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Discuss what the top ten cities were and why. As a class brainstorm some of the main ideas of
why they these are the most liveable cities.
From this brainstorm link some of the responses students had from their homework task to the
brainstorm of the top ten cities.
Place students in groups of 5. Groups will label the visual features of two cities.
Ask students to consider: What are the features of these cities that make the liveable? Why
might people choose to live there?
Ask students to record these answers in their book. Have them divide the page in half with
Adelaide on one side and Tokyo on the other and list their observations from the two images in
each. Comparison of two cities
Bring class back together for class discussion. Ask each group to share their finding. Ask
students what are some of the differences between the two cities.
11. Reflection/Assessment
- Formative assessment: exit card
- Observations
Evaluation:
- Teacher-assessment: rubric (see figure 3)
Adelaide, Australia.
Name:
Developing Good Very Good Excellent
The students The student has The student Student have
Understanding understanding a good understanding given a detailed
of Place and of place and understanding of place and understanding
Liveability liveability is of place and liveability is very of place and
developing. liveability. good. liveability.
Comments/ Observations
References:
ACARA,. (2017). F6/7 HASS Foundation to Year 10 Curriculum by rows - The Australian
Curriculum v8.3. Australiancurriculum.edu.au. Retrieved 18 March 2017, from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-
10?layout=1
Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd
ed.). Melbourne, Australia: Oxford University Press.
Within this lesson, I have used various strategies to create a lesson that is engaging
and educational. Group work has been used for numerous reason, the first is it
develops students group skills as it encouraging the students to communicate and
work with others (Reynolds 2014, p.242). Moreover, group work supports the notion
that everyones opinion is valued and work contributed from all members is required
(Reynolds 2014, pg 242). I have used group work as a way for students to
collaborate and share ideas on what they know about the topic. Class discussions
are another way to create a chance for students to be heard and share ideas in a
collaborative way (Rice p.10). Class discussion lead by the teacher is a technique
that can used to direct a conversation around a topic. Moreover, I included a class
discussion as I wanted to have a rich conversation with alternative views and for
students to initiate in deep thinking (Reynolds 2014, p.89). The brainstorm is yet
another strategy used within the classroom to initiate deep thinking and a sharing of
view. It also leads to creating an inviting environment for inquiry, as the big idea of
the unit will be displayed on the wall of the classroom (Harris 2017) The brainstorm
will be something that will be added to as the unit goes on and as the students gain
more information within the topic. At the end of the lesson an exit card has been
used to give to the students, which I will use as formative assessment. The use of
formative assessment within the first lesson, allows the teachers to carefully plan the
route for learning, and measure what may need to be covered or revised within the
following lessons. (McInerney 2016). Overall, within the lesson I have used a range
of strategies to introduce to topic of place and liveability, which will engage the
students within the topic as well as direct the teacher in planning for the remainder of
the unit.