt. Prior to this lesson, Ss have learnt
about emergency procedures including who to call, how to identify
immediate danger and what to do to protect yourself and others.
This lesson is created on the assumption that the school is in a rural
setting. However, it can be adapted to meet the learning suitability for
students in city based areas.
Kinesthetic/Visual/Nature learners: The T will begin the lesson with a fake
fire evacuation to see how students respond as a warm up activity.
Students will hear a common evacuation bell in which the T will begin to
commence common procedures of an evacuation. Ss will be taken to an
Evacuation meeting point to make the experience authentic. When Ss
reach the evacuation point, the T will explain the SMART goal and the
WALT.

WALT: Today we are going to be learning about the effectiveness of

evacuation plans and the risks and benefits they may have during
emergency situations.
SMART goal: By the end of this lesson, students will be able to create an
evacuation plan that can be presented to the class with at least two
features that would be effective in a school.
T will discuss with Ss the emotions that were evoked during the fake
evacuation and analyse their reactions. Should students take their bags?
Should you call a roll? Should you follow an evacuation plan if the path is
obstructed?

Australian Catholic University 2 2013

DEVELOPMENT
Identify how to effectively
prepare and respond to
bushfires (GE3-3)
Identify how to effectively
prepare and respond to
bushfires (GE3-3)
Create and present an
effective evacuation (GE3-3,
EN3-1A, MA3-9MG)
CLOSURE
Identify how to effectively
prepare and respond to
bushfires (GE3-3)
Australian Catholic University
Beach ball
Beach ball activity- Kinesthetic/ linguistic learners:
5 mins Permanent marker
This activity aims to get Ss thinking about evacuation plans. A beach ball is
thrown around the room with questions written on the beach ball. These questions
aim to develop ideas, thoughts and feelings around evacuations as a measure in
which people respond to emergency situations. Questions include:
- What is an evacuation plan?
- Why do we have evacuation plans?
- What kinds of places would need an evacuation plan?
- Do you think it is necessary to have fire drills often? Why?
- What do you think makes a good evacuation plan?
Evacuation plans Mathematical/ Visual/ kinesthetic learners
PowerPoint slides
T will begin by going through what makes a good evacuation plan.
Butchers paper
( A clear chain of command, location of emergency equipment, exits, routes in
15 mins Pens
which to exit safely, obstructions) T will pose questions such as "What could be
done if the interior had no windows? T will give Ss an example of a an effective
evacuation plan and discuss with Ss why it is effective. The T will then do the
same with an evacuation plan that is ineffective.
T will explain that students will then create their own evacuation plan from their
classroom to the evacuation point. Each evacuation plan should show two
different routes in case of an obstruction. Ss are encouraged to get up and walk
around their evacuation routes as they complete them.
Ss will be given a success criteria to aid in their creation of an evacuation plan.
Success criteria
- Must have at least two different routes to the selected evacuation meeting point
that are highlighted
- Must include a key referring to where signage should be placed, where first
contact emergency equipment may be kept
- Be able to justify why you chose those paths.
10 mins Reflective flame- Visual/ Linguistic/Kinesthetic learners Butchers paper
This activity compiles Ss thoughts, reflections and understandings about the unit Red, orange and yellow paper
into a flame. Ss will be given a piece of paper in red, orange or yellow. Ss will be Pens
asked to write phrases, key words or sentences that reflect their understanding of Blu tac
the lesson. This may include what an effective evacuation plan looks like, what it
encompasses, how to react during evacuations and so on. T will explain that
students with the red paper will create the outside layer of the flame. This will be
followed by the orange and then the yellow. Students will collaboratively create an
art piece of reflections that can be used in the classroom.
3 2013