Você está na página 1de 4

LESSON PLAN 1.

2 Human Nature Relations

Name: Stacey Topic: Human Nature Relationships Lesson


No: 1.2

Subject: Outdoor Education School: Duration:


75mins

Date: Year level: 9

Learning Purpose/Learning Intention/Rationale:


- Students to learn about human nature relationship
- Students to develop an understanding of their human nature relationship
- Students to gain awareness of different human uses of the river.
Victorian Curriculum- F-10 or VCE focus (if VCE applicable)

VCGGK139 – Geographical Knowledge – Geographies of interconnection


Perceptions people have of place, and how this influences their connections to different
places.

VCGGC129 – Geographical Concepts and Skills – Place, Space and Interconnection


Identify, analyse and explain significant interconnections within places and between places
over time and at different scales, and evaluate the resulting changes and further consequences

VCGGC127 - Geographical Concepts and Skills – Place, Space and Interconnection


Predict changes in the characteristics of places over time and identify the possible
implications of change for the future

Victorian Curriculum (F-10) VCE Study Designs

Success Criteria / Learning outcomes: (Detail what the students will be able to do as a
result of this lesson. Learning outcomes should be numbered or coded so that they can be
identified in the procedure of the lesson)
Assessment: (Assessment should be numbered or coded so that they can be
identified in the procedure of the lesson)

How will you:


1. assess students’ prior knowledge and readiness for the learning in this lesson
2. assess emerging knowledge and understanding, improving skills
3. feed assessment information back to the students to inform their learning
4. make judgements for use in reporting student achievement?

Time for Teacher activities: Learner activities:


each step
0-5mins Roll call, overview of lesson.

5-25mins Introduce the idea that different groups of people Students to watch and
have different relations with the same place. take notes of similarities
Watch River Kids – YouTube clip and differences between
https://www.youtube.com/watch?v=v8Y71IbRGfo the different families and
children

25- Focus on Traditional uses of the Murray


45mins Utilising the Resource Overveiw Indigenous Bark
Canoes by Hillsey and Kreltszheim (2016).
Present the Prezi
https://prezi.com/a8cqiqjzyjyu/copy-of-indigenous-
people-of-the-murray-river/

Why is the Murray River water so important today?

45- Utilise the prezi The Living Murray Program


65mins (Elgar, 2016)

How has the relationship with the Murray River


changed over time?

6-75mins
Teacher’s resources:
- tv/projector for YouTube clip on large scale for all to clearly see and hear
- prezi link

Catering for inclusion:


- having visuals such as the video and presentations allows students who are more
inclined for learning through watching rather than reading and writing notes.

Students’ resources:
- exercise books and pens

Extension activities: Identify interesting and relevant follow-up activities for early
finishers. Make sure these are true extension and not more of the same work. Able
students should be challenged and earlier finishers should be rewarded with enjoyable but
worthwhile activities.

Learning space set-up:


- horseshoe format so all students have clear view of screen

.
Name: Stacey Topic: The Murray River Lesson No:
1.1
Subject: Outdoor Education School: Duration:
75mins

Date: Year level: 9

Learning Purpose/Learning Intention/Rationale:

· Students will learn about the history of the Murray River


· Students will overview the Murray Darling Basin and how it influences the Murray River
· Students will learn about river features

Victorian Curriculum- F-10 or VCE focus

VCGGC129 – Geographical Concepts and Skills – Place, space and interconnection


Identify, analyse and explain significant interconnections within places and between places
over time and at different scales and evaluate the resulting changes and further consequences.

Success Criteria / Learning outcomes: (Detail what the students will be able to do as a
result of this lesson. Learning outcomes should be numbered or coded so that they can be
identified in the procedure of the lesson)

- Students will be able to name tributaries of the Murray River


- Students will be able identify and name river features
-
Assessment: (Assessment should be numbered or coded so that they can be
identified in the procedure of the lesson)

How will you:


5. assess students’ prior knowledge and readiness for the learning in this lesson
6. assess emerging knowledge and understanding, improving skills
7. feed assessment information back to the students to inform their learning
8. make judgements for use in reporting student achievement?

Time for Teacher activities: Learner activities:


each step
0-5mins Roll call, overview of lesson and expectations

5-15mins Gauge what the students know with questions Students respond via hands up
- who has heard of the Murray River
/Murray Darling Basin ?
- Who has visited either? Day trip /
camping/other
- If you haven’t are you excited to visit
for the first time with this subject?

15- Introduce the river system, utilising Hindle,


25mins (2016) Teaching in River Environments,
Landfullness.
Divide the class into two separate groups and
request that they retrieved their drink bottle
from their bag. If student without teacher has
a number of spares to use.

Supply each group with a set of the laminated


25- river resources and then move the class to the
35mins sandpit located at junior school’s playground
equipment.

Following directions of Hindle, (2016)


Teaching in River Environments,
35- Landfullness document allow students 20
55mins minutes to complete Part A of the activity.

Return to classroom

Kahootz Quiz on the Tributaries of the Murry


55- Darling Basin
60mins

60-70
mins
Teacher’s resources:
- Hindle (2016) resource document – printed and laminated river names and
information, along with Murray Darling Basin Map. Times two sets (two groups)
- Spare drink bottle times four

Catering for inclusion: Identify ways in which you will cater for these.

Students’ resources:
- Two sets of the river information
- Their personal drink bottle

Extension activities: Identify interesting and relevant follow-up activities for early
finishers. Make sure these are true extension and not more of the same work. Able
students should be challenged, and earlier finishers should be rewarded with enjoyable
but worthwhile activities.

Learning space set-up: This should include room layout and any material that will be
presented and is planned prior to the lesson.