Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 1:45- 2:45 Date: 16/11/18 Students’ Prior Knowledge:

Learning Area: Design and Technologies and Science - Identify what is weathering
- Identify how weathering can occur
- Explain properties of different materials
- Identify sustainable items

Strand/Topic from the Australian Curriculum:

Forces, and the properties of materials, affect the
behaviour of a product or system (ACTDEK011)

Earth’s surface changes over time as a result of

natural processes and human activity (ACSSU075)

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:

 Organise different landforms into how it has been effected by wind, water or ice
 Identify landforms that have been effected by erosion
 Develop a plan to still have access to these landforms using sustainable projects

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

- Named pop sticks - Students with learning difficulties only required
- Sorting worksheets to find 1 land form and explain the way to still
- IPads have access.
- Gifted students find 2 landforms but different
types, e.g landform changed by wind another
one by water.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

1
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
segment where they will
Students are sitting on the mat and ask what was some terminology that we
be introduced
learnt from our last science class?
Giving students one minute to think, then ask them to turn to a learning
partner and discuss what they thought. After a minute pull out a pop stick and
call out the name on it for an answer.
Pop sticks
When students answers teacher writes on the board to create a brainstorm.
Answers should be weathering, sediment, erosion, deposition, wind, water,
ice.
Ask the students: can you remember what all these words are that we can
remember? Put your hand up if you can tell me what one of these words
mean?
Erosion: The movement of weathered
Weathering: The process that takes place rocks, and other parts of the
geosphere, are broken down into smaller pieces
Water, Air and Ice – all ways that landforms are weathered and get eroded.
As students are answering show pictures from last week to consolidate
thoughts.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

While students are on the mat ask, what natural land forms can be affected by
weathering or erosion? (give the student thinking time, then bring back to the
group for students to share their ideas).
Answers:
Sand dunes
Cliffs
U- shape Valley
Gorges
Vegetation
Change of the land from water drainage
As students are putting their hands out and answering, write down their
answers on the board to create a brainstorm.
Sorting worksheets
Now look at the different land forms affected, what are they affected by? it
water such as the ocean or rainfall, wind or ice?

Give an example such as sand dunes would be wind as the wind moves sand
particles from one place to another.

2
Explain to students that they will be given a worksheet were they need to cut
out the picture of the landforms and glue them under Wind, Water or Ice to
explain how the land form has been affected.

Once they have finished they need to in pairs find two images on google
maps of landforms that have been effected by erosion (this can be
international if child is confident). IPad

Once they have found their two images, they need to write down an idea for
animals and human to still be able to gain access to the area. The resources
need to be created out of sustainable, recyclable materials e.g if they find a
cliff they could install some stairs using wood. This will be written into
students science book

Lesson Closure:(Review lesson objectives with students)

Students share what they have found on google images and their ideas on
how to help preserve the land form.
.

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

Student pack and stack ready for home time.

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

Marking worksheets and science books, transferring data onto a checklist.