Lesson One

Key Learning Area: geography and science

Grade: five

Aim: The aim of this lesson is to develop students understanding of how

and why floods occur (relevant to students time and place).

Curriculum Links:

Learning Objectives: On completion of this lesson, students will be able to:

Reflect on their prior knowledge of floods in relation to the new
information gathered to show an understanding of how and why floods
occur.

Develop inquiry questions to investigate the nature and impact floods

have on society.

Date: 19.09.2013

Science involves testing predictions by gatherin

data and using evidence to develop explanation
events and phenomena (ACSHE081)

Develop geographical questions to investigate a

plan an inquiry (ACHGS033)

Resources/Preparation

Groups
For the purpose of this lesson, students will
Pre-prepared small scale replica city in a plastic container
engage in whole class activities with the except
(including wet sand and Lego)
of completing their worksheet.
Jug of water used to flood replica city

Flood worksheet http://www.youtube.com/watch?v=5vewgcYIuJw

http://www.youtube.com/watch?v=87StbCRpihQ

Learning Activities/Procedure
Introductory activities

Students will partake in a class discussion involving their prior knowledge of floods (in particular
floods affecting Tasmania). Inquiry questions will be posed to find out students prior knowledge
which will include has anyone been affected by a flood? and can anyone tell me of any
significant floods which have happened in Tasmania?

Students will then engage in two short videos which will explore and explain the effects floods can
have on society and the environment.

Students will then discuss any new information in which they learnt or gathered from watching the
short videos.

Notes

Introductory activitie
10-15 minutes

Developmental activiti
30 minutes

Developmental activities

Students will observe a small scale model which will demonstrate the impact of floods on society
and environment which provides students with an authentic learning experience.
Throughout the demonstration, students will pause and predict likely outcomes of the experiment
using the worksheet provided.

Concluding activities

On completion of the experiment, students will then discuss their predictions and results as a class
to clarify evidence and explanations.

Assessment
Summative assessment will be used at the end of the lesson by marking the worksheet in
which students completed and as an indication of what extent the learning outcomes have

Concluding activities:
minutes

been achieved (Brady & Kennedy, 2012).

Formative assessment will be used throughout the lesson plan to support the students zone of
proximal development [ZPD] (Brady & Kennedy, 2012). Students will be asked the inquiry
questions (as discussed in the introductory activities) to find out their prior knowledge whilst
providing appropriate feedback to aid their understanding.

Evaluation
On completion of the lesson, inquiry questions will be asked to explore the efficacy of the lesson. They will include, W
the aim and learning objectives achieved through students partaking in this lesson? and Were the activities in the les
supportive of each students ZPD?

These inquiry questions will help to reflect on the authenticity of the lesson and will help to inform what worked well
what needs further improvement to ensure the learning outcomes are achieved.
Lesson Plan 2

Key Learning Area: history and geography

Grade: five

Date: 26.09.2013

Aim: The aim of this lesson is for students to Curriculum Links:

understand and interpret information in relation to Identify questions to inform a historical inquiry
the impact that floods can and have had on society
(ACHHS100)
and the environment.
Learning Objectives: On completion of this
lesson, students will be able to:
Source relevant information through the use of
historical and geographical flood records.
Understand and interpret the impact that floods
can and have had on society and the
environment (specific to the Launceston area).

The impact of bushfires or floods on

environments and communities, and how people
can respond (ACHGK030)

Resources/Preparation

Groups
Students will work in pre-selected pairs in
1929 flood video sourced from the
regards to the research project however, will
QVMAG.
individually complete the worksheet provided.
Research project worksheet

Sufficient laptops.

Learning Activities/Procedure
Introductory activities

Introductory activities:
10-15 minutes

Students will partake in a class discussion in relation to any past and

present floods in which they may be knowledgeable.
This will require students to reflect on and new knowledge they may
have gained from the prior lesson on floods.
Students will then engage in a short video featuring the 1929 Launceston
flood.
Pre-selected pairs will be formed and allocated a laptop and worksheet in
order to complete the assigned research project for the purpose of the
lesson.

Developmental activities

Notes

Students will be informed of the tasks requirements and suggested

websites will be visible for the duration of the lesson.

Developmental
activities:
30 minutes

Concluding activities

On completion on the research project, students will each share one

interesting fact they have learnt to their peers.

Students will then hand in their complete or incomplete worksheet for

assessment.

Concluding activities:
10 minutes

Assessment
Summative assessment will be used at the end of the lesson by
marking the worksheet in which students completed and as an
indication of what extent the learning outcomes have been achieved
(Brady & Kennedy, 2012).
Formative assessment will be used throughout the lesson plan to
support the students ZPD (Brady & Kennedy, 2012). Students will
be required to reflect on any new knowledge in which they retained
from the previous lesson.
Evaluation
On completion of the lesson, inquiry questions will be asked to explore the efficacy of the lesson.
They will include, Was the aim and learning objectives achieved through students partaking in
this lesson?, Were the activities in the lesson supportive of each students ZPD? and Were
students allocated enough time to complete the worksheet provided?

The quality of students research skills will become evident as to whether further development is
necessary.

These inquiry questions will help to reflect on the authenticity of the lesson and will help to
inform what worked well and what needs further improvement to ensure the learning outcomes
are achieved.
Lesson Plan 3

Key Learning Area: geography

Grade: five

Date: 02.10.2013

Aim: The aim of this lesson is for students to become familiar Curriculum Links:
with and understand the characteristics of the Cataract Gorge and The influence of the environment on the human
its geographical significance to the Launceston area.
characteristics of a place (ACHGK028)
Learning Objectives: On completion of this lesson, students
will be able to:
Understand and explain the significant geographical aspects
of the Cataract Gorge.
Resources/Preparation

Permission slips will be required in order for students to

attend the fieldtrip and will explain the necessary
requirements for the day.

A risk assessment evaluation will be completed prior to

the commencement of the unit.

Transport to and from the Cataract Gorge will be booked

in advance.

Groups
Groups will consist of approximately five students and
adult supervisor (teacher, teacher-aide or parent).

A timetable will be prepared and distributed to each ad

supervisor outlining time allocations and starting destinatio

Learning Activities/Procedure (9.30am 2.30pm)

Task A: Students will partake in a short information worksheet based on the information available

Notes
Each task will take

in the rotunda (animal life, plants and historical buildings).

Task B: Cataract Gorge bridge (students will sketch the swinging bridge as it is
Task C: Students will participate in a scavenger hunt which will require them to complete a short
worksheet involving worded answers, photos and drawings.
Task D: Meditation (reflecting on and imagining the environmental sounds during the 1929
Cataract Gorge flood in comparison to the present sounds today.

approximately 50 minutes wi
the consideration of the
transition between activities,
recess and lunch.

Each small group will be

provided with a camera for th
purposes of task c and for any
other appropriate use
throughout the day.

Assessment
Formative assessment will be used throughout the lesson plan to support the students
ZPD (Brady & Kennedy, 2012). Students will be observed throughout the fieldtrip in
order to assess their level of engagement and understanding throughout the day.

Evaluation
The fieldtrip will be evaluated through the succession of activities and to what extent the students engaged in each activity
through feedback from each adult supervisor.
Lesson Plan 4
Key Learning Area: history and geography

Grade: five

Date: 02.10.2013

Aim: The aim of this lesson is for students to reflect on their Curriculum Links:
fieldtrip experience and present their findings through their Develop texts, particularly narratives and descriptions, whi
chosen medium (multimodal).
incorporate source materials (ACHHS105)
Learning Objectives: On completion of this lesson, students
will be able to:
Develop a recount in relation to the Cataract Gorge fieldtrip.
Present their group fieldtrip findings using multimodal
sources.
Resources/Preparation

Groups multimodal sources.

My fieldtrip experience worksheet.

Present findings and ideas in a range of communication for

for example, written, oral, graphic, tabular, visual and maps
using geographical terminology and digital technologies as
appropriate (ACHGS038)

Groups
Students will work individually to complete a recount of th
fieldtrip experience.

Students will then return to their fieldtrip group to pres

their findings.

Learning Activities/Procedure
Introductory activities

Notes

Introductory activities: 15minutes

Students will partake in a class discussion in relation to the Cataract Gorge fieldtrip.
This will require students to reflect on and new knowledge they may have gained from the
fieldtrip experience.
Students will then complete a recount on their personal fieldtrip experience.

Developmental activities

Students will then return to their fieldtrip groups to present their findings through multimodal
sources (each group will select five images and report back to their class as to why the selected
photos were chosen).

Concluding activities

Developmental activities:
30 minutes

On completion of the presentations, students will return to a class discussion to conclude the
unit on floods (the important points of the learning sequence will be raised and discussed to
recap the most significant content knowledge covered throughout the learning sequence).

Students will then hand in their complete or incomplete worksheet for assessment.

Concluding activities:
10 minutes

Assessment
Summative assessment will be used at the end of the lesson by marking the recount in
which students completed as an indication of what extent the learning outcomes have
been achieved (Brady & Kennedy, 2012).
Formative assessment will be used throughout the lesson plan to support the students
ZPD (Brady & Kennedy, 2012). Students will be required to work effectively in groups
to present their findings.

Evaluation
Inquiry questions will be posed to evaluate the learning sequence. These will include; How has student knowledge evolve
over the course of the learning sequence?, How did students engage in and develop their understanding of the impact of
floods within society and environment? and is it clear that significant points of the learning sequence were retained by
students participation and discussion?