Lesson Plan

Day: Thursday Date: 3/08/2015 Time: 30 minutes Year: 7

Learning Area: Society and Environment Topic: Water in the
World
Curriculum content description: (from ACARA)
The nature of water scarcity and ways of overcoming it, including studies drawn
from Australia and West Asia and/or North Africa. (ACHGK040)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

The forms water takes as a resource.

Use of environmental resources
How flows of water connect places, by moving through the environment.
Australias water vs. other countries

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)
Students will understand the crisis regarding water supply in other countries and what nongovernment organisations are doing to overcome it.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)
Ask what they have been learning
about before the lesson
Ask questions, what word do they
think belongs on the worksheet?

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)
What the non-government
organisations are doing to overcome
the water shortage.
How are they overcoming it what
ways help the water supply? How do
third world countries get water?

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
Find online resources on the topic
http://www.waterproject.org
http://www.charitywater.org
Visual aid (power point)
Worksheet for students to complete

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
The students in this particular class are at the same level and none will struggle with
this activity.
As the words are provided on the worksheet, the students should not struggle with
placing them in the correct space.
I will be doing the worksheet with them and going through the answers, so those
students that are struggling should be able to understand and see where they went
wrong at the end of the lesson.

Timi
ng:

Learning Experiences:
1. Introduction:

(How will I engage the learners?)

Firstly, I will ask the students what they have learnt in the topic to brief
and refresh their minds.
I will then introduce the topic, Today, myself and Miss Senter will be
demonstrating how government and non-government organisations have
been helping the water crisis.
I will then nominate someone to hand out the worksheets
I am going to go through this PowerPoint and together we will fill in the
blanks on this worksheet.
Explain the worksheet and point out the word bank. Make sure all the
students understand the task

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)
Go through the PowerPoint
Make sure all the students are keeping up and keep questioning them
What word do you think belongs here? And why does it belong there?
Assist students who are struggling
Make sure to be aware of the students who will struggle and keep making
sure they are keeping up with the worksheet.
3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)
At the end of the lesson, I will read through the completed work sheet and
make sure everyone kept up and got the correct answers
If incorrect, I will ask how they got that answer
If correct, I will praise and congratulate
I will then introduce Miss Senter and let her take over the rest of the
lesson.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
I intended for my students to learn about non-government organisations and how
they are helping the water crisis in Africa.
I changed the idea of letting the students answer the worksheet themselves as they
got confused and therefore, we went through it together. I also went through all the
answers at the end and praised the students with lollies. I also did not have time to
discuss the exact tools that charities have been using to help the water crisis
because of timing.
My students were confused at the beginning of the lesson and struggled with the
activity. However, when I changed the lesson and went through the worksheet as a
class, they responded better and became more engaged with what I was teaching.
I think my students learnt about certain water crisis charities and what they do to
help the water crisis. I know this because I collected their worksheets and was able
to mark whether their answers were right or wrong.
If I were to do this lesson again, I would give more hints on the worksheet (maybe
give the first letter of each missing word) and would go through all of the worksheet
with them. This would improve the outcome, as my students would not have been
confused. I would also explain the worksheet more clearly instead of jumping into the
lesson.
I have learnt from this lesson that I need to explain the task more clearly before
jumping straight into the activity. I have also realised the capability and level that
year sevens are on and should understand their learning routine more before
teaching them.