Lesson Plan

Day: M T W T F Date: 18/02/2016

Learning Area: Geography

Time: Period 4

Year: 8

Topic: Geographical processes that produce

Volcanoes

Curriculum content description: (from ACARA)

The different types of landforms and their distinctive landform features (ACHGK048)

Students prior knowledge and experience:

Students have learnt about volcano formations and feature as well as the classifications of volcanoes.
They are also aware that volcanic activity usually occurs on plate tectonic boundaries.

Learning purpose:
Identify different types of landscapes and describe examples from Australia

Learning objectives:

Evaluation:

On completion of this lesson, students will be

able to:

Students will complete a write up of their

research to share with the class

Describe an Australian example of a volcanic

landscape and its features.

Preparation and Resources:

I will create a PowerPoint with questions for the students to research. I will need a laptop and
projector to display this PowerPoint in class.
Students will bring laptops and/or tablets to conduct research.

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
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

10 mins

5 mins

Ensure that students are lined up outside. Once they have and are quiet I will
let them into the classroom to stand behind their desks.
Say good morning and let students sit

My mentor will take some time to discuss the upcoming test. He will explain
what topics will be covered in the test and take questions from the class. As
they are discussing the test I will set up the PowerPoint slides and project it
onto the board.

Ask the students to get out their laptops or tablets ensuring that there is at
least one device between two students.
Explain the task. This will be Rapid fire research. As the questions appear
on the board students will have a limited amount of time to research and
write down the answer. They will then be asked to share their findings with
the rest of the class.

25 mins

Begin task. Put the questions on the board one at a time and state how long
the class has to research and answer. For each question, once the research
time has expired I will ask for students to raise their hands and share what
they have found.
The questions and research time is as follows:
Choose an example of a volcanic landscape in Australia. What is the name
and location of your chosen landscape? (3 minutes)
How old is the volcanic landscape? (2 minutes)
Describe the volcanic landscape and its features. (3 minutes)
What classification is the volcano? Strato, shield or calderas? (2 minutes)
Define what an active, dormant and extinct volcano means. (3 minutes)
Is your chosen volcano active, dormant or extinct? (2 minutes)
How was the volcanic landscape formed? (5 minutes)

5 mins

Write on the board the question: Why does Australias mainland have no
active volcanos?. Students to write response in their exercise books
Ask for hands up and take responses to the question.

5 mins

Ask students to pack up their things and stand behind their desk.
When everyone has packed up and is ready to leave I will dismiss the class

Extra Activity
-

If students complete the tasks that I have set faster than I have anticipated, I
have another set of questions ready. I will display the second slide of the
PowerPoint with questions about volcanologists, how they predict eruptions
and recommended responses to a volcanic eruption.
Which questions I will set for the students to answer and how long they have
to research will be determined by how much time is left in the period.

Lesson Evaluation:
I feel that this lesson engaged the students and was a good method to make them active in
their learning. Setting a time limit for research was a good way to keep everybody on task and
working. Most students were eager to share what they had found and it led to good class
discussions.
It was good to have an extra slide with more questions ready in case there was time at the end.
We got through the first lot of questions quickly and the class could answer the question that I
wrote on the board with little trouble. We answered and discussed the first two questions of
the second slide before the period ended.
I need to continue working on my classroom management as students were still calling out and
talking over each other. Many would still be talking when Ive asked a specific student to
answer a question. When this occurred I asked for silence before we continued with the
students answer. I should have moved talkative students earlier to put an end to the
behaviour.