Learning Experience Plan (LEP)

Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information on how to complete this LEP is provided by your lecturer in a course.

Year level(s)
3

Duration
30 mins

Focus
Geography Queenslands Significant Places Natural Characteristics.

Implementation date(s)
09/06/2015

Curriculum area(s)
Geography

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA
Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)

Year 3 Content Descriptions

Geographical Knowledge and Understanding
The representation of Australia as states and territories, and Australias major natural and human features (ACHGK014)
Geographical Inquiry and Skills
Collecting, recording, evaluating and representing
Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their
location using simple grid references, compass direction and distance (ACHGS022)
Prior knowledge:

LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

>Understand what a map looks like and what they are used for.
>What a legend is on a map.
>How a legend can be used to find specific parts on a map.
>The scale of a map.
>Finding easily identifiable features on a map.
>What LEAN is and how it refers to GRIDS.
>How to find co-ordinates on a grid.
>Following instructions to move from one part of a grid to the other.
>Identifying human characteristics.
>Using a GRID to create a course of travel.
Learning outcomes/standards:

LMQ2 - Where does the learner need/want to be?

(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform
assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class.)

Knowledge & understanding:

(declarative)
D1 What a natural characteristic is and Australian representations.
D2 The difference between a natural and human characteristic.

Learning processes:

Skills:
(procedural/do)
P1 Identify examples of natural characteristics.
P2 Use an atlas and map to find natural characteristics from description and GRID references.
P3 Use a legend to match symbols to places.

LMQ3 - How does the learner best learn?

DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual
learners? (Including differentiated teaching for student diversity.)

Use a variety of ways to engage students in classroom tasks.

The task in this lesson is quite authentic and relates to where they live. It is about natural
characteristics of Queensland and students will have visited or know about some of these. I will
exhibit enthusiasm about the task I present and provide anecdotes about the information being
presented (I have a few stories about the natural characteristics of Queensland).
Support: Casidee, Chloe, Jack and Noah come to the front for support. Guide them through the
process. Everybody else is independent. Start writing names up if people are distracting others.
Ext: Students who finish early can finish the human characteristics they were supposed to finish last
week.
Remember SEP students leave to go to SEP at 2:30.

DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?

Be Clear and Seek Clarity

In this lesson it will be important to give clear instructions and make sure students understand
what the content is about. This will include modelling what to do before students go off and
work independently. I will also make sure I have a group of learners who cant do the task by
themselves working with me.
I will also seek clarity through bracketing short concise instructions and then giving more
instructions later on to make the task easier for students to handle.

Version 15 Oct 2011

Commented [LA2]: DoL strategies to enhance learning.

Commented [LA1]: Differentiation strategies to show how to

work best with the support and extension students.

Time

Learning procedures

LMQ5 - What will constitute the learning journey?

LMQ6 - Who will do what?
(Include adjustments in the learning experiences to accommodate learner difference.)

Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, hook

Review human characteristics + what we have learnt so far about them. Now define natural
characteristic.

Ask focus questions: Example of a natural characteristic you know? Natural characteristic of
a regional place like a town or city? Famous natural features in Australia?

WALT, WILF AND TIB. Walt We are learning to find natural characteristics on a QLD map
and through our Atlas. WILF Im looking for students who think back and use their
knowledge from previous lessons to look at maps and find the answers. TIB This lessons is
important because knowing about our natural characteristics is part of what defines Australian
culture. They are some of the great natural wonders of our country. Some are filled with
heritage.

Flick through power point and discuss questions attached.

Phase 2 Develop skills & knowledge, build, practice, acquire, integrate, extend, refine
Hand out map of natural features of Queensland.
What natural features can you see?
Name two natural features significant to Queensland.
Find Townsville on the map using grid references.
Find the location between C and D and between 1 and 2.
Using an Atlas and sheet 16, complete the answers on sheet 17.
Model how to find the first answer, talking aloud to exemplify thinking.
Once completed, finish off the human characteristics.
Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning,
consolidation, homework/review tasks
Silent Ball Students spread throughout the room.
List natural characteristics of Queensland.
What is a natural characteristic?
What did you do to find them on that map?
Reflection:

Dimensions of Learning (DoL) focus.

including teaching strategies to be used

DoL 1 DoL 5

Resources

LMQ4 -What
resources do I
have at my
disposal?

Assessment & feedback

LMQ7 - How will I check to see the learner has achieved the
learning outcomes? (See also the QSA Assessment Bank.)
LMQ8 How will I inform others?
(Include moderation of teacher judgments of standards if
necessary.)

Natural
features of
Queensland
Power
Point

Commented [LA3]: Questioning/Discussion strategies with

specific examples of questions to ask.

Computer

Commented [LA4]: WALT, WILF and TIB strategy.

Smart Board
DoL 1 ICTs.
DoL 5

Sheet 16 +
17 C2C
Atlas
Tennis Ball

DoL 1

DoL 5

Commented [LA5]: Modelling teaching strategy.

Formative: Geography books responses to

the questions for the natural and human
characteristics on grid referencing and finding
items using a legend.

LMQ9 Why has the learner (achieved/)not achieved the learning outcomes (standards)?

(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.)

Version 15 Oct 2011

Commented [LA6]: Reviewing teaching strategy (cloze strategy)

with review questions to ask during the game.