Version 15 Oct 2011

Learning Experience Plan (LEP) Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific information on how to complete this LEP is provided by your lecturer in a course.

Year level(s) Duration Focus Implementation date(s) Curriculum area(s) 3 30 mins Geography – Queensland’s Significant Places – Natural Characteristics. 09/06/2015 Geography

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 – 12), and other curriculum sources (school priorities, etc.)

Year 3 Content Descriptions

Geographical Knowledge and Understanding

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Geographical Inquiry and Skills

Collecting, recording, evaluating and representing

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their

location using simple grid references, compass direction and distance (ACHGS022)

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

>Understand what a map looks like and what they are used for. >What a legend is on a map. >How a legend can be used to find specific parts on a map. >The scale of a map. >Finding easily identifiable features on a map. >What LEAN is and how it refers to GRIDS. >How to find co-ordinates on a grid. >Following instructions to move from one part of a grid to the other. >Identifying human characteristics. >Using a GRID to create a course of travel.

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) D1 – What a natural characteristic is and Australian representations. D2 – The difference between a natural and human characteristic.

Skills: (procedural/do) P1 – Identify examples of natural characteristics. P2 – Use an atlas and map to find natural characteristics from description and GRID references. P3 – Use a legend to match symbols to places.

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.)

Use a variety of ways to engage students in classroom tasks. The task in this lesson is quite authentic and relates to where they live. It is about natural characteristics of Queensland and students will have visited or know about some of these. I will exhibit enthusiasm about the task I present and provide anecdotes about the information being presented (I have a few stories about the natural characteristics of Queensland). Support: Casidee, Chloe, Jack and Noah come to the front for support. Guide them through the process. Everybody else is independent. Start writing names up if people are distracting others. Ext: Students who finish early can finish the human characteristics they were supposed to finish last week. Remember SEP students leave to go to SEP at 2:30.

DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?

Be Clear and Seek Clarity In this lesson it will be important to give clear instructions and make sure students understand what the content is about. This will include modelling what to do before students go off and work independently. I will also make sure I have a group of learners who can’t do the task by themselves working with me. I will also seek clarity through bracketing short concise instructions and then giving more instructions later on to make the task easier for students to handle.

Commented [LA1]: Differentiation strategies to show how to work best with the support and extension students.

Commented [LA2]: DoL strategies to enhance learning.

Version 15 Oct 2011

Time Learning procedures LMQ5 - 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

Resources LMQ4 -What resources do I have at my disposal?

Assessment & feedback LMQ7 - 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.)

Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, ‘hook’ Review human characteristics + what we have learnt so far about them. Now define natural

characteristic. Ask focus questions: Example of a natural characteristic you know? Natural characteristic of

a regional place like a town or city? Famous natural features in Australia? WALT, WILF AND TIB. Walt – We are learning to find natural characteristics on a QLD map

and through our Atlas’. WILF – I’m looking for students who think back and use their knowledge from previous lessons to look at maps and find the answers. TIB – This lessons is important because knowing about our natural characteristics is part of what defines Australian culture. They are some of the great natural wonders of our country. Some are filled with heritage.

Flick through power point and discuss questions attached. Phase 2 Develop skills & knowledge, build, practice, acquire, integrate, extend, refine

Hand out map of natural features of Queensland. What natural features can you see? Name two natural features significant to Queensland. Find Townsville on the map using grid references. Find the location between C and D and between 1 and 2. Using an Atlas and sheet 16, complete the answers on sheet 17. Model how to find the first answer, talking aloud to exemplify thinking. Once completed, finish off the human characteristics.

Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning, consolidation, homework/review tasks

Silent Ball – Students spread throughout the room. List natural characteristics of Queensland. What is a natural characteristic? What did you do to find them on that map?

DoL 1 DoL 5 DoL 1 – ICT’s. DoL 5 DoL 1 DoL 5

Natural features of Queensland – Power Point Computer Smart Board Sheet 16 + 17 – C2C Atlas Tennis Ball

Formative: Geography books – responses to the questions for the natural and human characteristics on grid referencing and finding items using a legend.

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.)

Commented [LA3]: Questioning/Discussion strategies with specific examples of questions to ask.

Commented [LA4]: WALT, WILF and TIB strategy.

Commented [LA5]: Modelling teaching strategy.

Commented [LA6]: Reviewing teaching strategy (cloze strategy) with review questions to ask during the game.