LESSON ONE: LEARNING EXPERIENCE PLAN (LEP)

Year level(s)

Duration Focus Implementation date(s)

Curriculum area(s)

11 60mins Introduction to Natural Hazards Lesson One Geography

Global Aims: Develop an understanding of the contribution of Geography to understanding questions, issues and problems arising from human perceptions and use

of the earth’s resources. Become proficient in the use of the key questions and concepts of Geography and the way they guide the process of geographic investigation. Use geographical concepts to organise information about people and environments to achieve an understanding of questions, issues and problems. Become proficient in the use of a range of thinking, social, communication, practical and study skills, and be able to use each step in following through

the stages of a geographical inquiry. Develop spatial literacy. Develop a concern for the sustainability of the environment and the quality of human life. Through investigation, students should explore a range of

attitudes and values related to ecologically sustainable development, social justice and democratic processes and institutions. Value the study of Geography Develop the knowledge, abilities and ethical commitment to participate as active citizens in shaping the future.

General Objectives: Geographical facts, concepts and key ideas, and explanations of the relationships between people and their environments Gathering and recording information and primary data from sources and settings What and where are the issues or patterns being studied? Using maps, diagrams and statistics appropriately.

Derived from the Senior Syllabus for Geography (2007).

Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences (Australian Curriculum Assessment, and Reporting Authority (ACARA), n.d.).

Evaluate data to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies, and predict outcomes (ACARA, n.d.).

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be?(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as “the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class”.)Knowledge & understanding: (declarative)

1. Types of natural hazards2. Natural hazards versus natural disasters

Skills: (procedural/do)1. Identify different types of hazards according to geological hazards,

meteorological hazards, hydrological hazards, and biological hazards criteria.

Learning processes: LMQ3 - How does the learner best learn?DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual learners? (Including differentiated teaching for student diversity.)Help students understand how specific knowledge is valuableAs students work throughout the unit, the teacher will aim to illustrate the importance of understanding the operations of the natural environment to mitigate hazards and manage catchments. The information will be related to real-life experiences through the use of global, regional or local case studies.

DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?Be clear and seek clarityDeliver explicit classroom rules and expectations at the beginning of the lesson, reminding students’ of their senior responsibilities. Make sure students are aware of the focus of the unit. Seek comprehension as students leave the classroom to avoid any confusion or misinterpretation.

Time Learning proceduresLMQ5 - What will constitute the learning journey?LMQ6 - Who will do what?(Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL) focus.including teaching strategies to be used

ResourcesLMQ4 - What resources do I have at my disposal?

Assessment & feedbackLMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.)LMQ8 - How will I inform others?(Include moderation of teacher judgments of standards if necessary.)

10min

5min

Phase 11. Inform students of resources needed at the door

of the classroom (notebook/laptop, pencil case, etc.) asking them to move into the classroom in an orderly manner.

2. Once students are seated, direct students to Expectations PPT. Emphasise senior responsibilities e.g. learner autonomy, and respect.

3. Introduce unit topic Responding to Natural Hazards. Get students to write unit title in their notebooks/laptops.

4. Highlight lesson focus/goals on whiteboard: Refer to declarative and procedural knowledge in this LEP.

DoL1- Communicate Classroom Rules and Procedures

DoL2- Help students experience content using a variety of senses.

PPT- Classroom Expectations (See additional files uploaded)

Peer Feedback- Students discuss, compare and comment

10min

10min

5min

5min

5. HOOK : Play YouTube clip Big Idea 8: Natural Hazards Affect Humans. Highlight to students that this is a small look at the types of hazards and their impact.

Phase 26. THINK: Model a concept map on the whiteboard

with question ‘What do you think a natural hazard is?’ in the centre. Allow students to answer individually.

7. PAIR: Tell students to pair with the student next to them, quickly comparing and discussing answers.

8. SHARE: Teacher uses roll to call upon students (learning names and faces), contributing answers to whiteboard. Students copy down any answers they do not have yet. Give verbal feedback on answers, clarify depth of response.

9. Textbook (Appendix One)- Tell students to write down definitions mentioned in introduction of textbook in a glossary page e.g. natural hazards, natural disasters, geological hazards, meteorological hazards, hydrological hazards, biological hazards.

10. Provide students with worksheet containing a list of hazards and graphic organiser (Appendix Four) with the sections geological, meteorological, hydrological and biological.

11. Tell students to work individually to decide, to the best of their knowledge, which hazard goes into what section of the graphic organiser.

12. Write task on whiteboard and tell students to refer to the written directions if anything is unclear.

13. After ten minutes, work as a class to answer which natural hazard goes where on the graphic organiser.

14. Tell students to face the graphic organizer down, and ask questions such as ‘Why is a cyclone an example of a meteorological hazard?’

15. Hand out Senior Geography for Queensland

DoL4- Decision-Making

DoL3- Inductive Reasoning- Use teacher-structured and student-structured tasks

DoL4- Decision Making- use graphic organiser to decide on hazard types

DoL5- Be clear and seek clarity

DoL4- Decision-Making- students explaining reason for why they placed the natural hazard where it is.

YouTube Clip: https://www.youtube.com/watch?v=n73qtEojP_Y

Whiteboard

Senior Geography for Queensland Book One

Graphic Organizer of Natural Hazards

Senior Geography for Queensland

on each others’ answers.

Class Feedback- Give verbal feedback in order to clarify level of student response expected

Student Feedback- Provide students feedback on depth of answers from activity.

Book One (Appendix One) and ask students to open to page (Regional Case Study- Volcanoes of Italy).

16. Allocate five minutes (approximately) for the first question; stop class and teacher models question answer on board to further identify expectations and procedures of task.

17. Students directed back to individual completion

of case study activity.

18. Work around the class to hear answers and encourage participation. Give feedback to individual students on depth of response.

Phase 319. Set homework- Write ‘What impact would a

volcano have on a poorer/developing country? For example, Ethiopia?’ Tell students to consider the standard of living, quality of life, quality of infrastructure and access to resources. Considering this in their answers. Students to give paragraph length response.

20. Ticket out the door questions- What is an expectation in a senior Geography classroom? What is the title of the unit? etc.

DoL5- Be clear and seek clarity

DoL1- Establish a relationship with each student in the class

Dol3- Analyse Perspectives – analyse various perspectives (developed versus developing)

Book One

Class Feedback- If students cannot answer the questions at the end of the lesson, make it clear that it will be expected for the following lesson.

Reflection: LMQ9 - Why has the learner (achieved/)not achieved the learning outcomes (standards)?(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didn’t. Were the knowledge & understanding & skills achieved?  Learning diagnosis including individual learning issues that need to be addressed.)• Observe students throughout the lesson- What did they struggle at? What did they enjoy?• Discuss with fellow teachers- What did you do differently? Do you agree/disagree?• Make annotations on lesson plan after completion- review at the end of the day. Did this work? How was it effective? How could it be improved? Which students missed out? Who struggled? Who excelled?• Note differentiation and future student learning needs• Activities- Did they work? Can they be improved? How? Why?• Common student misconceptions that need, or needed, to be clarified