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LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: Varies Date: 8.6.18 Students’ Prior Knowledge:

Learning Area: Humanities & Social Science, Economics WK3


Students are able to:
- Identify what a resource is
- Distinguish between a human, capital and
natural resource
Identify the opportunity costs within a scenario
Strand/Topic from SCASA:
Decisions about the alternative use of resources result in WK4
the need to consider trade-offs (e.g. using the land to grow
crops or to graze cattle) (ACHASSK149) Most students are able too;
• Define resources and provide four examples.
The impact consumer purchasing decisions can have on a
Examples should demonstrate awareness of
family, the broader community (e.g. purchasing from
resource type (ie human, capital and natural)
the local growers' market or a supermarket chain) and the
environment (e.g. pollution, waste) (ACHASSK150) • Make decisions considering opportunity costs
and resources to make decisions

WK 5
Students were introduced to the Roe 8 Freight Link
issue and:
- Identify how people’s needs influencec their
decisions.
- Identified the positive and negative impacts of
the Roe 8 project on the environment,
economy and society
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
√ competence creative thinking behaviour Social understanding
√ √ competence

Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures √

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:


• Identify and describe the issue (Roe 8 Freight Link)
• Establish the role of a stakeholder involved in the case study and identify their viewpoint regarding the issue

1
Teacher’s Prior Preparation/Organization: Provision for students at educational risk:

- Prepare questions to ask the students during the - Extending prompts:


lesson – e.g questions to begin the lesson: “Why are they making the road extension?”
“Can someone tell me a little bit about this project?” Answer:
- Make sure the whiteboard is clear of any writing - Quicker route to the Port (freight will be
- Make sure the whiteboard pen works well and will transported to and from Fremantle Port much
not run out during the lesson more efficiently if Roe 8 is built
- Printed enough worksheets (45)
- Remove congestion off the highway (Roe 8 will
take 2,000 trucks off Leach Highway between
the freeway and Stirling Highway each day,
and thousands more off other surrounding
roads)

In small groups, complete a brainstorm using butchers


paper (Placemat activity) and discuss alternatives to
the Roe 8 project that considers the reasons why the
Roe 8 project was developed.

- Enabling prompts: break down the questions


and refer to the article on the board where the
answers can be found.

Target teach and guide students with


additional needs by rephrasing paragraphs
and questions
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)


Resources/References
Time Motivation and Introduction:
Align these with the
Explicit teaching/teacher talk – highlighted in green segment where they will
be introduced.
1. Students are sitting at their tables facing the teacher in front of the
whiteboard. “Previously we looked into the Roe 8 Freight Link as a case
5mins study for a local issue. We looked at the environmental, economical and
societal impacts as a result of the issue. I also gave you all a
stakeholder and you formed a value line”.

2
2. Quiz
Questions include:
1. What was the subject of our case study a couple of weeks ago?
2. We discussed the different types of impacts of this development. Who
can give me an example of the social impact?
3. an example of the environmental impact?
4. an example of the economic impact?
5. When we did the role play, what were some of your stakeholder roles?
6. What influenced the decisions you made when you had to vote for or
against the Roe 8 Freight development?

“Can someone tell me a little bit about this project?”


Answer: The Perth Freight Link was a proposed $1.9 billion project in Perth,
10mins Western Australia to improve the road freight line
between Kewdale and Fremantle Harbour. The project was announced by the
state government in May 2014, but was cancelled following a change of
government at the March 2017 state election.
- Students are not going to get this answer, teacher read this out/prompt
students to reach this response

“Why is the Roe 8 project an issue and why is it important that we talk about it?”
Answer: Issue due to the enormous impact the project is having on the fauna
and flora in the immediate and surrounding areas (environmental), local people
are largely concerned with the consequences of the road extension and their
lifestyle (social), and people are conerned about the cost of the project
(economic. Important for us to be talking about the project as it is occurring in
our local community and will impact us and future generations of people living
near the affected areas.
- Extend students answers Whiteboard
Whiteboard marker
“Do we think it was an effective use of natural, capital and human resources?
And why?”
Answer: No, as the negatives on the environment, economy, and society
outweigh the positives.
- Extend students answers
- Make reference to the table we made during that lesson. Now students
have had time to review information, is there anything to add to the
table?
15mins
Lesson Steps (Lesson content, structure, strategies & Key Questions):

Brainstorm table again to refresh student’s memories and develop a format for
them to base their views on.
1. Do this in a cloud brainstorm instead of a table on the whiteboard
- Content should include (table below)
- Teacher invites students to come up to the whiteboard and write their
answers under the heading (environment, economics, society)

3
Impacts of Roe 8 Freight Link (Centre of cloud)
Environment (small Economic (small cloud Society (small cloud
cloud coming off coming off centre cloud) coming off centre cloud)
centre cloud)
Positive Positive Positive

Less noise pollution Jobs! Jobs!


through suburbs
Improved access to port Safer roads
and saves money for
owners Happier commuters with
quicker travel times
Less congestion Worksheet (45)

Negative Negative Negative

Land clearing (97.8ha Tolls to pay for cost Heavy traffic, esp
of remnant woodland) East/North Fremantle
Tax payer funded ($1.9
Loss of habitat - rich billion for 13km of road) Dangerous roads (Large
biodiverse wetlands trucks carrying large
amounts of goods)
20mins Noise pollution in new
areas

Students complete a worksheet. Worksheet includes:


- What was the issue
- Who were the stakeholders involved in the Roe 8 Freight Link?
- Who was your stakeholder? And what was your view regarding the
topic?
(See appendix 1)
Remind students to have their name and date on top of their sheet

5mins - Move onto extension activity if the students finish their activity on time

Lesson Closure:(Review lesson objectives with students)


The teacher will choose a couple of students…
“Can someone tell us the stakeholder they have and their viewpoint on the
issue?
5mins
Transition: (What needs to happen prior to the next lesson?)

Have the student councillors collect the worksheets and return them to the
teacher. The students pack up their desk and remain seating in their chairs until
the teacher dismisses the students that are packed up and facing the teacher.

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

*Name list

= Still developing, has basic knowledge of the Roe 8 and the role/viewpoint of
their stakeholder, needs modelling

4
= Achieving standards of the Roe 8 and the role/viewpoint of their stakeholder,
though confused in some parts

= Deeper understanding of the Roe 8 project, high reasoning and application


of their stakeholder’s role/viewpoint

5
Roe 8 Freight Link Case Study
What was the issue?

Who were the stakeholders involved in the Roe 8 Freight


Link?

Who was your stakeholder? And what was your view


regarding the topic?

Explain the significance of the Black Cockatoo on the ‘Save


Beeliar Wetlands’ poster

Related Interests