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Lesson Three- Short and Long Term impacts of Tourism Friday 2

nd
of May 2014

1. Introduction

Aim: My aim for lesson three is to have students beginning to connect the concepts of
tourism to their everyday lives and critically analyse how these impacts affect them
socially, physically and emotionally with a strong focus on how the flow on effect of
short and long term impacts. I also want to continue focusing on the natural progression
of my lesson plans and have a strong focus centred on behaviour management. I dont
want to speak over students or have them talking over their peers.

Year Level & Focus Year 10 Geography
Topic Statement

This lesson examines the economic, environmental and socio-
cultural impacts of Tourism at a short and long term level. Students
must use their background knowledge of positive and negative
impacts (Lesson Two) to help them critically discuss these ideas.
Lesson Duration 45 minutes


2. Links to Curriculum Australian Curriculum:

Level 10
Elements of the achievement standard Students identify, analyse and explain
significant interconnections between people,
places and environments and explain changes
that result from these interconnections and
their consequences
Cross Curricular Priority Area Sustainability
Organising Ideas Systems (Organising Idea 3) - Sustainable
patterns of living rely on the interdependence
of healthy social, economic and ecological
systems.
Futures (Organising Idea 9) - Sustainable
futures result from actions designed to
preserve and/or restore the quality and
uniqueness of environments


3. Rationale
Students will examine the short and long term impacts of tourism to analyse how these
future developments will impact their everyday lives. As students living in the 21
st
century,
any future infrastructure or projects located within and without Melbourne will have a direct
impact on their lives, such as the traffic time it take to arrive at work safely and the financial
cost of purchasing a home.

4. Lesson Outline


Stage of
Lesson
Content
Focus
Teacher
Strategies
Learner
Strategies
Resources Time
Introductory
Pedagogy:
Teacher
centred
discussion.

Students will
be debriefed
on the
components of
last lesson and
asked a series
of inquiry
questions.
Settle class
down and have
them engaged.
Settling down
from lunchtime.
Turning off their
computers.
- 5
minutes
Pedagogy 1:
Seven
Wonders of
the World
Case Study
Students will
split into
seven groups
and be
assigned a
wonder of the
world to
examine
Monitoring the
use of
technology:
they do not need
it for this task.
Assigned a world
wonder to
analyse.
Short and
long term
impacts
table.
5
minutes
Pedagogy 2:
Student
collaborative
learning.
Students will
fill in the
tables in
reference to
their assigned
Walk around
the classroom
and ask students
inquiry
questions about
their responses.
Individually
filling in their
responses whilst
communicating
with their group
members.
- 30
minutes
Conclusion
Pedagogy:
Teacher
centred
discussion.

Inform
students they
have no more
class allocated
time to
complete this
task and it is
now
homework.
Do not speak
until all of the
students are
listening.
Finishing off the
last of their table
and completing
the task for
homework.
- 5
minutes

Lesson Reflection:
Working on a Friday afternoon was a difficult time slot but overall students performed well
with the assigned task. It took a long time to get the momentum of the students going
however when they all started most of them were working fantastically. I wanted to give
students some freedom by allowing them to choose which wonder the wanted to centre their
research around. It was a risk which I believe paid off as they all had a topic they were
interested in. I also let them select their own groups which was effective for about 90% of the
class.
Maddie and Paige working together produced no work whatsoever and were completely
disengaged from the class. Nothing I tried (such as changing their topic and sitting next to
them) seem to encourage them to work.
Jake requested to work closer to the heater with his group and I felt that was okay. Everyone
in his group were working brilliantly (Ethan and Georgia working independently) except Jake
who was laying on the floor for the majority of the lesson and copied Ethans work.
Most of the good working students selected to fill out their tables on their own and not share
their ideas with members in their assigned groups.
This lesson was designed to avoid the use of laptops and phones in the classroom and I felt
students were much better with their reliance on technology. I gave students a friendly
reminder not to use their phones or I will take it off them for the rest of the lesson (Give
phones back at the end.)
I am achieving my goal by not rushing through the content and learning their names which I
am happy about.

Supervisor Evaluation:

A bit of a late start with some students and they appear unsettled- Friday afternoon.
You have come well prepared and knew students to return work- Venn diagram from
yesterday.
You gave them a well-structured table to organise their information.
Good that you insist on quiet while you are speaking and they largely respond well.
You gave them a choice with groups and a range of significant sites to choose from.
Great that you discussed with students problems/clarification of task and then went around to
each group.
Most students settled well to the task and did a good job.
Hard to get their attention at the end to conclude the lesson, They did settle and you set a
homework task.
Well done!