Professional Documents
Culture Documents
A sense of wonder, curiosity and respect for places, people, cultures and environments throughout the world
- A deep geographical knowledge of their own locality, Australia, and the world
- The ability to think geographically, using geographical concepts
- The capacity to be competent, critical and creative users of geographical methods and skills
GOALS/AIM
To introduce a new topic to students: Geography, whilst incorporating multiculturalism and nationality.
Students will understand the necessity for BOLTSS.
Students will explore their family heritage and develop an understanding of multiculturalism in Australia.
Students will contribute to class discussions, to provide a peer to peer learning environment
- Whiteboard markers and duster - Printout of A3 world map - Drawing materials (coloured pencils), erasers - Laptop for trivia game - String
Note: Attached IEP - Justin Intellectual Disability (low in literacy and numeracy)
LESSON PROCEDURE
Introduction/focusing activity Special needs TIME
Teacher Students
PRIOR TO CLASS No extra materials
o A3 world maps that are able to be coloured in needed for Justin
o Whiteboard markers
o Breakdown of lesson:
- By the end of the lesson students are exposed to Geography and understand cultures
and nationalities. Along with a simple knowledge of BOLTSS
Lesson development
Teacher Student
ACTIVITY ONE MULTICULTURALISM Students are seated and Justin is encouraged 10 mins
Talk about how Australia is extremely multicultural. Ask students what listening to listen to the
multiculturalism is. teacher. Approach
*Write on whiteboard the ideas that students are putting forward* Students engage in a class Justin when the class
o Create a flowchart on the board discussion is trying to define
o Create a definition for multiculturalism and students are to copy it in their multiculturalism
books Students copy the class and use guiding
(The presence of, or support for the presence of, several distinct cultural or ethnic groups within a definition of questions.
society) Multiculturalism in there
humanities book Ask Justin just to
Guiding questions: write the definition
What does multi mean and what does cultural mean? of multiculturalism
When we talk about culture, what are you associating with it? Nationality? Ethnicity? that is on the board.
Extension Task: What is missing from the world map? (the legend) Create a legend for this If students finish early they can Ask if Justin wants to
world map. Be creative attempt the challenge task have a go at the
Task
challenge task. Is it
e.g. for France, have the symbol of Eiffel Tower and put that in the legend. England -> Big Ben (10 mins)
creative, therefore
or London Bridge. he may like it
Hand out string to every student
If students are struggling to
Justin can continue
TASK: using the string, along with the scale on the map students are to estimate the position the string, they may with the challenge Colour all
perimeter of Australia. (The closest estimate gets to choose his/her group for the Trivia work with a partner task if he likes
game) Actual number is 35,877 kms class
Record answer
countries
*Remind students not to forget Tasmania* (15 mins)
Students may work together to
Ask every student of the country they coloured in, in relation to their family history Help Justin in finding
find where all the countries are
and write a list on the board all the countries.
Using the list on the board, students are then required to colour all countries from the If finished early; continue Allow him to colour
list on their map challenge and be creative by
Comment on how multicultural Australia is, using this list the countries theyve coloured himself
on their maps
*If running behind on time, only ask one or two students to share their stories*
ACTIVITY FOUR Trivia Game (recap)
Open previously prepared PowerPoint with trivia questions Ask if Justin would
like to take part in
Trivia game; students work in a group and try to answer all questions correctly Students are to form the quiz. Build it up Trivia
groups with students (15 mins)
to be fun
*One student to have a pen and their Humanities book open, ready to write answers* around them (max 3)
Allow Justin to
If running low on time, trivia can be accelerated by having short response times continue with the
creative challenge if
This is the recap for the lesson. Is a form of assessment in that teacher can gauge where
students are at he would like
Formative Assessment
Circulate the classroom, communicating with individual students and observing their work.
Use the mapping challenge activity to determine if they understand BOLTSS, more particularly what a Legend is, and how to
develop one.
Using the trivia game to evaluate how many students have understood and retained the content.
Teacher Student
PACK UP
o Students clean the area around them as they pack their things Students pack up.
o A3 maps (students can hold onto) Allow Justin to pack 3 mins
up. Dont force him
Next lesson Tues 8/5: Students keep the A3 world map in the Humanities and to listen to what will
- Continue with Geography bring to next class be covered next
- Further in depth with BOLTSS
lesson.
- Mapping tasks
Just needs to be
quiet