102085 Assignment 2: Geography Lesson Plan

Nicolette Byron: 17235482

PART A: PREPARATION AND STRATEGIES

Year: Syllabus section:
Year 9
Geography K-10, Stage 5: Sustainable Biomes (syllabus pp. 94-95)
Unit Name: Sustainable Biomes
Lesson Topic: Human alteration to Biomes, Lesson 6/10. Duration:
Inquiry Question: Do you think humans have altered the physical
characteristics of Biomes? 1hr (60 mins)

Prior knowledge/skills required: Resources (Attach

– Acquiring geographical information classroom ready
resources/worksheets
• collect, select, record and organise relevant data and students will be using)
geographical information, using ethical protocols, from a
variety of appropriate primary data and secondary information – Workbook
sources (ACHGS064, ACHGS073)
– Processing geographical information – Pens, pencils, etc.

• evaluate multi-variable data and other geographical information

– BYOD (WWW)
using qualitative and quantitative methods and digital and
spatial technologies as appropriate to make generalisations and
inferences, propose explanations for patterns, trends, – Worksheets (see
attached)
relationships and anomalies, and predict outcomes
(ACHGS067, ACHGS076)
• apply geographical concepts to synthesise information from
various sources and draw conclusions based on the analysis of
data and information, taking into account alternative
perspectives (ACHGS068, ACHGS077)
– Communicating geographical information
• reflect on and evaluate the findings of an inquiry to propose
individual and collective action in response to a contemporary
geographical challenge, taking account of environmental,
economic and social considerations; and explain the predicted
outcomes and consequences of their proposal (ACHGS071,
ACHGS080)

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning 3. Significance
1.1 Deep knowledge Environment 3.1 Background knowledge
1.2 Deep understanding 2.1 Explicit quality criteria 3.2 Cultural knowledge
1.3 Problematic knowledge 2.2 Engagement 3.3 Knowledge integration
1.4 Higher-order thinking 2.3 High Expectations 3.4 Inclusivity
1.5 Metalanguage 2.4 Social Support 3.5 Connectedness
1.6 Substantive communication 2.5 Students’ self-regulation 3.6 Narrative
2.6 Student direction
 102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

How are the Quality Teaching (QT) elements achieved in the lesson?
QT element Indicators of presence in lesson
1.4 Students should be able to use their knowledge of geographical issues
to predict and define Biomes. Also, students utilise analytical thinking
skills and are required to analyse perceptions of human alterations on
their local Biome.

2.2 Students will be physically finding geographical information online

(ICT) throughout lesson. Student learning through the lesson will be
facilitated by the teacher to develop positive student/ teacher
relationships.

3.4 Students will be involved in individual and small group tasks

throughout the lesson as well as classroom discussion which is to be
guided by the teacher.
 102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes:

GE5 -2 explains processes and influences that form and transform places and environments

GE5- 3 analyses the effect of interactions and connections between people, places and environments

GE 5-7 acquires and processes geographical information by selecting and using appropriate and relevant
geographical tools for inquiry.

GE 5-8 communicates geographical information to a range of audiences using a variety of strategies.

Students learn to: Students learn about:

Students skim and scan written and
visual geographical texts to assess
human impact on Biomes.
Use geographical skills and
knowledge to assess and collect data
appropriate to investigation.
Students consider the symbiotic relationship Indigenous people had
with the Windsor South Creek (site) in previous times. Additionally
students consider the impact white settlement and urbanisation has
had on the local Biome, with a particular focus on how water quality
has consequently been affected by human alterations to Biomes.

Timin Lesson content Student activity Teacher activity

g
Introduction to local Students are ready to learn and are Teacher is prepared for lesson.
5 Biomes/ Australian seated in their allocated seats waiting Teacher greets students at the
Mins Rivers- focus on water for teacher to mark the roll and give door and welcomes students
quality. This lesson instructions. inside then marks the roll.
requires that students Teacher asks students to sit in
assess the impact of their allocated seating plan.
human alterations of the
Biome (South Creek) in
their local area. Students
apply geographical
knowledge learnt in
previous lessons to
complete activities.

Teacher begins class by
10 tapping into student’s prior
Mins knowledge of key
concepts such as: place,
biomes, and environments
via class discussions.
The following inquiry
Question formulates the
learning activities found
within this lesson:
Do you think humans
have altered the physical
Students visit the following link:
http://splash.abc.net.au/home#!/media/
524323/hawkesbury-river-tourism-
and-river-health using their BYOD.
(WWW)
Prior to students watching the video,
students:
1. Place their name and the title:
River Health at the top of the
Venn diagram worksheet. (L)
Students watch the video using their
BYOD.
Teacher instructs students to
visit the website provided to
them- teacher reads the URL
aloud and also writes the URL
on the white board.
Teacher hands out to students a
printed copy of graphic
organiser- Venn diagram) (see
attached). Teacher poses the
following questions to the
students by writing them on the
interactive whiteboard:
1. “What is being discussed
 102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482
characteristics of Biomes?
Students: investigate
10 environmental challenges to
Mins food production for Australia
and other areas of the world
for example: (ACHGK063)
- description of the impact of
water scarcity and pollution
on food production
Mins
After watching the video students
answer the questions that the teacher
places on the board (see next column
for questions).
Students are to answer the questions
using their graphic organiser (L)
Students are allowed to discuss with
the person next to them their ideas
when answering the following
question.
Question: Do you think humans have
altered the physical characteristics of
Biomes?(L)
Students analyse the photo provided
by the teacher (see attached activity)
and consider the symbiotic
relationship Indigenous people had
with the Windsor South Creek (site) in
previous times.
(Group Work- 3 people per group)
Students work in groups to complete
activity: Responding to changing
biomes.
(Individually) Each student completes
attached: line drawing activity (N)
Students complete activity: Photo
analysis of Windsor Site (see
attached).
Students visit the following link:
http://www.australia.gov.au/about-
australia/australian-story/austn-
farming-and-agriculture (WWW)
Students take down the following
notes in their workbook or BYOD:
As a growing species (increasing
throughout the video?”
(Key points)
2. “How is the information
discussed throughout the
video relevant to the
topic: Water quality at
the Windsor South
Creek?”
Teacher asks the question: Do
you think humans have
altered the physical
characteristics of Biomes?
(Testing prior knowledge).
Teacher places student
responses/ ideas on the
interactive whiteboard.
Teacher facilitates class
discussion based on the
following question: Why do
humans change Biomes? (GE
5- 2).
Teacher presents students with
an image of human expectation
from natural systems- see
image attached.
Teacher facilitates students
with appropriate instructions
for activities and help where
needed.
Teacher keeps track of time.
This lesson is conducted prior
to lunch break affording
additional time if needed.
Teacher writes the following
quote on the white board- “The
production of food is a
necessity for sustaining life.
In the past the relationship
between human and the
natural environment was
more balanced in that what
naturally existed could
 102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

population): our demand for food has sustain”.

increased over time. Our use of the
natural environment has depleted its
viability and/or the natural
environment is not suitable for intense
growth. Our competing land use has
increased intensive farming, hence the
capacity for the biome to supply this
demand has diminished and humans
have resorted to altering.
Students visit:
http://growingblue.com/the-growing-
blue-tool/
Teacher uses the example of
Nomadic Farming / Aboriginal
perspective case study, to
explain what that means to
students to stimulate class
discussion.
Teacher is available for student
support and offers guidance to
students when completing the
learning activities.

1. Using the map, identify which

countries have highest water
stress levels (N)

2. Compare this to food

production research (and prior
knowledge of what countries
have high levels of food
production).

3. Students write ONE paragraph

describing how water
availability impacts on food
production (L)

5 Conclude lesson Students ensure they have all of their
Mins equipment with them and are
dismissed by the teacher.
Teacher reflects on the lesson
and what the students learnt in
preparation for next lesson.
Students are dismissed by the
teacher.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
5.1 By checking student’s worksheets as they complete them, the teacher
can observe that the students are appropriately identifying, gathering
and evaluating geographical information.

5.4 By observing students, as they complete the activities the teacher can
gage if the student is using the geographical tools appropriately and
judge which students need assistance- i.e.: deciding where
differentiation of content is necessary.
Links to next lesson: This lesson forms a strong link to Lesson 7 found within the unit outline- TAS. This
Geography lesson asks that students examine and interpret geographical information using a range of tools/
skills, including: literacy and numeracy. This has been achieved throughout this lesson via use of graphic
organisers such as a Venn diagram and ICT- web quests. Similarly, the TAS lesson requires that students
 102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

utilise their literacy skills to support their collection of data via investigation into the Indigenous Australian
peoples tools found in the Windsor area and on display at the Windsor Heritage Museum. In addition, this
Geography lesson looks closely at examination of how humans have altered biomes over an extended period
of time and what changes have occurred to the environment as a result.
AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
This lesson has been planned in a sequence of lessons all aimed at a specific goal
3.2 Fieldwork. In this lesson students gain experience in employing the skills that
they will have to use whilst undertaking the virtual fieldwork. The fieldwork is
used to build on prior knowledge and to enable students to apply geographical
skills and knowledge to the Aboriginal Site study

4.5 ICT is used in this lesson in a safe and responsible manner. Teaching students
how to read weather maps could have been done through handouts or class
discussions however ICT has been used to teach the students much faster and
Much more effective.

5.1 By observing students as they complete their worksheets and check their
answers to make sure they are on the right track the teacher conducts formative
assessments on the students to gage their learning

WHS considerations

 Students are seated in their chairs safely

 Room is ventilated adequately
 No trip hazards
 Risk assessment for any student that needs one has been carried out
 Individual learning plan has been carried out for aboriginal students or those with additional needs
 Provide adequate lighting in the classroom for student learning
 Students follow school policy
 Fieldtrip excursion notes completed and returned- student allergies noted etc.
 First aid kit carried to site
 Mobile phone charged & ready for use in case of emergency
 Up to date anaphylaxis and CPR training

References

http://splash.abc.net.au/home#!/media/524323/hawkesbury-river-tourism-and-river-health

http://www.nature.com/nature/journal/v405/n6783/full/405234a0.html

http://www.australia.gov.au/about-australia/australian-story/austn-farming-and-agriculture

https://www.google.com.au/search?q=farming+in+australia&biw=1280&bih=894&source=lnms&tbm=isch
&sa=X&sqi=2&ved=0ahUKEwitm8XnlubPAhVL3GMKHQ12CVgQ_AUIBigB#tbm=isch&q=river+farm+
and+buildings+australia&imgrc=toOWNdMq2oAoHM%3A

Resources
See worksheets attached below.
102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

Activity: Venn- diagram River Health

Visit this website:
http://splash.abc.net.au/home#!/media/524323/hawkesbury-river-tourism-and-river-health
Your task:
After watching the video, fill in the Venn diagram below by considering the following questions:
1. What is being discussed throughout the video? (Key points discussed)
2. How is the information discussed throughout the video relevant to our topic (water quality) and our
local biome- Windsor South Creek?

RIVER HEALTH

KEY POINTS RELEVANCE TO SITE

102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

Activity: Responding to changing Biomes

1. Why do humans change Biomes? (GE 5- 2).

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Presented below is an image of human use of biomes.

(Image:https://www.google.com.au/search?q=farming+in+australia&biw=1280&bih=894&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKE
witm8XnlubPAhVL3GMKHQ12CVgQ_AUIBigB#tbm=isch&q=river+farm+and+buildings+australia&imgrc=toOWNdMq2oAoHM%3A)

3. Answer the following questions in small groups (2-3 people): What can you see in this photo?
What is it that humans would have altered to achieve the scene depicted in the photo?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________
102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

Skills Activity: Line- drawing

What you will need: Pen, Pencil, Paper (workbook).

What is a line drawing?

 In geography, we use field sketches to record information when studying places outside the classroom.

 When drawing line drawings/ field sketches, students should not seek to reproduce every element of

the place (landscape) being observed. Rather, they should highlight the principal geographical features

they observe.

Task:
1. At the top of a blank page in your workbook write the title “Line drawing of the Windsor South Creek”

and put the date in the left hand corner of your page.

2. In the blank space provided (next page), complete a line drawing of the photo below. (Image:

Windsor, South Creek or Wianamatta).

102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482
102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

Answer the following questions:

1. Using your line drawing, you are to describe what the photo represents to you- be descriptive, think

about your annotations from a geographical context.

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

2. Make a list of what you see in the photo i.e.: river, grass, soil etc

 _________________________________________________________________________

 _________________________________________________________________________

 _________________________________________________________________________

 _________________________________________________________________________

3. What does this image tell you about how humans have altered natural biomes?

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________
102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

Activity: Photo Analysis- Windsor site

(Images: Windsor South Creek & Windsor Courthouse )
102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482

Task: After studying the photos above, answer the following questions. (Note: A table with information on

water quality data has been provided to help you).

Questions:

1. After looking at these photos can you observe any of the following possible sources that might contribute

to water quality at the Windsor South Creek? List your answers below:

1. __________________________________________

2. __________________________________________

3. __________________________________________

2. Based on knowledge learnt in class, state whether water temperatures would be higher or lower on

heavily human impacted biomes. In two sentences justify your answer using correct geographical

terminology.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________________

3. Would you consider the water quality of the Windsor South Creek to have been better or worse when

the Indigenous people occupied the biome? Give reasons for your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

____________________________________________________________________________________
102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482
Dissolved oxygen levels below
5mg/L
Phosphate level above 0.05 mg/L
Turbidity levels above 10 NTU
Biochemical oxygen demand above
2mg/L
Faecal coliform* levels above 600
colonies/100 mL
Water smells of oil and grease; oily
'rainbow' slick on the surface of the
water
Rubbish and litter
Ways to Interpret Water Quality Data
Oxygen levels below level required to  Organic matter, leaves
maintain ecological health of waterway
 Sewage
Nutrient levels above ANZECC  Fertiliser
guidelines for protection of ecological
health of freshwater ecosystems –  Detergents
danger of algal bloom
 Sewage
Excess sediment is washing into  Construction sites
waterway
 Erosion of soil from cleared land
Excess organic matter in waterway  Excess leaves and other organic
matter
 Sewage
 Excess growth of water plants and
algae
Water is unsafe for swimming.  Sewage
 Animal droppings
 Dairy and feedlot contamination
Water is being contaminated by oils  Oil dripping from cars onto roads
and greases and driveways
 Oil and grease being tipped into
stormwater drain
 Illegal dumping
Rubbish on streets being washed into  Uncovered rubbish bins
stormwater system
 Bad attitudes – people littering
102085 Assignment 2: Geography Lesson Plan
Nicolette Byron: 17235482