Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: Date: Students Prior Knowledge:

Learning Area: Humanities and Social Sciences

Strand/Topic from the Australian Curriculum The location, frequency and severity of
bushfires or flooding in Australia
Topic
the impacts of fire on Australian vegetation
The impact of bushfires or floods on environments and and the significance of fire damage on
communities, and how people can respond (ACHASSK114) communities
Prevention and preparation strategies to
minimise the harmful effects of bushfires
Skills Able to engage in group work in a friendly and
onsiderate manner.
Translate collected information and or data to a
variety of different formats.
Present findings, conclusions and/or arguments,
appropriate to audience and purpose, in a range of
communication forms (e.g. written, oral, visual,
digital, tabular, graphic, maps) and using subject-
specific terminology and concepts.

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
competence

Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Summarise information collected in previous lessons under the categories of bushfire causes, frequency,
location, impact and prevention strategies.
Create an infographic using an iPad app which is appropriate to the target audience.

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Teachers Prior Preparation/Organisation: Provision for students at educational risk:
Pre-allocate groups to a topic.
Infographic examples prepared on the interactive screen.
Ensure all iPads have piktochart installed.
Create account on piktochart.com for students to use.
Write username and password on the board for easy login.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
9.20am Briefly review what has been learnt about bushfires in the previous
three lessons focussing on causes, frequency and location, impact
and prevention strategies.
Now we need to share this information with the community to help
keep them fire ready and safe.
Discuss how social media is an effective way to inform the
community.

9.25am Lesson Steps (Lesson content, structure, strategies & Key Questions):
Introduce infographics, explaining:
- What they are: graphic visual representations of data that are
intended to show complex information quickly and clearly.
- Common features: images, graphs, colour and simple text.
- Why they are used: visually appealing, easy to read Example of Infographic
(compared to text passage) and summarise information/key
points.
- Where you see them: Social media, websites and blogs,
newspapers and magazines.
Show an example of what they look like.
Allocate each group a different sub topic to create: causes,
iPad with pre-installed
frequency and location, impact and prevention strategies
Piktochart app.
Students collect iPad and open Piktochart app.
Ask students to follow the steps on the website to select a theme and
colour which appeals to them.
Ask students to replace the text with the information they have

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 gathered under the appropriate headings.
- Monitor progress in room and assist where needed.
Remind students about the importance of visually appealing and
simple infographics.
- Explain and show how to add images.
Monitor class and assist students where needed.

9.55am Lesson Closure:

Ask whole class their thoughts on infographics, selecting students at
random to answer:
- It is easy to read?
- Informative?
- Is it a good way to spread information? Why or why not?
- How did they find creating one?
- What are some disadvantages?

Transition:
Students save work in their file as infographic.
Return iPads to the teacher.
Be seated at desk.

Assessment:
The final product (infographic) will be the assessment for the lesson.
Were the students able to create and finish the infographic?
Did it accurately summarise the key points of the allocated topic?
Were images, statistics, symbols or graphs used to convey
information?