LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7 Time:0930 Date: 30-3- Students Prior Knowledge:
2017 Factors that shape the environmental characteristics
Learning Area: HaSS of places.
Water in the world.
Strand/Topic from the Australian Curriculum
The factors that influence the decisions people make
about where to live and their perceptions of
the liveability of places (ACHGK043)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal Intercultural
competence creative behaviour and Social understanding
X thinking X competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias Sustainability
histories and cultures engagement with Asia
Proficiencies:(Mathematics only)
Understanding Fluency Problem Solving Reasoning
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
At the end of this lesson, you will be able to:
Reflect on prior knowledge of the key concept of place and liveability using Tagul.
Explore the key concept of place and liveability using MapCrunch.
Present developing understanding of the key concept of place and liveability using Padlet.
Discuss and collaborate on the effectiveness of Tagul, MapCrunch, Padlet and Kahoot as ICT tools for
learning in the classroom.
Teachers Prior Preparation/Organisation: Provision for students at educational risk:
Resource links attached to Website Step by step breakdown of the process needed to achieve the
30 X Computer with internet access learning objectives, as well as peer support system.
Projector and Screen
Set up Padlet for class. Create Kahoot Quizzes

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time Resources/References
Align these with the segment
where they will be
introduced.
3:30pm Motivation and Introduction:
Welcome students and direct their attention to the screen where http://ruth-ryan-
the webpage for the lesson will be open. phoebe.weebly.com/lesson-
1.html
Explain to the students that the class will be exploring what makes
a place liveable, using Map Crunch to digitally explore places
around the world, to see what elements will make them a good
place to live or not. Then the class will post their findings on the
class Padlet and finish will a Kahoot quiz to consolidate their
knowledge.

Ask the students to log in to their computers and open up chrome

and go to the link of the webpage that is presented on screen

Lesson Steps: (Lesson content, structure, strategies & Key https://tagul.com/create

Questions):

3:35pm Ask students to think about what makes a place liveable? What
do people need to have in order to live in a certain environment?
Students will use Tagul to create an individual word cloud that
incorporates their ideas that come to mind when they think
of 'liveability'.
Spend 3 minutes on this word cloud. Once they have finished,
take a screenshot of your word cloud and upload it to the Padlet
Possible answers, (Water, trees, houses, roads, cars,
animals..etc)
Discuss the answers given. They might want to consider Physical Dictionary:
(Rocky), Environmental (Weather) and Social factors (People). http://search.credoreference.
Liveability can be defined as a place that is suitable for living in or com.ipacez.nd.edu.au/conte
habitable. (Water, Access to food, Economy, Housing, nt/entry/macqdict/livable/0
Infrastructure, Community of people)

3:40pm In groups of two or three, you are now going to explore different
environments using MapCrunch. You are to work
collaboratively in order to identify five key features of the http://www.mapcrunch.com/
environment that make it either a liveable or un-
liveable place. Click on the link below to gain access to
MapCrunch, then click the green 'Go!' button to generate your
random street-view environment. Navigate this environment by
holding and dragging your mouse key to discover some key
elements of the environment.

Spend 5 minutes on MapCrunch. Once they have come up with

3:45pm five features of your environment, share these with the class on https://padlet.com/phoebegr
the Padlet. ech/d01w0fgpbljc

Consolidate the students learning through a Kahoot Quiz. Click

3:50pm on the link to gain access to the Kahoot website and then enter
the Game Pin. https://kahoot.it/#/
3:55pm Lesson Closure:(Review lesson objectives with students)

Kahoot Survey and Class Discussion on whether the ICT tools

and resources are effectively for assisting student learning.

Would they use these tools? Why? Are their any other tools they
would suggest? (Minecraft for exploring place and liveability?)

Transition: (What needs to happen prior to the next lesson?)

Students to consider the factors that may have influenced the

choice to live in Perth.

Assessment: (Were the lesson objectives met? How will these

be judged?)
Tagul and Padlet contributions will be indicators if students are
meeting the objectives. Kahoot as a summative assessment tool
to test students knowledge.