Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:
9
Date: 4/3/15

Students Prior Knowledge:

Time: 10:00- 10:50 am

Learning Area: Geography

Knowledge of landforms and landscapes

Knowledge of a Biome (definition, 9 major
world biomes & their spatial distribution on a
world globe).

Strand/Topic from the Australian Curriculum

Biomes and Food security
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

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:
Identify Rainforests as one of Australia's Biomes
Describe the characteristics of a Rainforest (incl. fauna, flora, climate, structure of a rainforest).
Distinguish the natural and human threats to rainforests in Australia

Teachers Prior Preparation/Organisation:

Create and prepare the webquest pages.
Ensure that everyone can access the webpage and
has a device to do so on.
Ensure that all links and online resources on the
particular lesson webpage are working.

Provision for students at educational risk:

Ensure that students with vision impairment
have a device that is magnified or suited to
their needs.
Help those who struggle with instructional
tasks, make sure that they are on task and are
keeping up with the steps.
For students with physical disabilities- ensure
that they have devices in which they can
access the work, and aid them in achieving the
objectives of the lesson.

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
10mins
(10:10am
)

Motivation and Introduction:

Resources/Referen
ces

1. Welcome
Good morning everyone! Today we are going to revise what we learnt
last lesson, and then we will venture back onto the weebly we used last
lesson to conduct the second lesson.
2. Verbal Questioning on last weeks revision:

Who can list the 8 major biomes we discussed last week?

(Answer: Polar lands, Tundra, Boreal forest, Mountain vegetation,
temperate forest, grasslands, desert and tropical forest).

3. Instruct students to open up the weebly from last lesson.

Can everyone please open their internet (explorer, firefox) and revisit
the same site as last lesson (www.year9geographynd.weebly.com)
Open lesson two and once you get there wait until the whole class has
is on the same page.

Computer device
with internet
connection.

In todays lesson we will be focussing on Australias Biomes, in particular

Rainforests. We will identify the characteristics of a rainforests with a case
study on the Daintree rainforest.
To begin we will watch a quick video as a class which will introduce the
Daintree rainforest.
Verbal questioning:
So who can tell us what are the main characteristics of a rainforest?
Is there anything that you didnt know previously about rainforests that
you know now?

Video:

http://splash.abc.n
et.au/home#!/medi
a/1423341/thedaintree-whererainforest-and-reefmeet

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

15mins
(10:25am
)

1. Divide the class into groups of 2 (partner with the person sitting next to you).
Each group has to research a particular characteristic on the Daintree
rainforest. The 4 characteristics include:
1.
2.
3.
4.

Fauna
Flora
Climate
Structure of a rainforest

2. Give students 5-10 minutes to do their research.

Okay class, so with the person sitting next to you- I will give you a number and
the number you get will be the particular heading to which you will conduct your
research on (numbers 1-4).

Links:


3. Once students have conducted a sufficient amount of research, students will
then access the Hackpad link found on the weebly, where they will insert their
information. This will enable all students to have access to all of the research
under all of the characteristics.

www.hackpad.com

So now that you have conducted your research, follow the instructions on
weebly to insert your research on the Hackpad.

20 mins
(10:45am
)

5mins
(10:50am
)

4. From the weebly site, students will access the poster website to which they
will create their own posters. On their posters they must present the information
gained from the class Hackpad under the 4 headings.
- Including any extra information about the Daintree rainforest.

www.postermywall.
com

As you can see, everyone is able to view all the information under all headings
about the Daintree Rainforest. For your last activity, you will follow the links in
the last step to create your own individual poster on the Daintree rainforest.
Make sure you read the weebly to ensure you include information under all
headings.

Lesson Closure:(Review lesson objectives with students)

Verbal Questioning/ Class discussion:
Who can give me 3 animals that live in the Daintree?
Who can list 4 types of flora from the Daintree?
What kind of climate does a rainforest have?
What are the main structural elements of a rainforest?

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

Students must ensure that they finish their poster prior to the next lesson.

Your posters are due next Monday at the beginning of the lesson. You
can print it or if you are unable to print it, email it to me.
Next lesson we will be using the weebly again and will be focussing on
Food production and materials in Australia.

Assessment: (Were the lesson objectives met? How will these be judged?)
Students will be marked on their posters which they will hand in on the following
Monday (9th March 2015).
They will be assessed on how well they can research, interpret, understand and
present information in a creative and concise manner.