Lesson Plan

Day: M T W T F

Date:

Lesson number

of

Time:
2

Year:

(if the lesson is one in a sequence of lessons)

Learning Area: Humanities and Social Sciences: Geography

Topic: The importance of environments, including natural vegetation, to animals and people
Australian Curriculum Content Description:
Main Focus:

The importance of environments, including natural vegetation, to animals and people (ACHASSK088)

Lesson series also contributes to or addresses:

Locate and collect information and data from different sources, including observations
(ACHASSI074)
Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital
representations and discipline-specific terms (ACHASSI082)
Reflect on learning to propose how to care for places and sites that are important or significant
(ACHASSI009)
Plan, draft and publish imaginative, informative and persuasive texts containing key information and
supporting details for a widening range of audiences, demonstrating increasing control over text
structures and language features (ACELY1694)

Cross-curriculum priorities:

General capabilities:

Literacy

Aboriginal and Torres Strait

Islander histories and cultures
Numeracy

ICT

Critical and
creative
thinking

Asia and Australias

engagement with Asia
Ethical
behaviour

Personal and
social
capability

Sustainability
Intercultural
understanding

Students prior knowledge and experience:

Students have previously covered the concept of biomes around the world during which they
investigated the different types of vegetation found in biomes and its importance to animals. This
unit builds on this understanding while narrowing it to a local context.
Students have previously covered research skills including using a variety of sources and how to
evaluate how reputable a source is. (C.R.A.A.P test)
Students may not be familiar with information brochures.
Students have had previous experience working in groups and pairs.

Teaching purpose:

To explore the function vegetation plays in sustaining the environment. This lesson will introduce the topic
and provide the opportunity for students to research their topic and begin to create their brochure.

Learning objectives:

Assessment:

On completion of this lesson, students will be able

to:

Formative:

Identify instances where vegetation has a role

in sustaining the environment
Begin to create their own information brochure
on their topic.

Observation of student engagement with the

project
Conference pairs with checklist to provide
feedback and monitor progress and on task
behaviour.

Preparation and Resources:

Collect information brochure examples

Ensure class iPads are charged and ready
Prepare projector to show video
Assemble class library on the various environmental topics to be considered.
Photocopy brochure template
Print Habitat Fact Sheets from NSW Office of Environment and Heritage Biodiversity Teachers Guide
pdf

Commented [CP1]: Having expert examples is a form of

scaffolding demonstrating what a finished product should look like.
Used in the modelling stage of the lesson.

Catering for diversity

Timing

Students to work in mixed ability pairs for peer support and scaffolding.
EA available to support students
Students could extend by providing greater detail. Early finishers can draft an informational poster
to support their brochure.
Learning experiences

10 mins Introduction:
We will watch two YouTube videos; Science 5: Importance of plants by Shmoop
(https://www.youtube.com/watch?v=KHvaQevdhBo ) and Erosion and Soil by
funsciencedemos stopping at 4 mins 55 sec
(https://www.youtube.com/watch?v=im4HVXMGI68 )

15 mins

Question: Who can infer what our focus will be for the next two Geography lessons?

Show assessment task on projector.

Sequence of learning experiences

Read through the assessment task with the class. They will be working in pairs but each
student will be responsible to produce their own high quality product.
Allocate the topics by asking for a show of hands for each topic. Assign students to work
together in pairs, (record these for later reference). There should be six students (three

Commented [CP2]: Orientation for the task (DTI phase)

Commented [CP3]: Cooperative learning demonstrating
individual accountability as students are responsible for creating
their own product.

35 mins

2 mins

pairs) doing each topic. Allocate some topics if not enough volunteer response. Make the
point that students will need to learn about all the topics so not to get too hung up on
one.
Explain where the resources for this activity are situated. List of suggested websites
attached to the wall in the resource area along with C.R.A.A.P Test poster. Samples of
information brochures also displayed to show students what a good brochure looks like.
Explain and model the checklist. What is it for? How do they use it?
Model how to use the brochure template. How to fold it, where they can put text and
images, where the reference list will go. Demonstrate using one of the sample brochures
to give a visual of what it should look like. Discuss the effect of images and setting out.
Students begin their research, recording in their HASS notebooks. Teacher and EA
circulate the class to provide support and ensure on-task behaviour. Students to progress
at their own pace but the expectation is that they will have begun to create their
brochures before the end of this session.

Lesson conclusion:
As this lesson is project work we will do a thumbs up, thumbs middle, thumbs down feedback
to indicate: How confident are you that you will finish within half an hour next session? How do
you feel you worked today?

Students will use any early finishing time during the day on this project.

Lesson Evaluation:

Commented [CP4]: Modelling and thinking out loud while

modelling provides students with access to the critical thinking
process of a proficient supporting the development of their own
skills.
Commented [CP5]: Formative feedback occurs continuously to
support and challenge students to create a high-quality product
establishing an expectation of success.

Commented [CP6]: This functions as formative feedback to the

teacher about the progress of the class. It also provides an
opportunity for groups processing as it requires students to assess
their works habits during the lesson.