LESSON PLAN for GEOGRAPHY

Subject
Geography / Class / Year
Year 12 / Unit / Topic
A Comparison of Development Africa and New Zealand / Lesson Title
Approaches to measuring development – Development of an argument
NCEA Level
□ 2
Achievement Objective(s)
Understand how the processes that shape natural and cultural environments change over time, vary in scale and from place to place, and create spatial patterns.
Achievement Standard
2.3 – Demonstrate geographic Understanding of differences in development.
Learning Outcome(s) and/or Learning Intentions
What should the students learn – including SPECIFIC SKILLS?
Prepare an argument on why one location is more desirable to live in than a similarly indexed country. / Assessment and/or Success Criteria
How do we know what we have learnt?
Students will have completed a worksheet identifying various development strengths of their country and development weaknesses of another similar country.
Key Competency Focus
How is this key competency developed in this lesson?
Participating and contributing – Students contribute to the preparation of a group debate. Students are also tasked with discussing and debating with peers to determine most important facts. / Key Concept(s) Focus
Perspectives – Students are charged with examining two different African countries under multiple perspectives. One from a purely positive perspective and the other from a purely negative perspective in order to develop an argument.
Time / Student Learning Activities / Teacher Activities
0.00
0.10
0.45
0.60 / Starter
“Koosh Ball Catch” activity.
Students demonstrate understanding of prior learning.
Students identify which country they would like to debate against.
Students are asked to make specific reference to figures to validate their claims.
Students have access to previous work and handouts, which should be in their portfolio. Computer access is also given to each group.
Students to complete a t-shirt template outlining pros for their country and cons for rival country.
Students are expected to focus on development indexes and information which contributes to the measurement of development; e.g. education status, health, happiness etc.
Conclusion (wrap up)
Students consider the facts they identified about their investigated country. Students come up with the 10 most important facts and rank them.
Students then peer up and attempt to convince and reconsider their 10 facts with their peers. Peers then combine to include the entire seating group of students studying the same African country and they attempt to convince and reconsider their 10 facts with the rest of the group. / Teacher introduces “Koosh Ball Catch” activity where students catch the koosh ball and outline one idea, concept or fact that has been learnt so far in the unit.
Students pass the koosh to each other in a controlled manner.
Teacher states the focus of the class. To prepare a debate for why one groups studied African country is a more desirable location to live in than another similar African country.
Students are made aware of their competing country.
Students are made aware of the structure of the debate. That there will be a statement of why their country is best, or better than another, and then the other group will have an opportunity to provide rebuttal to the statement.
Give students t-shirt template.
Give students computers/computer access if desired.
Students participate in a rate and debate activity.
Equipment
Computers, either computer suite or set of netbooks, at least one per group, ideally one per student
Resources
T-shirt handout, students will need resources from prior classes
Teacher Evaluation
Student achievement – where to next?
Having prepared an argument students will argue the point against competing group in the following class. the other two groups are tasked with considering who wins the argument. Winning teams from rounds participate on an on-the-spot debate to identify the grand winner.
Teacher practice – what have I learnt?
what will I change?

T:\SECONDARY\TLE\Lesson Plan - students.doc