Lesson Plan

Day: M T W T F Date: 16/02/2016

Learning Area: Geography

Time: Period 4

Year: 8

Topic: Geographical processes that produce

Volcanoes

Curriculum content description: (from ACARA)

The geographical process that produce landforms, including a case study of one type of
landform, such as mountains, volcanoes, riverine or coastal landforms (ACHGK050)

Students prior knowledge and experience:

Students understand the formation and features of a volcano.
Students understand what tectonic plate margins are and how they can create a volcano
In the previous topic students created a world map outlining the plate boundaries and plate
margins

Learning purpose:
Describing the influence of folding, faulting or volcanism on a chosen landform

Learning objectives:

Evaluation:

On completion of this lesson, students will be

able to:

Completed map of volcanic activity

Explain the three volcano classifications

Show on their map where active volcanoes
are
Explain why volcanic activity occurs in certain
regions

Written answer to question Where are active

volcanoes primarily located? & Why are
they located in these regions?

Preparation and Resources:

Whiteboard & Whiteboard marker I will write the lesson outcome on the board
Students will bring their exercise book and textbook.
3 x spare world maps for the students that were not present when the class completed the
world map activity last week.

Catering for diversity

There is a student with anxiety problems in the class. I must be aware of this and not risk
heightening their anxiety levels.

Timing: Learning Experiences:

5 mins

8 mins

10 mins

15 mins

As a class we will read Classifying Volcanoes & Recent Volcanic Activity

(Page 80 81 in Pearson textbook). At random I will choose students to read
a paragraph each.

I will put the three classifications of volcanoes on the board (Strato, Shield &
Caldera). I will ask students to come up and write the landform features
(described in the text) of each classification on the board.

Ask students to open to Page 64 of their textbooks. Using the world map
(Figure 4.11) on page 64, I will ask students if they can identify how active
volcanoes are marked on the map.
Once I am sure that the students can use the map on page 64 I will set them
the task marking the locations of active volcanoes on their own Plate
Tectonic maps that they made last week. By the end of the activity students
will have created a world map that shows tectonic plate boundaries, plate
margins and the locations of active volcanoes.

15 mins

2 mins

Ensure that students are lined up outside. Bring them into the room to stand
behind their desk. Say good morning and ask students to sit down
Students will be instructed to open their exercise books to the volcano
diagram they drew last lesson
I will ask them students if they know what classification of volcano that is a
diagram off. I will explain that it is a diagram of a stratovolcano.

I will put the following questions on the board for the students to answer in
their exercise books: Where are active volcanoes primarily located? &
Why are they located there?
Once all students have written a response to the question I will ask them to
share their answers. We will discuss how the locations of active volcanoes
line up with the plate boundaries on their map and why that is the case. I will
ask From your map, can you tell me what types of plate margins create
volcanoes?
Ask students to pack their things before I dismiss them from the class

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

On Tuesdays the Year 8s have geography twice throughout the day. We had them in period
one and again in period four making them a bit restless in the second period. Also, majority of
students were coming from PE which they had in period three. They finished their PE class late
and many were still changing when period four started. The class slowly filled as students come
over once they were ready.
These factors made it difficult to start the lesson. When I tried to begin more students would
arrive and I needed to repeat instructions to organise the latecomers. As many were rushing
from PE they were energetic and would not settle. This coupled with the fact that it was the
second time we had a geography lesson it was difficult keeping students focused and on topic.
If I were to do this double period again, with students coming from PE, I would plan a low
intensity activity to begin the lesson. The students were energetic and restless from the start of
the lesson and I wanted them to sit still and focus on a text which was a big ask. I should have
set an easy task designed to relax them and help increase focus. Or we should have done an
activity that utilised their energy while still keeping them on topic. In the future I will need to
be wary of what subject my students have before they come to me as this can affect their
attitude and behaviour at the beginning of the lesson.
The content of the lesson did go well when it eventually got going. It was good to get the
students to come up and write on the board as it got them involved in the topic. They helped
each other complete the list of features for each volcano classification. Also, utilising the plate
tectonic maps that they made last week help connect what they had been learning. Majority of
the students picked up on the fact that active volcanoes can be found on the boarders of plates
and they could explain why this was the case.
The one problem with the lesson was my classroom management. I can handle a few students
misbehaving but it was difficult managing the whole class when the energy levels of most
students were so high. I needed to take control of the class early but this was made difficult as
so many people came late. I need to work on methods to manage the attitudes of the entire
classroom.