This document outlines a 70-minute lesson plan for a Year 4 geography class on sustainable waste management. The lesson involves students working in groups to research different methods for managing waste and developing an action plan with timeframes. In the introduction, the teacher discusses the task requirements and has students brainstorm research methods. Students then separate into groups, choose three research methods, and create a digital timeline to plan their tasks. The groups will use the timeline and blogs to document their research process.
Employablity presentation and Future Career Plan.pptx
Learning Experience Three
1. Implementation Date Time Frame Year Level Curriculum Area/s PBL Phase/s
Lesson 3 70 Minutes Four Geography Develop an Action Plan
and Time Frames
&
Research
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:
Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from
sources such as maps, photographs, satellite images, the media and the internet (ACHGS027)
Phase Learning Sequence Digital Resources SAMR Integration Checks For Learning
Introduction
1. The teacher and students talk through the task
outline for a second time.
2. The teacher questions students about the key
points of the task and creates a checklist of
elements each group must include within their
final project.
3. The teacher publishes this list on the ‘class
resources’ page for students to refer to in the
future.
4. As a class, the students and teacher discuss and
brainstorm possible methods the groups could
use when researching for their projects.
Popplet – The teacher
uses this to record
student contributions
about the methods
groups are going to
use when researching
for their projects.
Word Generated
Checklist – The
teacher uses this to
simplify the task
Substitution – The teacher
uses Popplet to brainstorm
as opposed to writing it
down on the board. This way
it can be shared with
students on the class
website.
Substitution – The teacher
uses Word to generate the
checklist as opposed to
writing it down on the
Discussion & Informal
Questioning – The teacher
initiates a classroom
discussion to gain insight
about student
understanding, in regards to
the requirements of the task.
Further scaffolding may need
to be offered if students
don’t develop this
understanding.
2. 5. The teacher publishes this brainstorm on the
‘class resources’ page for students to refer to in
the future
outline so that
students know exactly
what has to be
considered in their
projects.
board. This way it can be
shared with students on the
class website.
Body
6. Students separate into their project groups.
7. Students refer to the brainstorm created as a
class and decide on the three methods they are
going to use for their research.
8. Groups create an action plan with timeframes
and assign specific tasks to each student. Groups
detail this information using a digital timeline.
9. The teacher encourages groups to embed this
timeframe into their blog.
Digital Timeline –
Students use this to
document their action
plan, detailing the
assigned tasks for
each group member
as well as the agreed
upon timeframes.
Class Website &
Group Blogs
(Weebly) – Students
use this to
communicate and
document the
processes they go
through when
creating their problem
based projects.
Modification – Students use
an online timeline maker to
generate their action plan
because it allows for easy
adjustments to be made.
These timelines can also be
shared with others
seamlessly.
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.
Work Sample: Timeline –
The teacher refers to the
groups’ timelines to
determine if they are on
track, are sharing the work
load equally and are covering
all components of the task.
Conclusion
10. The groups begin to develop the templates,
surveys, etc. they are going to use to research
and record their results.
Informal Observation – The
teacher can observe this
process taking place and
3. ensure students are on track
and are equally participating
in the task at hand. The
teacher could also offer
advice to students about
how best to conduct and
document their research.