1. Implementation Date Time Frame Year Level Curriculum Area/s PBL Phase/s
Lesson 6 70 Minutes Four Geography Present the Solution
&
Review
Identified Curriculum
The Australian Curriculum: Geography Version 7.1 (Years F-10)
Geographical Knowledge and Understanding:
The sustainable management of waste from production and consumption (ACHGK025).
Exploring different ways of managing wastes sustainably, and how these may include the principles of reduce, reuse, recycle and replace.
Geographical Inquiry and Skills:
Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology
(ACHGS031).
Phase Learning Sequence Digital Resources SAMR Integration Checks For Learning
Introduction
1. The teacher invites other students as well as the
principal to be the audience for the groups’
presentations.
2. The groups take turns delivering their ‘waste
management’ presentations to the invited
guests.
Prezi - This is used by
students to discuss
the data collected
during the research
process, as well as to
present the final
solution.
Redefinition – By using Prezi
for their final projects,
groups are able to redefine
the way in which they
present their solution. They
are able embed external
files, video’s etc. to enhance
the engagement level of
their presentation.
Work Sample &
Observation: Prezi and Oral
Presentation (Summative
Assessment) – The teacher
observes the groups’ oral
presentations and views
their Prezi’s to determine if
they meet the identified
curriculum outcomes.
Body
3. The invited guests take part in an anonymous
vote, where they are required to select which
groups’ method they favored the most.
4. The teacher collates the votes and announces
2. which group received the highest amount of
votes.
5. The group that received the most votes will
work closely with the principal in the future, to
implement their solution around the school.
Conclusion
6. The members of each group conduct themselves
in a Think, Pair, and Share, where they reflect on
one of the other groups’ oral presentations.
During this reflection students are to complete a
digital reflection sheet that they will then post
on the reflected groups blog.
7. The teacher guides this reflection process by
structuring the reflection sheets, to ensure that
all comments given are constructive and not
hurtful.
Class Website &
Group Blogs
(Weebly) – Students
use this to
communicate and
document the
processes they go
through when
creating their problem
based projects.
Digital Reflection
Sheets -
Students use this to
constructively reflect
on one of the other
groups’ presentations.
Redefinition – A classroom
website/ blog allows for the
simple classroom tasks of
documentation and
communication to be
dramatically redefined.
Students can now work from
different computers and
contribute ideas by creating
posts and embedding
various digital applications.
Augmentation – Students
are able to reflect on their
peers’ presentations and
provide immediate
feedback.
Work Sample: Peer
Reflection – The teacher
considers peer reflections
when determining students’
ability to work and
communicate in a
collaborative environment.
