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Class: Year 9 Geography 2

Date: Thursday 11th June 2015

PERIOD 2

Finish: 10:10
Lesson Topic:
Factors Causing Change in Australian Communities: The Great Sea-Change

Key Learning Area:


Changing Australian Communities

Time: Start: 9:20

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
- Definition and features within communities
- Different types of communities
- Human Characteristics in Australian communities- population, gender, growth rates
- What is Sea-Change and Tree Change
- What are the positive and negative attributes of living in these communities (being a Sea-Changer and a Tree-Changer)
Syllabus Outcome(s):
(One or two only. Please note the syllabus
reference number AND write out in full).

Indicators of Learning for this lesson:


Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

5.1 identifies,
gathers
and By the end of this lesson, the students will:
evaluates
geographical
- Define Sea Change and Tree Change
information
- List positive and negatives that arise when a Sea-Change
or Tree-Change occurs

5.8 accounts for differences


within
and
between - Use the internet to research and answer a set of predetermined questions that relate to a chosen area
Australian communities

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

Class Discussion- Define SeaChange and Tree Change

Individual Research Task- Locating


the geographical information for
SS selected Coastal Community

- Create a poster that advertises/ entices the audience to make


a Sea-Change to the SS selected destination (small coastal
community)
Any safety issues to be considered:
Monitor the use of laptops- ensure SS are
on task

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
-

Whiteboard and markers

Lesson Content /
Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.

SS personal laptop- access information

Back-up information sheets on each resource (if internet is down)

Timing
(mins)

Teaching Strategies / Learning Experiences:


(How it is taught)
Write detailed steps showing what the teacher (T) will do
and what students (Ss) will do.

Resources and Organisation:

INTRODUCTION

9:20- 9:30
(10 min)

- Define Sea Change and


Tree Change

- List positive and


negatives that arise when a

T welcomes SS into the classroom- does


not begin until class is silent

T greets SS

T instructs SS to get their books out- do


not open them

T instructs SS to sit down

Once class is silent- T recalls the


previous lesson

T asks SS:
o

What is Sea-Change?

What is Tree-Change?

What are some positive reasons


(discussed yesterday) that
individuals may choose this way
of life?

Whiteboard and markers

Class list ice-block sticks


Each SS name is placed on the
end of a paddle-pop sticknames selected at random to
determine volunteers

Sea-Change or TreeChange occurs

Use the internet to


research and answer a
set of pre-determined
questions that relate
to a chosen area

9:30- 9:40
(10 min)

What are some negative reasons


(discussed yesterday) that
individuals may choose to live
this way of life?

T hands out the Individual Research


Task worksheet

DEVELOPMENT
T reads out the instructions written on the
sheet
T instructs SS to select ONE coastal
community from the list provided
T explains what the SS must research and
write down on sheet provided:
o The lifestyle benefits of living
near the coastline (positives that
we just discussed)
o Location map
o Demographics (gender, age
structure, ethnic backgrounds,
employment rates, etc)
o Special Attractions
o Infrastructure (industries,
hospitals, shops, medical centres)
SS cannot start poster before sheet is
complete
T explains that, once SS have located this

Student laptops

Internet Resources:
- http://localstats.com.au/
- www.myboot.com.au
Poster:
- www.postermywall.com

- Create a poster that


advertises/ entices the
audience to make a
Sea-Change to the
SS selected
destination (small
coastal community)

9:40- 10:00
(20
in)

m
-

information, search PosterMyWall


(website)
T instructs SS to create an advertisement
that is aimed at enticing people to make
that Sea-Change
T instructs SS to select ONE target audience
from the list provided
Once on site
o Select link that says Create your
poster now
o Type in real estate flyers in the
search bar
o Select ONE of the template

CLOSURE

Class Discussion and


Dismissal

T gains attention of the class- ensure


laptops are at 30 degrees and eyes
are on T

T instructs SS to download their


poster- finished or not

T instructs SS to glue their sheets into


their book

T asks SS what they found while


conducting research- (determine
volunteers using Paddle-pop sticks)
ask 3-5 SS- depending on time

10:0010:10
(10 min)

Class list ice-block sticks


Each SS name is placed on the
end of a paddle-pop sticknames selected at random to
determine volunteers

T instructs SS to put their laptops


away and pack up

The Great Sea-Change


Sea Change refers to individuals leaving behind the stresses of urban and
suburban life. They opt for an alternative lifestyle within a coastal
community.
Your task is to create a poster that will attract your chosen target
audience to your coastal destination!
SELECT ONE AUSTRALIAN COASTAL
TOWN

South Coast (eg: Ulladula)


North and Central Coast (eg:
Terrigal)
Sunshine Coast
Gold Coast
North Qld. (eg: Cairns)
Tasmania (eg: Hobart)
Victoria (eg: Torquay)
WA (eg: Coal Coast)

SELECT ONE TARGET AUDIENCE

Young adults
Families
Retirees
Young Couples

Before creating your poster, you must gather relevant information that will
help inform your target audience about the community.
1. The lifestyle benefits of living near the coastline

2. Location map
3. Images of your destination
4. Demographics:
Gender Distribution:
Age Structure:
Ethnic Backgrounds:
Employment Rates:
5. Special Attractions

6. Infrastructure (industries, hospitals, shops, medical centres,


roads)- BE SPECIFIC

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