Stuart McMahon

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Practicum 1

Lesson Plans
Classes:

Stage 6 Geography – Year 12 – Urban Places

Stage 5 Geography – Year 9 – Environmental Change and Management

Stage 4 History – Year 7 – Egypt/China

 H1 explains the Students Learn to: Lesson 30 Big Idea: What are the Do Now: Students complete a mix and Whiteboard 10.05.19
changing nature, processes known as Urban Dynamics
● identifying, collecting and shaping the morphology of cities.
match activity together, requiring them to S.McMahon
spatial patterns
and interaction of
recording geographical link the dynamic and photo of the dynamic
data from a variety of with the definition.. (5 mins - Max 10)
ecosystems,
primary sources
urban places and Learning Intentions: Students will
economic activity undertake virtual fieldwork to observe Urban
Do Next (i) Virtual Fieldwork Research
Students Learn About: Dynamics occurring throughout Greater ICT activity
Sydney.
Written in their
● the urban dynamics of Using Chromebooks, student access field
H3 analyses change:suburbanisation, books/Responses after the
sites on google maps. Each site illustrates activity
contemporary exurbanisation,
urban dynamics counterurbanisation, Success Criteria: an urban dynamic in the ‘real’ world.
and applies them decentralisation, I was successful today because I could:
Students must identify the appropriate
in specific consolidation, urban dynamic and describe the process.
contexts decay, urban renewal,
urban village, spatial 1.Visit the link of your Allocated field Site:
exclusion Identify and describe the Dynamic
occurring at the site. •Identify and describe the dynamic shown
H8: Plan at the site.
Research locate, and explain a dynamic
geographical
occurring in Sydney
inquiries to 2.Choose an Urban Dynamic, Research
analyse and Successfully complete a Diagnostic Quiz on
where it is occurring in Greater Sydney.
synthesise Plicker
information from a Find it on google maps and describe the
variety of sources urban dynamic at the site?
Extension Activities:
H10 applies 3.If finished, visit the other sites and
maps, graphs and repeat the process of question 1.
statistics,
photographs and •Identify and describe the dynamic shown
fieldwork to at the site.
analyse and
integrate data in Note: Be prepared to discuss your
geographical
contexts Question 1 Site.

H12: Explain Provide Life skills students with a lower-

geographical
patterns,
order Dynamic to identify and describe.
processes and e.g. Urban decay/Suburbanisation
future trends
Do Next (iii) If complete continue with creating
through
presentations/presenting from last lesson.
appropriate case
studies and
illustrative Google Drive/Presentation
examples

H1: Explain the Students Learn About: Lesson 36 Big idea: City growth is inevitable but Do Now: Describe the culture of place of 24.05.19
changing nature, approaching development in a sustainable chinatown?
spatial patterns A case study of the results of the manner is critical. S.McMahon
and interaction of urban dynamics in a large city
ecosystems, selected from the developed world
including Do Next: Mind Map Activity - future planning
urban places and Learning Intentions: Students investigate challenges in the city of Sydney Whiteboard/Student
economic activity ● growth, development, Sydney's future growth and development. Workbooks
future trends and
ecological sustainability
Do Next (i): Collaborative Research and
H3: Analyse Success Criteria: Presentation. Students are required to analyse key Powerpoints
contemporary trends, identify and discuss urban challenges, and
urban dynamics Students are able to: evaluate management plans regarding a particular
and apply them in LGA. They are to present their findings in a
● Analyse key trends
specific contexts manner of their choosing for a minimum of 3
● Discuss Challenges
● Evaluate development plans minutes in an attempt to persuade the NSW
 ● suggest sustainable government (us) to opt for their plan. Students are
recommendations required to:
H8: Plan
geographical ● Outline the future trends (population,
inquiries to employment) of your allocated Local
government area (LGA)
analyse and ● Discuss 2 or more challenges your area
synthesise faces (liveability, transport, traffic
information from a congestion, access to
variety of sources services/employment, managing waste,
clean water, population growth, etc).
● Discover if there is already a
development plan in place to solve this
H12: Explain issue? Evaluate the solution If there isn’t
geographical one or you believe the plan will not
patterns, address the challenge than suggest
recommendations on how you would
processes and approach solving the challenge.
future trends ● MAKE THEIR PLAN SUSTAINABLE!
through
appropriate case Paired Life Skills applied assisted, guided,
studies and independent instruction
illustrative - Assisted: Used their LGA as an example
examples for the class, completed ABS and found
their development plan.
- Guided: Printed out steps on how to
complete the research aspect
H13: - Independent: life skills students make
Communicate their judgements and create their
complex presentation, may require additional help
geographical from teacher.
information, ideas
and issues
effectively, using
appropriate
written and/or
oral, cartographic
and graphic form
GE5-7: Acquires Students: Lesson 4: Big Idea: Climate Do Now: Students are to complete Do Now found in Lesson 17 PowerPoint
and processes  Investigate change, what is it and how does  Think of the term ‘Climate Change’.
geographical environmental it impact the world?  You have the next 3 ½ minutes to write down as many words you believe are connected to the term Climate
information by Change.
management,
selecting and including different Learning Intention:
using appropriate Students will understand and Do Next (i): Activity 1: Bill Nye Science Guy
worldviews and the
and relevant analyse how climate change is Students are to watch clip Climate Change 101 with Bill Nye for National Geographic this is available in
management
geographical created and how it impacts Lesson 10 PowerPoint
approaches of
tools for inquiry Aboriginal and communities around the world  Whilst watching clip students are to receive handout Climate Change 101 with Bill Nye for National Geographic
Questions and answer questions
Torres Strait
GE5-5: Assesses Success Criteria: o As you watch this clip write down:
Islander Peoples, o What causes climate change
management for example: Students will be able to answer
o How it affects our planet
strategies for the following inquiry questions
o Why we need to act promptly to mitigate its effects
places and Discussion of varying  What is climate change o How each of us can contribute to a solution.
environments for environmental  How is climate change
the sustainability management Do Next (ii): Activity 2: Climate Change and how it works
created?
approaches and  Who does climate change Teacher to use Lesson 17 PowerPoint to discuss Climate Change with class
GE5-8: perspectives
Communicates impact?
 What can be done about Do Next (iii): Activity 3: Case Study Saami People
geographical Students are to receive Climate Change and Saami People handout. This can also be projected in
information to a climate change?
classroom by teacher.
range of
 Read information as a class
audiences using a
variety of  Teacher is to make comparisons of similarities and differences between how Saami people live and
strategies how other indigenous communities live around the world.
 St=udents will then complete activities on handout
o How might climate change bring an end to the traditional Saami way of life?
o The Saami people are not the only Indigenous people whose way of life is threatened
by climate change. Research the impact of climate change on Indigenous people in the
Pacific Islands and compare and contrast their situation with the Saami.
Discuss research as a class.
 Week 6 - Physical Features of the Ancient Society | 2 Lessons
O/C Students BBC Content/ Possible Teaching Strategies: Evidence of learning Reg/ Da
learn about: Adjustments
HT4-2 Physical Do Now: Lesson One Stuart
HT4-9 features of McMah
HT4- the Ancient Learning Do Now: Students create a mind map in their books and add one or more things that they 24.05.2
10 Society Intentions: know about Ancient China. Students will be called upon for responses to add to the class
mind map.
The physical
features of the Do Next:
ancient society
and how they Students engage with the animated video the Geography of Ancient China
influenced the https://www.youtube.com/watch?v=TSp3DeNdDzU Teacher pauses at key points they relate
civilisation that to the physical features and how it influenced the development of the Chinese Civilisation
developed there. and add the points to the class mind map. Make clear reference that Nomadic people came
to live in Ancient China from the North over 100,000 years ago. Around 6500 years go they
Success Criteria: began to create villages in fertile farming lands along the Huang and Yangtze rivers. In the
centuries that followed, people from various ethnic groups formed a series of separate
Describe the kingdoms and created different societies in China’s many areas and environments.
geographical
setting and natural - Explain how geography shaped the lives of the Chinese people?
features of
Ancient China Do Next (i): Mapping Activity, provide students with a map of Chinas main geographical
features
Explain how the Teacher plays https://www.youtube.com/watch?v=do1Go22Wu8o that shows an Aerial view
geographical of the Great Wall of China, and while this is playing Teacher delivers an exposition on why it
setting and natural was built. ‘It was only China’s northern border that was less protected by natural
features geographical barriers. In order to secure this border against invaders, around 2000 years
influenced the ago work began on a huge protective wall, known today as the Great Wall of China’
development of
Ancient China - Why was Ancient China considered geographically isolated?
- Why do you believe they built the Great Wall of China?

Do Next (ii) Students use the handout to write their name in the Chinese language.