Lesson Plan

Prior Knowledge (First Lesson on Ecosystems

Risk Assessment
Resources
at
Risk)
Minimal
risk
factors,
possible
cause
of
injury
if
students
Textbook,
Large
Sheets
of Paper,
Markers,
Unit/Lesson Title: Our Impact on the Earth (Lesson 1)
Lesson duration 50 minutes
Stage 6 Teacher:Year
12
Class
Senior
Geography
Students will use prior knowledge from
are moving desks around for group work.
iPad, Smartboard, Laptop/Computer
Inquiry Focus
Syllabus Outcomes
Syllabus Content
Preliminary content, especially Global
Students: Textbook, Pencil Case, Workbook, Laptop
How do we, as humans impact the world
H1 explains the changing nature, spatial patterns and
H1 Explore the influence of urban places on ecosystems
Challenges
around us?
interaction of ecosystems, urban places and economic H2 Explore factors placing ecosystems at risk
Learning Outcomes
Time
Content/Learning Experience
Teaching
Class Organisation
Assessment
Working to create a wide range of
activity
H2 Explore reasons for protecting natural ecosystems
Students will be
G Introduction:
Strategies
Techniques
information through research and group
H2 explains the factors which place ecosystems at risk H5 Explore strategies for ecological sustainability through
working cooperatively
u When students enter classroom, have Mini Quiz ready on the
discussion
and the reasons for their protection
environmental management
in their assigned
i Smartboard, (using refresher questions from Prelim course)
Individual Work
Individual Work
Checking
H5 evaluates environmental management strategies in H6 Explore the impact of environmental change (e.g. global
Rationale
groups
d Ask students to work through quiz in their workbooks, by
workbooks,
terms of ecological sustainability
warming)
Develop an understanding of the impact
Students will create a
e themselves for 5 minutes. Around 8 minutes into the lesson, ask
Monitoring
H8 Uses a variety of sources to find geographical information
of humans and urban development on the H6 evaluates the impacts of, and responses of people
well thought out mind
students to put down their pens, and quickly go through the
responses when
to, environmental change
natural ecosystems surrounding them.
map
10
answers.
going through
This lesson will provide a strong basis for H8 plans geographical inquiries to analyse and
Students will be able
Body:
Teacher
the answers
following lessons on Ecosystems at Risk. synthesise information from a variety of sources
to name points from
On the Smartboard, present the instructions for the rest of the
Explanation/ Direct
each syllabus content
lesson.
Instruction
Checking group
strand
Students will work together in groups of 3-5, to create a mind
work around the
Each individual will
map, or other form of presentation, using information they
room,
present their own
gather using their laptops and textbook regarding all 5 points in
Group Work &
Group work with the
Checking quality
ideas, as well as
2
the syllabus content strands. (This is an inquiry learning strategy Discussion
people sitting nearest of research/
listening to those of
to give students a basis for the following lessons.)
information
their peers
Conclusion
Whole Class
Whole Class
presented
30
8
Conclusion
Each group to present their findings to the rest of the class, through a quick summary of their mind maps.
Ask students to leave mind maps behind, to review.
How is the quality of the information theyve found? Did they use more than one source? Does the map present all their ideas, or does it have one main thread, that
looks to have come from one person?
Where the students engaged in this lesson? Do they seem interested in the topic ahead? How was my behaviour management?

Lesson Plan
Prior Knowledge
Risk Assessment
Resources
Students will use knowledge gained during lesson 1,
Minimal risk factors, possible cause of risk is students need
Teacher: Textbook, iPad, Smartboard, Laptop/Computer,
Unit/Lesson Title: Our Impact on the Earth (Lesson 2)
Lesson duration 50 minutes
Stage 6
Year 12
Class Senior Geography
when they created their mind maps (which have now
to move seats to be sitting next to a partner for the
Sustainability Plan templates
Inquiry
Focus
Outcomes
SyllabusStudents:
ContentTextbook, Pencil Case, Workbook, Laptop
been reviewed and notes added to improve their Syllabusconclusion
What
can we do, as individuals and a school
content)
H2 explains the factors which place ecosystems at risk H2 Explore factors placing ecosystems at risk
community
to maintain our environment
and
Learning Outcomes
Time
Content/Learning
Teaching
Strategies
Organisation
Assessment
and the Experience
reasons for their protection
H2
Explore
reasons forClass
protecting
natural ecosystems
natural
local
Students
will ecosystems?
complete
G Introduction:
Techniques
H5 evaluates environmental management strategies in H5 Explore strategies for ecological sustainability
through
Students
willquickly
work individually,
as anu When students enter classroom, have Mini Quiz ready on the
quiz/survey
and
Individual
Work management
Individual Work
terms
of
ecological
sustainability
environmental
envirohero
to create a plan for environmental
easily
i Smartboard,
questions
students
current environmental
to
H6(using
evaluates
the regarding
impacts of,
and responses
of people
H6 Explore the impact of environmental changeListening
(e.g. global
sustainability
in their homes or within
Students will work
d the
sustainability)
students answers,
to, environmental change
warming)
school.
consistently throughout
e Ask students to work through quiz/survey in their workbooks, by
if they dont think
H7
justifies
geographical
methods
applicable
and
H7 Understands and applies geographical methods
(regarding
Rationale
the lesson to provide a
themselves for 5 minutes. Around 8 minutes into the lesson, ask
they have
an
in the
to a present
changing
ecological sustainability) to everyday life
Gain
further
understanding into10
the impact
of touseful
complete
sustainability
students
put down
theirworkplace
pens, and and
haverelevant
each student
to the
answer give
humans
on our environment.
world
plan
class one way
they are helping to sustain the environment
examples to see if
This
lesson
be quietly
used to meet many Body:
Students
willwill
work
Teacher Explanation/
they truly dont
Syllabus
Outcomes,
to allow their
peers toand will provide anOn the Smartboard, present the instructions for the rest of the lesson.
Direct Instruction
have an answer or
interesting
and engaging
foundation forStudents will work individually to create an environmental sustainability
work alongside
them
didnt understand
learning
easily
plan, as though they were either employed by an individual for their
Checking
Students will listen to
home, or by the school.
Individual Work
Individual Work
workbooks and
and respect their teacher
2
Plans can include new ways to make buildings sustainable, having
templates
and peers
students of the school build a garden etc.
Collecting work
Conclusion
Whole Class
Whole Class
and reviewing
30
8
Conclusion
Students will discuss with the person sitting next to them some of their ideas from the sustainability plan and will add any ideas they develop together to their individual plans.
Ask students to leave their plan templates (which are now complete, or in the process of being completed) behind to review.
How is the quality of work they have presented? Did they use different sources for ideas for their plans? Do they have similar ideas to their peers? Are there any ideas that do match the
criteria for the lesson? Has this student not understood what is being asked?
Where the students engaged in this lesson? How was my behaviour management? If students have not understood task presented to them, where could I improve on instruction?

Lesson Plan
Prior Knowledge
Risk Assessment
Resources
Students
will
use
the
knowledge
they
have
gained
Minimal
risk
factors,
possible
cause
of
risk
is
students
Textbook,
iPad,Class
Smartboard,
Unit/Lesson Title: Our Impact on the Earth (Lesson 3)
Lesson duration 50 minutes
Stage 6 Teacher:Year
12
Senior Geography
through the previous two lessons, as well as their
need to move seats to be sitting next to a partner
Laptop/Computer
Inquiry Focus
Syllabus Outcomes
Syllabus Content
prior knowledge from Prelim geography
during the introduction
Students: Textbook, Pencil Case, Workbook, Laptop
How and why are our natural ecosystems H1 explains the changing nature, spatial patterns and
H1 Explore the influence of urban places on ecosystems
Learning Outcomes
Time
Content/Learning Experience
Teaching
Class Organisation
Assessment
as strong as they are? How would they
interaction of ecosystems, urban places and economic H2 Explore factors placing ecosystems at risk
Students will listen
G Introduction:
Strategies
Techniques
be different, if there were no humans to
activity
H2 Explore reasons for protecting natural ecosystems
and understand
u On the Smartboard, present the instructions for the lesson.
Teacher
Whole Class
Monitor students
impact upon them?
H2 explains the factors which place ecosystems at risk H5 Explore strategies for ecological sustainability through
instructions presented
i Have students work in pairs to create a quick plan as to what
Explanation/ Direct
who are
Students will create a mini report on the
and the reasons for their protection
environmental management
to them
d they will include in their mini report
Instruction
engaged in
impact of humans on the environment
H5 evaluates environmental management strategies in H6 Explore the impact of environmental change (e.g. global
Students will work
e Body:
Group Work/
Pairs (with the
instruction
and natural ecosystems.
terms of ecological sustainability
warming)
easily in pairs
2
Students will work in individually to create a mini report (around
Discussion
person next to them) Monitor who is
H6 evaluates the impacts of, and responses of people
H7 Understands and applies geographical methods (regarding
Rationale
Students will work
1 page) using the knowledge they have gained during the
working well with
to, environmental change
ecological sustainability) to everyday life
Gain further understanding into the
consistently during the
10
previous two lessons. The report will include information on
Individual Work
Individual Work
their partner and
H7 justifies geographical methods applicable and
H8 Uses a variety of sources to find geographical information
impact of humans on our environment.
body of the lesson to
humans impact on the environments and the ways the
working
useful in the workplace and relevant to a changing
H9 Uses sources relevant to the task
This lesson will be used to meet many
provide a
environment would be different without the human impact, e.g.
consistently
world
Syllabus Outcomes, and will provide an
comprehensive mini
more animals eating more plants etc.
Read over
H8 plans geographical inquiries to analyse and
interesting and engaging foundation for
report
30
Conclusion
Individual Work
Individual Work
reports
synthesise information from a variety of sources
learning
H9 evaluates geographical information and sources for
usefulness, validity and reliability
8
Conclusion
Students will finalise their reports, and ask any final questions that they need assistance with.
Ask students to leave their reports behind. How is the quality of work they have presented? Do students have a grasp of the content and their impact of the environment?
Where the students engaged in this lesson? How was my behaviour management? If students have not understood task presented to them, where could I improve on instruction?