LESSON PLANNING

Date: Lesson Title: KLA(s)/Subjects: Year Level(s): Duration of Lesson:

26th October 2017 Floods Geography Year 5 60 Minutes

Curriculum content and learning context

ACARA Content Descriptors Learning goals for the lesson

Geographical Knowledge and Understanding:
The impact of bushfires or floods on environments and communities, and
how people can respond (ACHGK030)
Elaboration/s:
 Researching how the application of principles of prevention, mitigation
and preparedness minimises the harmful effects of bushfires or flooding
During this lesson students, will have the opportunity to demonstrate
their ability to:
1. Understand how and why floods occur
2. Develop an understanding of the impact of floods on people and the
environment
3. Consider various flood management or prevention strategies

Resources Safe and Supportive Learning Environment

 Butchers Papers Students will be exposed to a safe and supportive learning environment by
 Markers incorporating activities where students feel comfortable to express their ideas,
 Laptops thoughts and opinions, and their views and respected and valued. Students
 Queensland Floods 2011 Video – will be reminded of the classroom rules, and if not obeyed the consequences
https://www.brisbanetimes.com.au/national/queensland/brisbane- of these actions. The classroom rules include:
floods-2011-five-things-that-changed-forever-20160108-gm23j7.html  Students must keep their hands to themselves at all times
 Before and After Photos – http://www.abc.net.au/news/specials/qld-  Students must always speak appropriately to their teachers and peer
floods/
 Students must not disrupt the classroom or peers with distractive
 Floods – PowerPoint
behaviour at any time
 Effects of Flooding – Cut and Paste Worksheet
By implementing these dynamics into the classroom, it ensures students feel
safe and supported, and allows them to express themselves in a classroom
where their input is valued.
 Differentiation Required for
Time Indicators What the teacher will do What the students will do
(insert student/s initials)

11:40 – 11:50 Lesson Introduction and Engagement Lesson Introduction and Engagement Lesson Introduction and Engagement
T: Conduct an Answer Garden with students S: Complete Answer Garden
on what they know about Floods Cater to all diverse learners needs by
presenting information in auditory and visual
T: Outline expectations for this part of the ways (discussion, questioning and YouTube
lesson clip/s)
 You have two minutes to write as many
answers as you like Lesson Content
 Be appropriate
 Consequences will be enforced if your Peer Mentoring Groups
actions are not ethical  Group students that are at a low
achieving level, with students who are
T: Explain to students S: Listen to explicit teaching achieving highly. This allows for peer
 What floods are mentoring amongst the groups and
 How floods occur furthers both students learning
 The damage that floods can cause
Lesson Conclusion
11:50 – 12:30 Lesson Content Lesson Content
T: Watch video on Queensland 2011 Flood S: Watch video Give students the option to speak when
presenting their information. This allows
T: Question students about the video S: Answer questions students who don’t have much confidence
speaking in class the option to do so or not.
T: Look at Before and After photos of the
Brisbane Floods and use this as a stimulus for Accommodating Early Finishers:
discussion  Students can continue to research for
their Geography assignment
T: Explain they are going to do expert groups
today. Outline expectations for expert groups
 Findings will be displayed on butcher’s
paper – In dot point form for students to
read off
 They will have 2-3 minutes per group to
present their findings
 You can either have one scribe, or say a
dot point each
 You don’t have to answer the questions
specifically, but they are a guide
 Remember to summarise what you are
 presenting – Put it into your own words

T: Explain each of the groups responsibilities

Group A:
Facts: What, Where, Why, When, How
 Where was the flood?
 What happened?
 Why did the flood occur?
 When did, the flood occur?
 How did the flood occur?

Group B:
Impact on the Environment
 What damage was done to the
environment?
 Were there any houses lost?
 Did the flood effect animals at all?
 What rebuilding had to be done?
 What were the costs involved in
rebuilding the environment?

Group C:
Impact on People and Communities
 Were there any fatalities (deaths)?
 What happened to schools and public
buildings?
 Were people put out of jobs?
 Did families lose money?

Group D:
Prevention/Warning Systems: Before and
After
 How were people alerted?
 What were people told to do?
(Evacuate, Stay inside etc.)
 What prevention measure were in place
before the flood? If any…
 What prevention measures were PUT in
place after the flood?
 What warning systems were in place
before/after the floods?
S: Put in groups
T: Group students
S: Start researching and becoming experts
 T: Facilitate expert groups Lesson Conclusion
12:30 – 1:00
Lesson Conclusion
S: Present Findings
T: Students present their findings (remember
to time)
S: Class discussion
T: Have a class discussion about what they
found
S: Hand out book and worksheet
T: Allocate students to hand out geography
books and ‘Effects of Flooding’ cut and paste
worksheet
S: Assist In placing the effects of flooding in the
T: Facilitate a whole class activity where correct headings
students guide which category the effects of
flooding should go under
S: Complete Answer Garden
T: Students complete another Answer Garden
on what they know about flooding now, and
compare this to the start of the lesson.
S: Class discussion
T: Check for understanding through facilitating
a class discussion about something new they
have learnt in the lesson
Evidence Gathering and Assessment Evidence gathering and Assessment Evidence gathering and Assessment
 Observations of student participation  Observations of student participation  Observations of student participation
 Strategic questioning  Strategic questioning  Strategic questioning
 Individual and class discussion  Individual and class discussion  Individual and class discussion
 Students findings  Students findings  Students findings
 Students work samples – Butchers  Students work samples – Butchers  Students work samples – Butchers
paper and cut and paste activity paper and cut and paste activity paper and cut and paste activity
 Feedback
Evaluation of Learning Goals for the lesson Reflective comment on the lesson

1. Understand how and why floods occur I believe this lesson went relatively well. I implemented some good ESCM’s which I
I believe this learning goal was achieved, as I did go through how and am feeling more confident with, and definitely have more control over the class. I am
why floods occur with students, and had a class discussion based on just starting to feel confident teaching my class, which makes my lessons a lot more
these topics. effective. I think this was a very hands-on lesson that revolved around ICT and their
research, which is something that has proved to work well in this particular
2. Develop an understanding of the impact of floods on people and
classroom. I am happy with the lesson, but I could have known my content a little
the environment better. Which would have achieved the learning goals better than how it was done.
Students definitely achieved this learning goals and gained a sound
understanding of the impact of floods on people and the environment
through their expert groups.
3. Consider various flood management or prevention strategies
Students probably did not achieve this learning goal as we didn’t really
talk much about it, or go very deeply into this topic. This is something
that could have been improved.

Considerations for future lessons

 Relate to real-world stories, so the learning is more authentic for students
 Be more explicit when actually teaching the students in the beginning
 Remember to question students to check for understanding
Mentor Feedback
Written feedback on original lesson plan