Yr 9 Lesson Plan 23 07 24

Lesson Plan
Lesson
Date: Year level:
title:
Topic: Duration of lesson:
Key Knowledge Key Skills
Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event. Students background knowledge: What is your starting point – what do the students
already know, what have they done before, how does this lesson connect to or build on their
existing knowledge?
Learning environment and resources: Where will this lesson take place? e.g. indoors or Teacher focus: What areas will you concentrate on yourself? e.g. classroom management,
outdoors. What resources will you need to have prepared? voice, body language, student motivation.
Learning objectives: What will the students learn? Success Criteria: How will the students show their learning?
 Students will understand what spatial relationships in thematic maps are.
 Students will learn how to read and interpret thematic maps using key
geographical skills (locational skills, symbol skills, understanding of scale, and
interpretation of data).
 Students will analyze thematic maps to determine the interconnections

between different geographical features.
Assessment strategies: How will you identify what the students have learnt and how will you record this?
 Collect the students’ written work to assess their understanding of spatial relationships in thematic maps.
 Check if students have clearly identified interconnections, pointed out anomalies, and described the extent of these interconnections.
Stage of Approx. Pre-service teacher’s actions Student actions/tasks

lesson
time What will you do during this time? What will the students be doing during this time?
What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?
 Brief discussion on what thematic maps are and
their importance.
Stage 1 15 min
Introductio  Introduce the concept of spatial relationships in
n thematic maps.
How will you  Explain why understanding these relationships is
gain the
useful, providing real-world examples (e.g., council
students’
attention,
planning, transport authorities, meteorologists).
engage the
interest of the
students and
introduce the
concept(s)?
Stage 2  Define spatial relationships in thematic maps:
"The interconnection between two or more pieces
Body of
of information in a thematic map, and the degree to
lesson
15 min which they influence each other’s distribution in
Describe each space."
activity and
the order in  Introduce the key geographical skills needed to
which it will read and interpret maps: locational skills, symbol
be
skills, understanding of scale, and interpretation of
undertaken.
data.
 Show figures 1a and 1b of the thematic maps of

Asia and discuss the example provided: how climate
and biomes are interconnected in Asia.
20 min  Teach locational skills: using grid references,

coordinates, longitudes/latitudes.
 Teach symbol skills: using the key to interpret

different symbols.
 Teach understanding of scale: using a scale to

estimate distances and compare areas.
 Teach interpretation of data: describing and

comparing information shown on thematic maps.
 Use the BOLTSS method to teach the six features

of a map:
 B – Border
 O – Orientation
 L – Legend
 T – Title
 S – Scale
 S – Source
15 min
 Demonstrate how to identify spatial relationships

using the thematic maps.
 Use an atlas to show the location of places like

India, China, and central Asia.
 Identify areas on the maps where there is a strong

interconnection (e.g., rainforest biomes in high
rainfall areas).
 Identify areas where there is no interconnection

(e.g., wetland biomes in northeast China and
Bangladesh).
Stage 3: 20 min  Hand out copies of the thematic maps to students.
Conclusion
 Ask students to work in pairs to identify and
How will you describe spatial relationships on the maps.
draw the
lesson ideas  Students should write a few sentences outlining
together so where these strong interconnections occur and
that the
where no interconnections are found.
students can
evaluate
 Conclude with a final statement about the spatial
what they
have learnt? relationships observed.
How will you
prepare the
students for
 Group Discussion (10 minutes):
the next task?
 Discuss the Pattern, Quantify, Exceptions
(PQE) strategy for interpreting thematic
maps.
 Guide students through observing general

spatial patterns, examining maps closely for
specific details, and identifying and
describing exceptions.
 Conclusion (5 minutes):
 Review the key points covered in the lesson.
 Ask a few pairs to share their findings with

the class.
 Summarize the importance of understanding

spatial relationships in thematic maps.
Evaluation and self reflection of the lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the lesson could
be improved and how could they be improved? e.g. Lesson flow, classroom management, resources, assessment of student learning.
Follow up: Are there any areas that you feel you need to follow up with the students?

Yr 9 Lesson Plan 23 07 24

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Lesson Plan

Topic: Duration of lesson:

Key Knowledge Key Skills

 Students will understand what spatial relationships in thematic maps are.

 Students will analyze thematic maps to determine the interconnections

Stage of Approx. Pre-service teacher’s actions Student actions/tasks

 Show figures 1a and 1b of the thematic maps of

20 min  Teach locational skills: using grid references,

 Teach symbol skills: using the key to interpret

 Teach understanding of scale: using a scale to

 Teach interpretation of data: describing and

 Use the BOLTSS method to teach the six features

 Demonstrate how to identify spatial relationships

 Use an atlas to show the location of places like

 Identify areas on the maps where there is a strong

 Identify areas where there is no interconnection

 Guide students through observing general

 Review the key points covered in the lesson.

 Ask a few pairs to share their findings with

 Summarize the importance of understanding

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