LESSON PLAN TEMPLATE

Subject: Humanities- Geography Year Level: 5/6 Lesson No: 2

Topic: Australian Geography and cultural identity Duration: 60 minutes
Learning Purpose/Rationale:
Include a rationale which explains why you have chosen to teach the content in the way you have and why you have chosen the
activities outlined in the lesson.

For students to understand global geography and connections and diversity between countries it is important they have a baseline
understanding of their own countrys landmarks, states, culture, perceptions, government and possible national disasters. By doing so,
this will create a platform for students to create conversations and learn in socially constructive way. Once students are knowledgeable
about where they live it will create a flow in this unit to be able to compare and contrast globally.

Curriculum Focus from Victorian Curriculum

1. Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of
Australian places(VCGGK094)
2. Identify and describe locations and describe and explain spatial distributions and patterns (VCGGC086)
3. Location of the major countries of the Asian region in relation to Australia and the geographical diversity within the
region (VCGGK092)

Learning outcomes:

1. Students can identity Australian Geographic landmarks and differences between states.
2. Students show an understanding of Indigenous perspective and cultural identity of Australia.
3. Students can confidently use a map
Assessment: This lesson will use a series of informal assessments such as completion of a class concept map, participation in group
discussions, sharing their individual artefact with their group and placing their landmark or photo in the correct place on the Australian map.
Teacher activities: Learner activities:
- Share their artefact with the group
- Introduction (5 mins)
(10 mins)
- Play YouTube video to class (10 - Using google earth find where their
mins) artefact would belong (10 mins)
- Write their artefact on a sticky note
- Create a mind map on the whiteboard
and attach it correctly to the map (5
(5 mins)
mins)
- End discussion topic: How do - Participate in the class discussions
peoples connections to places affect (20 mins)
their perception of them? (10 mins)

Procedural steps:
1. Prior to this lesson students will be asked to bring an artefact that reflects what Australia means to them (photograph,
souvenir, cultural item etc.)
2. A class discussion will begin with students being asked questions such as who has travelled Australia, does anyone one
famous landmarks, what is special about Australia?
3. A portion of YouTube video will be played for students https://www.youtube.com/watch?v=Bnituzr_pME Outcome 2
4. Students will then work as a class to create a concept map on the white board with everything that they believe relates to
Australian Geography.
5. This concept map will stay in the board throughout the lesson to assist students with ideas. They will then be asked
 move to the tables and find a group of 3-4. Outcome 1
6. Each student will then explain their item and why they think it represent Australia. This will allow for student to listen to
different opinions, stories and experiences and to also share theirs. Outcome 1
7. Students will then be given iPad to research on google earth where they would find their artefact or help a friend if they
already know. Outcome 3
8. Each group will then be asked to write down their item on a sticky note. Each group will proceed to the wall and place
their sticky note on the map of Australia where they believe it belongs or represents (teacher will also pre-organised
items written such as Australias biggest mountain, Uluru etc.). Outcome 2, 3
9. To end the session, students will confirm that each sticky note is in the correct place to further discuss Australian
Geography in terms of diversity, natural disaster and differences between states. A final discussion will take place with
the prompt of how do peoples connections to places affect their perception? (This will be used as an informal
assessment to be able to know what students have learnt) Outcome 1,2

Catering for inclusion:

This lesson will provide for all students learning needs through verbal and visual teaching, allowing students to choose their own group of 4
will assist being more accepting and choosing a group in their knowledge level. The open discussion will create acceptance for cultural views
and diversity in the classroom and the informal assessment is used to cater for different knowledge levels and experiences about Australian
Geography.

Teachers resources: Students resources:

- Map of Australia - Artefact
- YouTube video (Australian - iPads (google earth) these will be pre organised and handed out once students
Geographic) have shared their items
- Projector - Coloured paper
- White board - Coloured pens
- Whiteboard markers
- Example of google earth

Learning space set-up:

The learning space will most take part at the front of the classroom to create a safe and welcoming space for students to learn. Once the
introduction has occurred students will then move to their table (groups of 4) the class will then meet back at the front of the classroom for a
final discussion at the end of the session.