West Wyalong HS Lesson Plan

Unit/Lesson Title: Waste Management - Plastics

National Professional Standards for Teachers:
Domain: Know the content and how to teach it

Lesson duration: 50
Stage: 5 Year: 10
Class/Group: 10GeoA
minutes
Standard: 2.2 Organise content into an effective learning and teaching
sequence.

Specific Teaching Target: Focus area/s:

Impact of Plastic Rubbish on the world
Rationale:
Create awareness of Plastic Waste

Syllabus Outcome/s:
4.3: uses a range of written, oral and graphic forms to communicate
geographical information
4.5: demonstrates a sense of place about global environments
4.7: identifies and discusses geographical issues from a range of
perspectives

Prior Knowledge: Waste Management

Resources:
SMART NoteBook, created handout, laptop and charger
Newspaper article Feb19 - Rubbish tsunami swamps Bali beachfront
SMH Article
http://www.abc.net.au/btn/story/s2835244.htm

Syllabus Indicator/s

Time

Content/Learning Experiences

Teaching
Strategies

Class
Organisation

Assessment
Techniques

Introduction (Engagement)
knowledge and
understanding about
how cultural,
technological factors
shape communities in
the global community

Welcome students, Mark Roll

Provide students with outline of lesson
Write on whiteboard
Home Work
Food Diary
Newspaper Article Could the Scrap
Tax work in West Wyalong?
Focus Questions for Lesson:

Direct
Instruction

Sitting at Desk

Questioning and
depth of responses
will assess their
knowledge as will
questions posed by
students.

What is packaging?
What is the main type of packaging?
When is/isnt it necessary?
What happens to the packaging on products
once they have been used?
Plastic Fantastic Clip (3:26) + Questions
Article on Rubbish tsunami swamps in Bali Summary

Craig Edwards 11168546

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West Wyalong HS Lesson Plan

Answer Focus Questions

10

Body:
Food Diary
Based off their habits from Homework
evidence do they fall within:
Very little food waste
Some food
A lot of food
Newspaper Article Could the Scrap Tax work in
West Wyalong?
What impact might it have if it was
introduced
What problems would you have e.g. Policing
it
Students to watch Plastic Fantastic Clip (3:26) +
Questions
http://www.abc.net.au/btn/story/s2835244.htm
Students to answer questions during and briefly after.
Allow students to drive responses.

Questioning

Questioning
Individual Work
Questioning

Question students what happens when rubbish, eg

plastics doesnt go in the bin. Where could it go?
15-20

Craig Edwards 11168546

Show picture of Great Ocean in Smart Notebook

Question students on thoughts of Ocean Rubbish
Superhighway
Provide students with newspaper article
Newspaper article Feb19 - Rubbish tsunami swamps
Bali beachfront SMH Article
Instruct students to Summaries the Article
Model Steps on whiteboard
Preview the article
Read carefully highlight
Express in one sentence
Write draft based off highlighted sections.
Write a shorter version
Read summary does it still share original
meaning.
Students to Summaries Article complete for HW if

Individual Work
Modelling

Questioning

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West Wyalong HS Lesson Plan

necessary
Provide students with time to answer the Focus
Questions Inferring the knowledge gained
5

What is packaging?
What is the main type of packaging?
When is/isnt it necessary?
What happens to the packaging on products
once they have been used?

Questioning

Conclusion(Presentation/Reflection)
Question students what they think about plastics in
todays society.
Where they aware about the issues with plastics and
landfills and the great ocean islands?
Provide information for students about
excursion tomorrow, Where to meet, Time,
Food, Water, Shoes, Writing
8 Aboriginal Ways Of
Learning
Reference:

http://8ways.wikispaces.com

Craig Edwards 11168546

Quality Teaching/Quality Learning Framework

Intellectual Quality
Significance
Deep knowledge
Background knowledge
Deep understanding
knowledge
Problematic knowledge
Knowledge integration
Higher-order thinking
Inclusivity
Metalanguage
Connectedness
Substantiative communication

Quality Learning Environment

Explicit quality criteria
Engagement

Cultural

High expectations
Social support
Students self-regulation
Student direction

Narrative

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