Lesson Plan

Day: M T W T F Date: __8/03/17__ Time: _9.00-

_Year: _10_
Learning Area: Geography Topic: Sustainability
Curriculum content description: (from ACARA)
Human Wellbeing, the different ways of managing and mapping human
wellbeing and development and how these can be applied to measure difference
between places
Students prior knowledge and experience:
(Outline what the students already know about this topic)
The students have been introduced to ideas of renewable and
nonrenewable resources.
They have an understanding of sustainability concepts and can
explain how social/economic/environmental decisions are made in
relation to environmental programs.
They understand strategies that can be used to manage
environmental change, such as coastal erosion.
Learning purpose: (May refer to the Elaborations of the curriculum
content description here)
Enable an understanding of science

Learning objectives: Evaluation:

On completion of this lesson,
students will be able to:
(What will students know and be able to
do at the completion of the lesson
specific, concise and attainable
objectives)
1. Enable students to understand
the power of the Brundtland
report in relation to sustainability
and how it impacted the
Millennium Goals
2. Understand the leading nations
roles in developing human
wellbeing
(Explain how you will know that lesson
objective have been achieved / monitor
student learning)
1. Students will demonstrate
an understanding of the
definition of the Brundtland
reports definition of
sustainability.
2. Students will be able to
determine the pillars of
sustainability and what they
represent.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning
environment will be required)

Students will need

Pencil cases (if not available use the contents of their school
bags).
Writing tool and if possible computers and if not paper
Teacher will prepare

Catering for diversity (detail any adjustments considerations for
educational/resource adjustments)

Class discussion, make sure all students are involved and not just the
same ones over and over

Have an awareness of the students who may need more assistance or

encouragement.
Timi Learning Experiences:
ng:
1. Introduction: (How will I
engage the learners?)
- Move students into the class in
5min an orderly manner and have
s them sit in the pre-prepared
groups of desks.
- Complete the attendance
2. Body:
1. Brief introduction of The
5min Brundtland report from the
s teacher, emphasizing the
how it led to nations
setting international
standards of sustainability
goal and the three pillars
of sustainability,
PowerPoint led.
2. Activity Students are to
complete an interactive
worksheet in pairs or
10- threes If needed on the
12 information provided.
mins Worksheet is a pictorial
representation of the three
pillars of sustainability as
well as the definition of
sustainability from the
Brundtland Report
3. Quickly go through some
of the class answers
together
Total
20-
23
mins
Students will enter the class room and
take their seats.
I will go through the role (also so I can
further learn names)
I will ask students to get notebooks out
or laptops if they prefer to take down
notes as I introduce the topic. I will be
walking around the class talking as the
students watch the PowerPoint
Students will be taking notes and will
be encouraged to ask questions during
the introduction.
Ask if there are any questions before
we move on.
Instructions to the activity are in the
last slide on the power point and will be
there for the students reference
throughout, and it will be explained
them
I will tell the students to work with the
person next to them if possible or
organize I three, depending on
numbers ect..
I will tell students they have 8 minutes
to work on it before we go through it
I will be walking around encouraging
answers and behavior management.
Students will be working on laptops or
out of the books or notes to fill in the
sheet.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

The Class started of far better in terms of timing and questioning, the students were far
more receptive in terms of calming down and accepting the topic.
This topic is a little bit dry in the scheme of teaching students about sustainability but it is
extremely important in understanding the bridging of the gap between the three pillars
mentioned in the worksheet. So at the start of the lesson I think I needed to introduce a
better hook or some sort of hook at all to engage the students in the topic and get them
thinking critically about sustainability.
The PowerPoint led the start of the class well and gave them the knowledge and opportunity
to write down enough information to complete the following activity.
I put an example on the board to aid in the activity but I didnt really explain the context of
the example and why it was so important. Still it was pretty self-explanatory but it was
wrong to assume that the students were able to understand it.
There was a little bit of classroom behavior management that I had to do as some boys were
talking at the front during the summation time, so I asked them to repeat the question and
it flowed nicely into the end of the class as we finished the summary and moved on.
(attached is the teacher reflection)