S00173782

Class: Year 9 Geography

Lesson Plan Format

Date: 22/4/15

Time: Start: 1pm

Finish: 2pm

Key Learning Area:

Lesson Topic: Natural Hazards and Natural disasters , (geographical process involved)

HSIE

and impacts of natural Hazards

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
During the previous lesson students focused on exploring the Glossary for the different Geographical terms, as well as write the definition in their workbook.

Syllabus Outcome(s):
One or two only.
Please note the syllabus reference number
AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of
outcome(s). Quote syllabus numbers.
Must be clear, specific, observable. Curriculum
Content Strands may be used as headings.

Assessment:
Strategies which will be used to assess learners
attainment of learning outcomes. Should be linked to
each learning indicator.

By the end of this lesson, the students will:

5.3 selects and uses appropriate written,

Oral and geographic forms to communicate
Geographical information

- Students will be able to establish the difference between

natural hazards and natural disasters

5.4 selects and applies appropriate

geographical tools

- Students will be able to locate the different regions in

which natural hazards and disasters are prone to occur
within Australia

- Students will identify the impacts of natural hazards

: Economic, Social and Environmental

Students contribution to class discussions on the

difference between hazards and disasters.
Provide ongoing feedback throughout the lesson.
Questioning Ss to assess their knowledge
of hazards and disasters.
Observe students maps to see if they have plotted
the correct geographic regions in conjunction
to the textbook map.
Assess student contribution to the brainstorm and
discussion as well as mark the completed graph
in their work book to ensure they have gained
knowledge and understanding of the content
addressed.

Any safety issues to be considered:

Ensure that any obstructions or hazards
around the room are removed

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Parker.B, Lanceley .K , Owens.D, Fitzpatrick.R (2008) Geography for Australian Citizens third edition,South Yarra,Vic:
Macmillan Education Australia
Paine.J ,Bliss.S (2005) Geo active,second edition, Milton, Qld. : John Wiley & Sons
Board of studies NSW (2003). Geography 7-10:syllabus
(2014,4th of may), Most Brutal Natural disasters, https://www.youtube.com/watch?v=QfmRf8iOBkI

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T)
will do and what students (Ss) will do.

Resources and Organisation:

INTRODUCTION
1:00

T asks Ss to stand behind their desk and take out their pencil
Case and text book quietly.

Ensure a focus on classroom management

T greets Ss-praise for settling and following instruction. Use

Student names and eye contact if needed to ensure Ss are
listening and focused ready for the lesson.

Introduce Natural Hazards and Natural

Disasters

Ss sit down quietly at their desk.

T informs students that the focus of the lesson is on natural
Hazards and natural disasters.
T introducers video clip which is based on natural hazards and
natural disaster.
T provides Ss with instruction to quietly watch the video and
to pay Attention. Tells Ss questions will be asked at the end of
the video so it is essential to listen for key information
presented.

Q What Natural Disasters can you identify

that were in the video ?
A. Floods, earthquake, tsunami, tornado
Cyclone, bushfire

T asks students after the video their input of what they saw
and the examples of natural disasters.
Ss give examples of disasters from the video, T gives

Natural Disasters video:

https://www.youtube.com/watch?v=
QfmRf8iOBkI

Appraisal for their input

DEVELOPMENT
T asks students to open up to page 44 of their textbook
Q .Why do you think certain locations are
Experiencing these natural disasters and,
Hazards, how are they caused?
A. Their geographical location and
Environment make it highly prone

1:10

Teacher allows 10-15 minutes to complete the activity in the

Text book ,Ss will answer questions based on Natural
Hazards and disasters

Q. Explain how natural hazards can result

From interaction between physical and
Human factors
A. Natural hazards can be caused and
Intensified by Humans such as bush fires

Ss work on the activity asking the T for help if needed

T proactively walks around the room ensuring on Ss remain on
task competing their work in an effective manner.

Q. Explain the difference between a natural

Hazard and natural disaster
A. Natural hazard is risk in terms of life or
Property while disaster causes significant
Loss of property or life

Q. Which parts of Australia are most prone

to flash flooding ?

Geography for Australian citizens

Third edition 2008

T briefly summarises the main points of the readings and

Allows for Ss contribution and leads Ss in a class
Discussion.

Q. Define the term natural hazard

A.an event that is a potential source of
Harm to human life

The geographical process involved

T gets student to read a paragraph each starting from the

Person at the front following on to the next person

T states times for completing the questions is up, and asks

Students for their answers.
Ss contribute their answers to the class

1:25

T praises Ss for their input and contributes to the students

Answer
T hand out a map of Australia to students as well as an atlas
T instructs students to turn to page 49 of geoactive to
The map portraying locations of natural disasters

Geoactive 2nd edition

John Paine,Susan bliss

A. Most of the outer parts of Australia

T gives instruction to colour code and plot the areas of

Australia which are likely to experience specific disasters

Q. Which parts are most prone bush fires

A. Perth Adelaide and Canberra regions

Ss complete task given by teacher in 10 minutes

T walks around the room and actively engages in students
Work an ensuring students are on task

The Impact of natural hazards:

Economic, Environmental, Social

1.35

Once time is up T asks Ss questions to do with

the completed work
T puts 3 columns on the board and asks Ss to copy
It in their work books: Economic, Environmental and Social

Q. What impacts do Natural Disasters

Have upon Australias Economy, Society
and Environment?
A. fixing expenses to repair damage,
Damage to environment,effect upon
Our daily lives

Ss contribute ideas under specific columns

T writes down student input as well as adding information
T provides positive feedback to S contribution

CLOSURE
1.55
Q.What have you learnt this lesson?
A.the difference between a natural
Hazard and natural disaster ,regions
of disasters and impacts

T recaps over briefly over natural disasters in Australia

And where they occur.
T collects and marks Ss work to assess Ss understanding and
knowledge of the content addressed.
T congratulates Ss for their efforts and participation
throughout the lesson.
Ss pack away equipment

2.00

T dismisses the class when quiet

Critical look at observed lessons:

Note key strengths in the lessons and areas for improvement. Be Balanced!
In numerous practical lessons I have observed it has enabled me to gain a fundamental understanding
of significant teaching strategies utilised throughout lessons as well as analyse and reflect upon strengths and areas of
improvements. I have been able to understand how imperative these strengths are to have and their effectiveness
,however there are always extra ways to become a even better teacher as well as areas of improvement.
In all of my lesson observations one of the main strengths for a successful teacher is confidence.
Confidence is one of the main characteristics which a teacher must posses to be highly effective within the
class room. This is portrayed in a many number of ways from confidence in dealing with behavior towards the students as
well as confidence in the impartation of knowledge throughout conducting the lesson.
Confidence when teachers are speaking to students was always present throughout the lessons from the second students
would walk in the room. An example of a teacher portraying confidence while managing classroom behavior of students was
whenever a student was not on task or doing the right thing the teacher would always address it and confront the situation with a firm
tone of voice which was well above the noise level of the room. An example which stood out in a lesson for me was when

students were talking and being disruptive the teacher responded to this by saying in a loud clear tone Why do I find myself
yelling because I cant hear .This was able to quickly bring the students into authority and the teacher had gained
attention of the students. However a fault in this may have been that the teacher had not taken control of the root cause of
the problem before the students level of talking got to this degree.
A way in which the teacher may have been able to improve on this was addressing right from the beginning
of the lesson there will be no talking when I am talking and saying there will be a negative outcome if this is done such
as a demerit as a method of behavioral management.
Another example where confidence had occurred throughout lesson observations was in the teaching of knowledge.
Whenever teachers would be explaining a topic to students or concept it would always be through a loud clear tone of voice which
would come across as confidence which showed the teacher knew what they were talking about and made it a more engaging
learning experience.
Engagement in teaching was also a key strength, which was highly effective throughout the lesson. Whenever teachers
would present new information, answer a question or explain a concept it would always be done in an engaging manner. This was
achieved through factors such as the tone of the teachers voice. The teachers tone of voice was always presented in a
very energetic and non monotone manner which gained the attention of the students as well as made it easier for the
information to be understood as they were paying attention to the information being said.
Preparation by the teacher was a key strength, which is very important as this leads to confidence and engagement. Throughout the

lessons the teacher had always had a rough plan to what would be achieved and the work that had to be completed by the end of it.
Moreover this was a benefit in many ways for the students as it gave a clear outline what was expected Of them as well as what was
going to be achieved.
On the other hand however a strength that could be worked upon is the methods of presentation to the class as
these were repetitive and could have been carried out in other ways such as on a highly visual ICT presentation. This would
be able to cater for a variety of different learners and be a more effective approach.
What do the school students need for follow up lessons/activities?
In order for students to have greater understanding on the presented work they need to follow up on the lessons
by doing the set homework. This is done in order for the students to put into practice the new information which they
Have learned. This is usually achieved through completion of questions for homework which are found in textbooks
or developed by the teacher.
What impact/or learning did your observations and activities have on you?
The observations on lessons that I have undertaken have leaded me to learning many things which are critical in
teaching. I was able to understand the various concepts and strengths which are essential as a teacher and how they
can be effectively used within the classroom. Strengths such as confidence, behavioral management and being engaging
make the difference between an effective and non effective teacher. I have gained significant understanding on how
to practically obtain class room behavior and control through effective teaching and behavior strategies. I have devolved

skills and gained knowledge when reflecting upon lessons and whether the teaching and learning practices used were
effective. In addition I have also learnt how to develop an engaging lesson that is able to meet the syllabus requirements
and meet the content in an effective manner. Ultimately I have realized the goals which I will have to strive to achieve as well
as what I must work on in developing effective teaching strategies.
Identify areas do you need to develop and ways in which you could achieve this development.
One of the areas in which I need to develop that would lead me to becoming an effective teacher would be greater confidence.
Ultimately by building up my confidence it will have many benefits such as the engagement of the students throughout the lesson
as well as a greater interest for the information which I will be trying to teach them. The ways in which I will be able to work
towards achieving this goal will be through planning and preparation of the lessons and prior study of topic I will be teaching.
another way in which I will be able to achieve this is by exposing myself to the fear of getting up in front of a whole class and
by practicing these skills of confidence will be developed.
Engagement of students is also an area in which I will need to develop upon. The strategies, which I will work towards in achieving
This goal will be working on my tone of voice and aiming to make my information being presented as engaging as possible .The
ways in which I can make my teaching more engaging is through the asking of questions as well as making the work as
interactive as possible through highly visual presentation.
Behavioral management should also be developed on as this is a key way of preventing disruption that will occur throughout
a lesson. Ways in which I will be able to develop my skills on this is through experimenting and implementing the various
behavioral management strategies and figuring out which ones are the most effective. Examples of strategies may include

Intrinsic rewards such as congratulating good behavior as well as giving a negative response to when disruptive or bad
behavior.