Part 7: Session Plan

LEARNING OUTCOMES ACTIVITY FOCUS CLASS TIME

ORGANIZATION
Pre-Presentation

- Evaluate the road ‘Bike Registration’ Refer to checklist (see N/A

worthiness of their Checking Bike appendix)
bike - Students provided with checklist
- Present evidence of - Systematically check each
the ‘safe ready to element of list against their
ride’ check bicycle
Submit evidence of bike check
electronically

Teaching Methods
- Spectrum Framework - Style D: self-check – it is necessary for the task to be completed independently before the commencement of the biathlon
(the task is actually a self-check of their bicycles)
- Method: Role play (cameo) – students are playing the role of competitors in the biathlon, therefore ensuring their bikes are roadworthy is a must

Questioning
- Probing Questions
- Closed Questions

Engagement Strategies
- ICT: bike check - video, pictures, email, FaceTime
 - LEARNING ACTIVITY - FOCUS CLASS ORGANIZATION TIME
OUTCOMES
- Demonstrate 'cycle ‘Getting your License’ - Scanning the “The Challenge Course”
Introduction

sense' by appropriately Prior-Knowledge environment; head up,

reading and responding Assessment and Safety eyes are looking at your
to cycling signals during ears (scan left, scan
Briefing
the “getting your right)
license” activity. - Students undertake - Technical Ability; index
challenge course fingers on the brake
- Technique: precision levers at all times, slight
- Develop ‘cycle sense’
in riding stopping, - Cycling signals; point in
by stopping the bike
turning and steering the direction of turning.
before a hazard during 20
(progressive difficulty Keep other hand on
the “getting your mins
increase for all) handle bar, eyes
license” activity.
- Cycle Sense: scanning the
awareness of environment
- Demonstrate technical obstacles,
ability by effectively accommodating S
controlling the bike obstacles, safety and
throughout the F
signalling
“getting your license” - Successful completion
course. of course results in
obtaining ‘license’
KEY
Questions: Green lines = moderate cycling pace
How should you position Orange line = gentle cycling pace
yourself on a bike? Yellow line = slow cycle pace
(are you able to Red line = braking
demonstrate?) Grey lines = pedestrian crossing
Why do we need to be aware
of our surroundings?
 What are some of the
hazards when riding a bike?
(How would you respond to
the hazard)
What is the signal for ….
(right and alternative right,
left and stopping)

Teaching Methods
- Spectrum Framework - Style C: Reciprocal – students will be in partners practicing their cycling technique and also utilising their ‘cycling sense’ in the
challenge course. One person rides, while the other person provides immediate feedback to the rider and also gives them the tick of approval to gain their
license
- Method: Experiential learning – students will be aiming to obtain their ‘license’ and therefore will be demonstrating their ‘cycling sense’ and technique
throughout the challenge course

Questioning
- Leading questions: lead students to fundamental and necessary understanding
- Closed questions: confirmation of key facts and information as being understood (focus on safety)
- Clarifying questions: confirm student understanding by seeking further expression
Engagement Strategies
- Partner Feedback
- Novelty: gaining a ‘license’ card that they must take on the tour
 Justify the importance Stage: UniSA – ‘The - ‘Consider the Blue = teacher
Development

of sustainable Plasso’ perspective you are Orange = students

practices by - Debate/video: representing, try 20
about why and get into their
presenting a video mins
renewable energy worldview’
presentation at the - ‘Remember it is a
is important?
university. debate so be
- Students assigned
 Assess the importance perspective to convincing…’
of sustainability by represent: Pro-
 debating the benefits renewables vs Questions
of a sustainable Existing industries - Other generations
community during - Student given used these
time to prepare resources, why can’t
group work.
response as a we keep doing so?
group - Why would we not
- Students debate use the resources
each other with that are already
teacher as available?
moderator - What will happen if
we keep going the
way we are?
- How would energy
research actually
benefit the local
community? (push
towards community
and economy)
- Responsive probing
and clarifying
questions based on
student responses
Teaching Methods
Spectrum Framework: Style H – Divergent Discovery – want students to generate their own ideas and take the activity in their own direction
Method: Role playing (debate) – to challenge the student’s thinking and values by making them think deeply and critically whilst maintaining a role within a debate
against another group

Questioning
- Open ended questions: direct students to think deeply and engage in critical and creative thinking in their response
- Probing questions: seek evidence for their initial response or to extend student into higher order thinking
- Clarifying questions: confirm understanding of points made by students
Engagement Strategies
- ICT: utilise phones/iPads to film their debate – could be referred to in session debrief
- Group work: participating with peers

 Classify sustainability Stage: Mawson - ‘draw upon your group *In small groups for the puzzle
Development

by comparing and Interchange Train Station knowledge to make a

identifying sustainable - Sustainability judgement call on what you
practices during group puzzle in groups believe is sustainable’ 20
work. of 3 mins
- Each group given
Questions
collection of
images e.g. car, - How do you classify
train, solar panel something as being
- Groups categorise sustainable or not?
the images into - Why is that one here and
sustainable or not not there…?
sustainable - What about those that
- Justification to the
could be in both?
rest of the group
based on - How does this issue of
questioning sustainability impact your
day to day life?
Teaching Methods
Spectrum Framework: Style G – Convergent Discovery: Have expected results for activity but want students to reach this on their own
Method: Jigsaw variation – students will work in small groups as they try and group certain sustainability practices. They will then discuss and justify to their
classmates as to how they came up with their findings.

Questioning
- Open ended questions: direct students to think deeply and engage in critical and creative thinking in their response
- Probing questions: seek evidence for their initial response or to extend student into higher order thinking
- Clarifying questions: confirm understanding of points made by students
Engagement Strategies
- Group work: participating with peers
- Real World Connection: task relates to real world environment that students are in
- Activity time: set time as motivation and ensure appropriate pacing (task last long enough without dragging on)

- Evaluate 'Mobara Stage: Mobarra Park - ‘look around, take notice of 1. Meditation
Development

Park' as a community - Mindfulness: meditation our environment…immerse

site for enhancing period run by teacher yourself in the environment’
mental and physical - Calming music being -‘what do you see, hear, and 20
health. played
- Identify elements of feel while you are in this mins
- Shift to group work
the community that - Looks like, feels like & space?’
enhance physical and sounds like (Y-chart)
mental health - Mind map & drawing Questions
- Group discussion - ‘How do you think green
throughout the
session. spaces and recreational
spaces sustain community
health and well-being?’
- ‘why is sustainable health a 2. Mind map activity
priority?’ (links to
community function,
connectedness, medical
needs, etc.)
- ‘What would you hope to
see in public green spaces?’
- ‘How effective have they
been in designing this space?
 - ‘what would you
change/maintain within this
area?’ (access, location,
layout, etc.)

Teaching Methods
Spectrum Framework: Style A – Command: teachers will guide students to immerse themselves with the surrounding environment by meditating – guided breathing,
closed eyes etc. Style F – Guided Discovery: the head three headings of the Y-chart (feels like, sounds like and looks like) will provide scaffolding for the students to
guide their thinking
Method: Cooperative Y-chart – students will work in small groups to create and/or draw a mind map of the surrounding area under titles of ‘looks like’, ‘feels like’
and ‘sounds like’, therefore we have chosen this method as they will have to cooperate with one another to be successful at this activity

Questioning
- Open ended questions: direct students to think deeply and engage in critical and creative thinking in their response
- Probing questions: seek evidence for their initial response or to extend student into higher order thinking
- Funnelling: can help teacher guide student to a specific point and keep the dialogue focussed

Engagement Strategies
- ICT: mindfulness apps on phones, meditation music through Bluetooth speaker
- Group work: participating with peers
- Real World Connection: task relates to real world environment that students are in
 - Create a Stage: Sir Douglas -‘use the things you already

Development
sustainable Mawson Lake know or can see to design a
backyard Activity: Sustainable sustainable back yard’ 20
environment by
backyard - ‘If you don’t have ideas mins
analysing
possible - Students directed straight away use your
sustainable to notice phone for research…’
practices within surrounding
the community. environment
Questions
- Take in this
information -‘What key features should
- Use it creatively to be used?’ (recycled water,
design water plant choice, energy needs,
efficient backyard rain water, sun exposure)
- 1 min creative and - ‘What are the hidden
critical thinking benefits of having a
then allow for
sustainable backyard?’
research
(fauna, family, social, etc)
- ‘Why is water
sustainability such a
priority for South
Australia?’ (aesthetic,
draught, climate change,
economics)

Teaching Methods
Spectrum Framework: Style G – Convergent Discovery: Have expected results for activity but want students to reach this on their own
Method: Environment-based learning (from campus-based) – students will use the surrounding environment as a self-teaching tool to guide them to create their
own sustainable backyard

Questioning
- Open ended questions: direct students to think deeply and engage in critical and creative thinking in their response
 - Probing questions: seek evidence for their initial response or to extend student into higher order thinking
- Clarifying questions: confirm understanding of points made by students

Engagement Strategies
- ICT: using phones to look up sustainability practices and how they function
- Real World Connection: task relates to real world environment that students are in
-
Debrief
Closure

10 –
15
mins

Teaching Methods
Spectrum Framework:
Method:

Questioning

Engagement Strategies