Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: 12.30-1.20 pm Date: 1/5/2017 Students Prior Knowledge:

Learning Area:
Humanities and Social Sciences

Strand/Topic from the Australian Curriculum
Geography
The main characteristics (e.g. climate, natural vegetation,
landforms, native animals) of the continents of South
America and North America, and the location of their major
countries in relation to Australia (ACHASSK111)
The main characteristics (e.g. climate, natural
vegetation, landforms, native animals) of the continents
of Africa and Europe, and the location of their major
countries in relation to Australia.
The importance of environments to animals and
people, and different views on how they can be
protected.
Extensive ipad use

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
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:

Locate allocated country on a world map and discuss 3 of its major landforms
Navigate the ChartsBin app, retrieving data to create an interactive map which shows this information.
Work collaboratively in a team, discussing ideas and contributing to the completing of the task.

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

Ensure sufficient ipads are available (1 per student) and
that these are fully charged.
Computer projected screen to be displayed at front of
class.
Set up google docs page for each group, recording login
details (username and password).
Student with vision or hearing impairment to be seated
close to the front of the class to ensure instructions are
understood.
Ensure that when allocating groups, any students who
are known to not work well together are not assigned
the same group.

Ensure that when allocating groups an even

distribution of abilities is taken into consideration (ie.
Not all strong/ weak students grouped together)

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Could the students locate the allocated country correctly on a world map?
Were the students able to name 3 major landforms from their country?
Could the students effectively use and navigate ChartsBin?
Did the students create an interactive map on ChartsBin by the conclusion of the lesson?
What will the students need to do in the following lesson?
Did the students find the ChartsBin app interesting and useful?
Were they any parts of the lesson which the students found difficult?

Teacher self-reflection and self-evaluation:

Did the students find the lesson interesting and engaging?

Could the students link their learning of North and South America in relation to Australia?
Did the students work well in groups, ensuring even distribution of workload?
What could be improved in this lesson?

[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 where they will
be introduced.
12.30 pm
1. Students will be sitting in their seats, actively listening to the front of
the classroom, where the teacher is standing
2. Students will be presented with a world map at the front of the class Computed projected
and after raising hands three different students will be selected to world map to be
point out the location of Australia, North America and South America. displayed onto board.
3. The teacher should outline the objectives of the lesson ahead and
what students are expected to be achieving.
Today we will be beginning our WebQuest project. Once I have
finished explaining, I will place you into groups of 3 where you will be
allocated a country of North or South America and will need to work
together to research the environment of this area.
4. The teacher will explain to the students that they have 4 x 50 minute
lessons to complete the task and will together compile a presentation
using Powerpoint to present in lesson 5.

12.40 pm Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. The class will be assigned numbers 1-3 and each group of three will
work together for the duration of this lesson and the following three to
complete the project.
2. The students will move into their groups so that they are seated

together.
3. The teacher will allocate a country of North or South America for each
group to research over the course of their investigation.
4. Students will be provided with the WebQuest problem and the focus
for week 1; Identifying the country on a world map and investigating
its major landforms. In week 1 the students will use the ChartsBin
app to retrieve this data and create an interactive map displaying this
information.
5. Students will be instructed as to how they will use the ChartsBIn app Computer projected
to help them complete this weeks task. This will be done with a http://chartsbin.com
demonstration of how to use the app by the teacher at the front of the onto board
class.
1x Ipad per student
6. Students will be provided with an ipad each in order for them to
retrieve the necessary data.
7. In each group, students will assign roles for each member, dividing
the weeks research task among peers.
8. Using the ChartsBin App, students will locate their country in relation
to Australia.
9. Using ChartsBin, students will find information on the major landforms
of their country. This may include mountains, canyons, bodies of
water, volcanoes etc.
10. Students should navigate ChartsBin to create an interactive map,
showing this information.
11. The teacher will walk around the room, providing assistance to
questions and queries as needed.

Lesson Closure:(Review lesson objectives with students)

1.10 pm 1. To conclude the students need to log in to the group google docs
page previously set up by the teacher. The teacher will provide each
group with a username and password to do so. This can be viewed by
all group members and acts as a safe place to store groups findings.

2. The students will place their findings from the lesson into this
document.

3. The teacher will ask one person from each group to stand up, state
the name of their country and name 3 of its major landforms.

4. Students will hand in the ipads to the front of the room.

1.20 pm
5. The students will return to their own seats within the classroom.

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

1. In the following lesson students will again work in the same groups to
investigate seasons, climate and rainfall of their designated country.

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

The teacher will have access to all groups google docs page and will be able
to see if groups were on task with their work.
At the conclusion of the lesson one member from each group should be able
to name 3 of the major landforms of the allocated country.
In lesson 5, the presentation to the class will indicate in more detail the
production of the lesson and will be a final assessment item.
Throughout the lesson, the teacher should be on their feet observing how
peers are working together, assigning roles to members, contributing ideas
and sharing the work load.