Caoimhe Gleeson, Niamh O’ Connell, Hughie McManamon & David McLaughlin

Students Name:
6th of January – 24th of January (adhere to National timetable set by NCCA)
Date:
Second year students
Class:
Geography
Subject:
Continuous Based Assessment (1)
Topic of the lesson:

The Big Picture

Where does this lesson fit in the topic/unit being taught? How does it link with other units or subjects?
Classroom-Based Assessment (CBA) task is a formal assessment of the Junior Cycle Geography that will
take place over three weeks.

Students will be assessed on CBA 1 which focuses on Geography in the News.

Students will conduct a structured inquiry based on new item and formulate a conclusion on the
implications of geographical event.

Students will utilise their knowledge and skills from the three strands: Exploring the physical world,
Exploring how we interact with the physical world and Exploring people, place and change.

Students will examine the real-life event through different lenses of elements: processes, patterns, systems
and scale, geographical skills and sustainability.

There are strong links with maths as student will be utilising their mathematical skills to evaluate data.

Students’ prior knowledge/interests

What prior knowledge do student have about this topic (from class or their everyday lives)?
Students have developed proficient cartographic, aerial photography and numeracy skills.

Students understand how to read OS maps and the scale and national grid.

Students are able to draw sketch map of an OS map.

Student can read, draw and interpret data represented on pie charts, trend graphs and pie charts.
 Literacy and Numeracy

Note key words/terminology and/or numerical concepts

Students will be evaluating statistical information when they are examining the Geography in the News
example issued by the teacher.

Key terminology introduced to the student includes: CBA, structured inquiry, reliable resource,
geographical thinking and questioning, reflection and graphic format.

Materials used during lesson:

By teacher: By students:

CBA booklet (AEN) – assisted technology

Handout for poster guidelines A4 transparent punched pockets

Poster template CBA Booklet

PowerPoint CBA folder – A4 polypropylene assorted lever arch file 2

rings
PowerPoint clicker
CBA information handout & marking scheme/quality
Projector descriptors

Teachers website CBA parental and pupil signature forms

https://planetdavid.weebly.com/
Journal
Whiteboard
Notes copy
Whiteboard marker and eraser
Pen

Exit tickets
1. Aims In this lesson I will …

 Develop and deepen students understanding of CBA

 Promote enthusiasm for studying the world around them
 Demonstrate and explain the processes of structured inquiry
 Develop student’s investigation and research skills
 Explain the marking scheme to the students (features of quality)
 Display poster template
 Issue handout for poster guidelines and CBA booklet.
 Develop students’ organisational skills keeping and filing a CBA folder

2. Learning Intentions/Outcomes

At the end of this lesson, students will ….

 Explain what a CBA is (all)

 Describe the CBA 1 brief (all)
 Identify four different features of quality outline by the NCCA (all)
 Identify the CBA timeline and submission date (all)
 Give an example of geographical event in the news (all)
 Ask geographical questions (all)
 Explain how to access the teacher’s website - Planet David (all)
 Describe the term reliable source (most)
 Identify the popularised the term ‘fake news’ (all)
 Identify the role of media in the shaping the view of geographical event. (few)

3. Assessment How will students’ learning progress be assessed? What are success criteria?

 I will ask oral question throughout the class. This is to ensure students understand each element of the
lesson
 Students will gather information on geographical events and will answer geographical questions on the
event in the CBA handout.
 Student will hand up exit tickets at the end of the lesson. This will assess their understanding and
provide them with an opportunity to write down any questions they have.
 4. Opening How will lesson be introduced? What’s the ‘hook’? / Link to prior
knowledge

Teacher Activities Student Activities Timing:

Write CBA on the whiteboard. Ask Speed writing into their 2 minutes
students to write any information they notes copy their prior
know about a CBA into their notes knowledge of CBA’s.
copy. (Speed writing exercise.)

Ask student for some of their answers.

Sharing their answers on 3 minutes

the speed writing exercise.

Highlight the learning intentions for

today’s lesson.

Listening
2 minutes

5. Body of lesson (include teaching approaches, when materials are used etc.…)
Teacher Activities Student Activities (link to Timing:
Learning Intentions)

Using PowerPoint provide an Examining the PowerPoint 7 minutes

explanation of CBA is, outline slides and CBA booklet
requirements for completing a CBA,
issue and explain the booklet.

Play the video tutorial that shows the Watching the video.
students how to access Planet David. Writing down the name of 2 minutes
Ask students to take down the name of the website and how to
the website and how to access the access it into their notes
website. copy.
 Explain to students they will be
conducting a structured inquiry on a
geographical event in the news. Give Giving examples of 4 minutes
the students an example. Ask student geographical events in the
can they give you another example of a news.
geographical event that is currently in
the news.

Play a video that explain what research

is

Think, pair and share activity: Ask

students to imagine they are reporter
who is first on the scene, Ask the
student to write down into their notes Watching the video 2 minutes
copy what questions would they ask.
Collect CBA signature forms while
they are engaging in the collaborative
activity.

Put students in pairs. Ask students to

work together on the same question Writing down questions they 3 minutes
and to write three new questions into would ask as a reporter first on
their notes copy. the scene into their notes copy.

Ask students to share their answers

with the class.

Highlight the types of questions the

students should ask when they are Working in pair and writing 3 minutes
researching their geographical event in down three questions each into
the news. their notes copy.

Sharing questions, they would 3 minutes

ask

4 minutes
Listening and examining the
PowerPoint slides.
 6. Closing How will lesson be closed?
Teacher Activities Student Activities Timing:

Ask students to research geographical Writing homework into their 2 minutes

event for homework. journal

Issue exit tickets Writing feedback on their exit

tickets 3 minutes