Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5/6 Time: 55 mins Date: Students Prior Knowledge: The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024) Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU004)

Learning Area: science and geography. Strand/topic from the Australian Curriculum: Science- Earth and space sciences: Sudden geological changes or extreme weather conditions can affect Earths surface. (ACSSU096). Geography- geographical knowledge and understanding: Impact of bushfires of floods on environments and communities, and how people can respond. (ACHGK030).

General Capabilities (that may potentially be covered in the lesson) Critical and Literacy Numeracy ICT creative thinking competence X X Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander histories and cultures Proficiencies:(Mathematics only)

Ethical behaviour

Personal and Social competence

Intercultural understanding

Asia and Australias engagement with Asia

Sustainability

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:

Produce a Mind Map using the ICT application, SpiderScribe. Demonstrate an understanding of what a natural disaster is and the effects it has. Display competence in categorising information, through the accurate completion of a Mind Map. Teachers Prior Preparation/Organisation: Provision for students at educational risk: Information sheets on the following natural disasters: floods, cyclones, and bushfires. A group discussion on what natural disasters are. A spider scribe prepared by you to demonstrate Have students restate the instructions for the task. the task: www.spiderscribe.com Allow the information to be presented in any way Book the computer lab- one computer per on the mind map e.g. pictures, music, videos, student. writing. Class account on KidsBlog: www.kidsblog.com.

There is no minimum and no maximum amount of information required. Have personalised instructions prepared for those who you believe may require them.

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)

Time 0mins Motivation and Introduction: 1. Students will be questioned on any recent blushfires, floods, or bad weather that has been occurring in Australia- the teacher should do this casually. 2. Once the students have answered, expand the discussion following that topic, for example, if the students said it had been really windy lately, state that wind can become even stronger and form what is called a cyclone. Or if students discussed a recent bushfire, ask them if they know of any other bushfires that have occurred recently? 3. After the discussion dies down, recap what the students have said and then at the end add: these are called natural disasters. 4. From here the teacher should declare that today's lesson will be on natural disasters. 5mins Lesson Steps (Lesson content, structure, strategies & Key Questions): 5. Inform students that they are to be focusing on the natural disasters of floods, cyclones and bushfires, and that these are common in Australia. 6. Ask students about these natural disasters and what they know about them. The teacher should write some of these ideas on the board in the form of the mind map. 7. While the students discuss the topics, the teacher should select three students to hand out three information sheets (one on each natural disaster) to each student. 8. After the information sheets have been passed out, stop the students discussion and draw their attention to the fact that you have been creating a mind map with their information. This mind map should have strands and sub-strands, and natural disasters should be in the centre. 9. Inform students that later they will be doing the same. 10. Instruct students to quickly skim read the information sheets and then quickly summarise what they have read with the students next to them. 11. Cease the discussion then inform students that they will be doing more research on these natural disasters and presenting this information in the format of a mind map on their computer. 12. Inform students that they will be using a website known as SpiderScribe to create their mind map. 13. The teacher should then bring up the website on the smart board and demonstrate how to use it quickly. Resources/References

White board and white board markers.

Information sheets on floods, cyclones and bushfires.

Smart board

10mins

www.spiderscribe.com.au

Computers.

16mins

14. Students can produce the information they find anyway they like- pictures, YouTube videos, written. 15. After the explanation the teacher should show the students the SpiderScribe that they have produced as an example. 16. The concluding statement before students move off to complete their task should include what the final task is going to be: to make a documentary. 17. Students move off to complete their task. While students are doing the task, the teacher should observe the students, how they are working, and provide assistance when required. Lesson Closure. 18. Once the time is up, students are instructed to create a KidsBlog account, under the teacher's class listing, and embed their completed mind map onto their blog. Students are encouraged to look at some of their other class members mind maps. Transition: 19. Students move back to their classrooms and get out the books required for their next lesson. Assessment: (Were the lesson objectives met? How will these be judged?) Students will be assessed using the following checklist: Students were able to produce a Mind Map using the ICT application, SpiderScribe appropriately and creatively (Objective 1). Students were able to demonstrate an understanding of what a natural disaster is and the effects it has on our resources through discussion and the information included in the mind map.(objective 2). Students were able to display competence in categorising information, through the accurate completion of a Mind Map and included strands and sub-strands (objective 3).

46mins

Kids blog.

55mins

Checklist.