ANITA HAO

S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS
Lesson Plan Format ( Hypothetical)
Class:
Year 7 Geography
Date: 9/4/14 Time: Start: 9:00 am
Finish: 9:45 am
Key Learning Area:
Geography
Focus Area 4G1 Investing the world

Lesson Topic: Locating a city
Understanding an atlas
(Our World)
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

- geographical concepts latitude & longitude
- locating grid and area reference
- reading an atlas observable unique features


Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND write
out in full.



- 4.4 Uses a range of
geographical tools
- 4.2 organises and interpret
geographical information






Indicators of Learning for this lesson:
Behaviours that contribute toward achievement of
outcome(s). Quote syllabus numbers. Must be clear, specific,
observable. Curriculum Content Strands may be used as
headings.

By the end of this lesson, the students will:
- Apply geographical concept/ skills to locate cities


- Analyse features an atlas ; legend/ key ,scale , direction.

- Illustrate physical features of a map


Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning
indicator.


- Compare Ss knowledge in introduction
discussion and conclusion summary.


- Ss complete locating a city activity.
correctly apply geographical knowledge to
locate a city

- No formal assessment T makes note of
completed work.
ANITA HAO
S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS
Any safety issues to be considered:

- Students need to have enough space to complete
activities.
- 2 students to carry class atlas set
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

- atlas x 14 ( 1 atlas between 2 students) - stationary
- whiteboard - workbooks
- worksheet
- Board of studies NSW (2003) Geography Years 7 10: Syllabus. Sydney: BOS




LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
Timing
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do
and what students (Ss) will do.
Resources and Organisation:



INTRODUCTION

Identify features of an atlas.
Q: how many students have seen an atlas?
Q : what is an atlas ? what do you know
about atlas ?
A :A book with the collection of maps,
charts, tables. World map, countries, cities,
oceans, cities , land features.
Q: what do you see when you open the
back cover
A: a world map
Q: what features do you see ?
A: countries, continents, oceans, longitude,
latitude, tropics.


9:00am




6 mins

T hand out 1 atlas per peer.
T greets Ss praises Ss behaviour- maintaining eye contact.
Ss seated
T holds an atlas up and invites Ss into a class discussion. Ss
response to questions by raising their hands.
Q: how many students have seen an atlas
Q: what is an atlas? What do you know about an atlas ?
Q: what information can you find in an atlas ?
T reminds students to raise hands when responding. T writes
responses on the white board
Ss open atlas to back of the atlas ( last page) world map
T Q: what do you see on the page
Ss A : world map
T Q: what features can you see
Atlas x 14
Whiteboard
White board marker
Eraser


ANITA HAO
S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS
Ss A : countries, continents, oceans , longitude, latitude , line
of tropics .

DEVELOPMENT
Illustrate and apply geographical
concepts in an atlas.

Demonstrating skills and abilities of
reading an atlas and locating a city.


Q Can you find Sydney in the index?
Q What page is it located on ?
Q What is the longitude and Latitude ?
Q What is the area reference ?

TASK
Your task is to work in pairs quietly and pick
20 cities from the index and complete the
same set of questions























25 mins
Features of an atlas .
Turn to page 59.
T: What features can you see on the page?
S: key, compass, scale , longitude , latitude
T writes definition of key, compass, scale , longitude , latitude
on whiteboard.
T asks Ss to open a new page and copy the definitions of an
atlas.
T asks Ss open workbook to a new page and write the title :
Locating a city
T asks Ss to turn to the index of the atlas
T commend Ss on search efforts
T writes on whiteboard questions to be answered.

T asks Ss to copy what has been written on the board.
T commends Ss on search efforts prompting hints

T and Ss - Completes the city of Sydney as an example.
T writes Ss responses on the white board as well as assisting
students in locating the write information :
T reminding Ss the importance of raising their hands and not
calling out.
City : Sydney Page: 67
Longitude : 33 55 S
Latitude :15113 E
Population : over 1 million. ( information located in key)
Through out task T roams classroom assisting Ss by locating
correct information and hinting possible solutions. Ie : do you
remember the order ? Longitude before latitude north before
south. Also commending Ss on efforts.





Atlas x 14
Whiteboard
White board marker
Eraser
Workbooks


Whiteboard :
Definitions Features of an atlas
key : provides information about the
symbols used on the map.
Compass: north direction
Scale : ratio of measurement eg
this page 1 cm = 100 km.
Latitude : imaginary horizontal lines
running parallel to the equator. 0N
to 90 N OR 0S to 90S. The smaller
the degree the warmer the climate.
Longitude: also known as meridians
of longitude imaginary vertical
lines from the east to west of the
Greenwich Meridian. Range : 0 E
or 180 E OR 0 W to 180W

Locating a city
City Page:
Longitude :
Latitude :
Population :

ANITA HAO
S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS



CLOSURE


Demonstrating a developed knowledge
of analysing an atlas and identifying
features of an atlas.

Q :What information can we find using the
key?
A :meaning of symbols used in the map. Ie
roads, water systems , population.

Q: What does the scale indicate ?
A : The ratio of distance
Q: Latitude is an ? and what is the range?
A: An imaginary horizontal line from the
equator. 0 to 90 North and south.
Q: Longitude is an ? and what is the range.
A: An imaginary vertical line from the North
Pole to the South Pole. Ranging from 0 E to
180 W . OR 0 W to 180 W.


T Q: lets share some locations found?













(14 mins)

9:30 am















9:45am
dismiss
class

T and Ss revises key features of a map in a class
discussion.

T reminds students to raise their hands when answering
questions.
T praises students on efforts.

T : selects a Ss to say the city they found.
Other Ss have to locate the city in the index and turn to the
page finding the relevant information.


T allows students to pack up and stand behind their desk
ready for the bell.
Assess
ANITA HAO
S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS

(add further pages as required)






PreserviceTeachers Evaluation (write reflections on the following):
Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?
Learning outcome 4.4 (uses a range of geographical tools) was achieved by the introduction of an atlas. Which is an effective resource used to interpret
data. Learners will be able to efficiently read and interpret an atlas. Interpreting relevant data and information such as scale and utilising the key or legend
to identify information .ie roads and vegetation.
Outcome 4.2 (organises and interpret geographical information) would be achieved by students ordering information of a location ie longitude and latitude
as well as defining each unit of measurement. Students will also be able to determine the scale of measurement used with the represented ratio example 1
cm = 100 km realistic interpretation of the world.

Describe the evidence you have for this.
Eg student were able to complete the task :
Student A : Located 20 cities or locations with ease. Identifying characteristics of location utilising the features of the page ie scale and key. Build upon own knowledge of
location.
Example comparing the population of a capital city and a town.
Ie London UK population of over 5 000 000 in comparison with Goulburn NSW population 10 000 to 50 000. The importance of latitude the role it plays with climate .
the closer a city is to the equator the warmer it is. Physical features which may affect a location ie coastlines, volcanos , alps etc.

Eg students with learning difficulties :
ANITA HAO
S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS
Student B: Student seeking teacher assistance asking unrelated questions getting off task.
Student struggled with the task and was only able to locate under 5 cities demonstrating a basic understanding of an atlas. Student found no interest in the task lacked
motivation therefore did not complete the task.

Outline the follow-up to this lesson for the learners.
Lessons to follow will allow student who did not complete the task to continue on locating the cities. Those who have completed the task will be able to
identifying the distance between locations using the scale.

________________________________________________________________________________





Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

There are many effective teaching strategies which I have observed in many classrooms. The most effective being the teacher provided small five minute
tasks such as find a words or comprehension activity while they set up any technology or organising future tasks. This strategy allows students to settle and
not distract others. Effective communication is a key point in student teacher relationships. Teachers who know their students names are able to build a
positive relationship, praise for those students who are on task will encourage those who are distracting others to refocus. Also ignoring those students who
are misbehaving, by not drawing attention those students are likely to stop also when the volume of noise increases the teacher stops and waits in silence
is effective however it may waste productive work time. Another teaching strategy is engaging students in open ended questions forming a class room
discussion and positive classroom participation.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

Ineffective teaching strategies lead to poor learning experiences for students. As I observed in a history lesson.The teacher stood at the front of the
classroom identifying student who were misbehaving this drew attention to those students encouraging those students to continue to distract others by
focusing on those students others will become off task. Assuming student knowledge is ineffective as students who have not learnt any prior knowledge of
the topic will fall behind and feel ashamed to seek assistance as they maybe embarrassed. The teacher was not able to remember students names this
built a negative learning experience as the students felt insignificant creating a poor student teacher relationship the student also respected the teacher less
as a result.

ANITA HAO
S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS

How appropriate was the timing throughout the various sections of the lesson? Why?

Timing throughout the various sections of the lesson was appropriate as the teacher was able to introduce the content at a good pace allowing students to
intake information at a broad level, topics which will later be discussed in detail in the development of the lesson. The development of the lesson flowed
from the concepts introduced in the introduction with minimal interruptions of questions and examples. By using relatable examples the teacher was able to
actively engage students and increase participation. This demonstrated an organised structured lesson. Also by providing an indication of times allowed for
the task made student more aware working more efficiently to complete work required. The conclusion of the lesson allowed students to pack up and
summarise the content learnt in the lesson.

Describe how the selection and use of resources supported learning in the lesson.

The resources in a H.S.I.E classroom varied providing a positive learning environment. The resources around the classroom were diverse with student
work posters, world maps, laminated definition posters, textbooks, atlas, ICT support projector, SMART board, speakers. The use of resources depended
on the lesson being taught.
Eg. Year 7 geography class require a world map poster to locate the Indian Ocean. Year 8 geography require Geoactive 1 textbooks to measure the to
contour lines of a topographic map. Also posters of school and classroom rules provide structure in the classroom as students are aware of their
behavioural and presentation requirements.

Identify what motivated the students. Explain why.
There are many motivational factors for students. Relatable examples allowed students to positively engage in discussion and apply concepts into real life
senarios. Effective tone used by the teacher also motivated students to work well. Also by using imagination in some classes allowed students to become
more confident and motivated to participate in classroom discussions. lets put our thinking caps and farmers caps allowed students to think from an
alternative view. Positive feedback and comments also encourage students to continue to work effectively.


Identify the classroom management strategies that were most effective. Explain why.

I have observed some effective classroom management strategies included the teacher greeting students at the door and advising them to stand behind
their desks until prayer was said allowing students to settle in quietly. Once seated the teacher provided year 10 students with a small five minute
comprehension activity while she set up ICT powerpoint. A setting plan also assisted the teacher in effectively managing the class separating those who
distract others by placing them at the front of the teachers desk. Displaying classroom rules at the front of the classroom allows students to always be
aware of what is accepted in the classroom by making reference to the rules and enforcing those rules allowed for effective management. The teacher also
roamed and went up to indivual students checking on progress and asking if they needed assistance or their input of what they have completed. what did
you understand from that paragraph? , do you need any help?, hows it going ?
ANITA HAO
S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS



What was most satisfying about the lesson?

The most satisfying aspect of the lesson was that year 8 geography students were able to identify geographical concepts such as contour lines on a
topographic map. Which indicates positive engagement. Also students acknowledging constructive feedback both positive and negative and improving
their work. As well as the increase in confidence and self esteem as students participate in discussions illustrating an increased knowledge of the unit.



Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

The steps I would take to improve my teaching in future lessons include identify individual learner needs, which would diversify teaching strategies. Building
a positive student teacher relationship by learning students names and finding common interests but also understanding the role of authority. Also
engaging in more ICT aspects which will allow students to explore other resources available.




___________________________________________________________















ANITA HAO
S00151072
EDFD T10 ( 8AM WED)
JOANNE HARRIS







___________________________________




Bibliography

Harris, J., Groundwater-Smith, S., Killen, R., Konza, D., & Australian Catholic University. (2013). EDFD270 teaching and
managing learning environments. South Melbourne, Vic: Cengage Learning.

Jacaranda atlas. (2007). Milton, Qld: John Wiley & Sons Australia.