EDUC: 5618 SASCHA SZPILEWSKI (206 296 36)

Lesson Plan:

Time:
Date: Class/Group:
11:30AM --12:30AM
28/03/2023 Year 9 - Geography (mixed ability, 30 students)
Subject: Geography, Term 1 – Week 8
Topic: Geographies of Interconnection
Outline: Encouraging critical and creative thinking in the context of global trade interconnections.
Curriculum Links: Specific Objectives (Success Criteria):

The ways that places and people are interconnected
with other places
through trade in goods and services, at all scales
(ACHGK067)
Skills
• Questioning and researching • Analysing •
Evaluating • Communicating and reflecting
Concepts
• Environment • Interconnection • Sustainability
SO1: investigate how and why places are
interconnected regionally, nationally, and globally
through trade in goods and services
SO2: identify and map the supply chain of products
they have recently purchased
SO3: evaluate and reflect on the environmental
impact of personal consumptions habits.
SO4: identify strategies to promote more sustainable
consumption habits.

General Capabilities
• Digital literacy
• Critical and Creative Thinking
• Numeracy
• Ethical Understanding

Cross-curriculum Priorities
• Sustainability

Prior Learning: Resources/Materials required: (inclusive of safety

The perceptions people have of place, and how this equipment/procedures, where applicable)
influences their connections to different places.
(ACHGK065) Teacher: • USB with ppt presentation.
• Worksheets.

Classroom Management Strategy/Strategies:
• Set tone when students enter the room
• Silence before giving instructions
• Stand in center and use hand for attention
• Proximity
• Praise good contributions/ attempts
• Scaffold learning
Students: • Laptops.
Differentiation:
Strategies: A composition of visual and textual
learning, collaborative learning, direct explicit
instructions, and scaffolding are used to promote
differentiation opportunities that engage students of
all abilities.

Activities:

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- The ‘Geography of You’, ‘Mapping the Supply Chain’,

and ‘Tracking the Supply Chain’ activities are designed
to allow students to work at their own pace.
- Extension tasks are provided to engage early
finishers and high achievers.
- Collaboration opportunities are promoted through
Think-Pair-Share and group activities to allow
students to support and learn from each other.
- The infographic activity allows students to
communicate their findings creatively.

Lesson Steps
Time: Procedure: Comment:

Pre-Lesson
• Set up ppt presentation.
• Clearly set out learning goals on whiteboard.

Hook: Think-See-Wonder Activity – ‘Just do it’ [see PPT 1] FA - SO1

11:30AM - - Students conduct a visual analysis of the interconnections between Assessing Prior
11:35AM Knowledge
multinational companies and the exploitation of cheap labour.

Success Criteria [see PPT 2]

Scaffolding
- Clearly outline learning goals for today.

Activity: Think-Pair-Share – ‘The Geography of You’ [see PPT 3]

FA - SO1
Students need to:
11:35AM - Link today’s
- Reflect on their interconnections with other countries throughout the learning to
11:45AM past 24 hours. relevant and
- Make a list of all the interconnections they can think of. Students can authentic scenario
conduct research to trace origins of connections.
- I.e., what products have they consumed? (Consider clothes, food, social
media, websites visited, interactions with other people, just too mention
a few).
• Survey: Students raise hand if they have more than 1 connection, 2
connections, 3 connections…and so on.

Activity: ‘Mapping the supply chain’ [see PPT 4] FA – SO2

- Students are provided with worksheets and blank maps (see attached). Students designing
11:45AM – - Students think of one product that they (or someone they know) has their own
12:00PM recently bought over the internet and one product bought from a local investigation
shop.
- Students need to trace the supply chain to find out where each
product came from.
- Students are tasked to map the journey taken by each product to reach
them.
- Students are encouraged to consult Google Earth to fill in their blank
maps.

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Extension task for early finishers:

Justify why these companies would have made these decisions (consider
scale, financial cost, points of difference etc.).
12:00AM – • Students present items including manufacturing, supply chains etc.
12:10AM
FA – SO3, SO4
Reflection Activity: ‘Tracking the supply chain’ [see PPT 5] Students interpret
• Students track the journey of their items using a Mileage calculator their personal data
https://www.calculator.net/mileage-calculator.html using the GC of
Numeracy
•Think-Pair-Share:
- Students reflect on their item’s journeys and consider the
environmental impact.
12:10AM - - Students are tasked to consider whether the are willing to change their
12:15AM consumption habits for the sake of sustainability.

FA – SO3, SO4
Class discussion/ Teacher Input: [see PPT 6 -7]
• What are multinational companies? Why are they multinational? Who
12:15AM – benefits who doesn’t? (consumers and labour force)
12:25AM • Why have companies like Apple decided to move their manufacturing
of iPhones to China?

Activity: Design an Infographic [see PPT 8]

FA – SO3, SO4
• Students start designing an infographic of a multinational company of Students form
their choice using Canva. Students will be awarded additional time arguments and
during the next lesson to complete their infographic. explanations
- Infographic may include data regarding: creatively while
• The living conditions and wages of workers etc. encouraging
• Manufacturing processes capability in of ICT
• Company’s gross income, gross income growth, gross profit margin
12:25AM - etc.
12:30AM
• Popular items (incl. pricing) etc.
• Endorsing athletes, celebrities (value of contract)

Conclusion: FA – SO3, SO4

Students reflect
• Summarise today’s lesson by asking students to offer examples of the critically and
environmental impact of their consumption habits. creatively while
• Survey whether students are willing to adopt more sustainable habits. considering the GC
Why, why not? of Ethical
understanding
Evaluation of Student Learning/Success Criteria:
Feedback from formative assessment
- Were all students engaged? Why, why not?
- Was enough time provided to complete activities?
- Have students developed Critical and Creative Capability throughout this lesson? Why, why not?

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Self-Evaluation/Reflection:

What worked well in the lesson? What activities do I need to modify? What do I need to do differently next
lesson?

PPT Presentation:

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EDUC: 5618 SASCHA SZPILEWSKI (206 296 36)

Geographies of
Interconnection:
Global Trade
Interconnections

Sascha Szpilewski, Education,

University of Western Australia

inves gate how and why places are interconnected regionally, na onally, and
globally through trade in goods and services
iden fy and map the supply chain of products they have recently purchased

evaluate and re ect on the environmental impact of personal consump ons habits.

iden fy strategies to promote more sustainable consump on habits.

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Worksheets:

Internet Local Shop

Global Trade What is the item?
Connections
Where was it
purchased from
Write down one product that (i.e. shop)?
you (or someone you know)
recently bought over the internet Where did it
and one bought in a local shop come from? List
and answer the questions below. as many
Note: You may wish to use the countries you
following sources: can find along
http://www.sailwx.info the journey.
http://planefinder.net/ Early finishers:
Local trucking and delivery Justify the
companies business
choosing this
path

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References:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). Critical and
Creative Thinking.
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/critical-and-creative-thinking/
Australian Institute of Teaching and School Leadership. (2017). Australian Professional
Standards for Teachers. Australian Professional Standards for Teachers.
https://www.aitsl.edu.au/standards
Conti, Easton, Carrodus, Wilson & Smith. (2017). Big Ideas Humanities & Social Sciences 9
WA Curriculum. Oxford University press.
Darlington, R., Price, J., Smithies, G., & Richardson, M. (2018). Humanities and social
sciences for Western Australia. 9. Jacaranda.
Ellerton, P. (2017). On critical thinking and collaborative inquiry. [Education: Future
Frontiers Occasional Paper Series.]
https://criticalthinking.org.au/media/on_critical_thinking_and_collaborative_inquiry
_ellerton.pdf\
Mansvelt, J. (2014). Geographies of Interconnections - why consumption matters.
Interaction (Melbourne, Vic.), 42(2), 9–15.
https://doi.org/10.3316/ielapa.375743682027468
Stoelwinder, J. (2015). Global interconnections through trade: Child labour. Interaction
(Melbourne, Vic.), 43(3), 34–36. https://doi.org/10.3316/ielapa.475126264528573
Wallace, V. L., & Husid, W. N. (2016). Collaborating for Inquiry-Based Learning. (2nd ed.).
Pearson Education.
Willingham, T. (2019). How to teach critical thinking? Education: Future frontiers: occasional
paper series. NSW Department of Education.
https://education.nsw.gov.au/content/dam/main-education/teaching-and-
learning/education-for-a-changing-world/media/documents/How-to-teach-critical-
thinking-Willingham.pdf

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