Lesson 11: Natural Disasters Inquiry Task – Presenting

 Lesson Plan

Tuning In

• Ask the students if they have any final questions about the presenting aspect of the inquiry task.

Teacher Instruction

• Before allowing the students to begin writing their newspaper articles, remind them that:
  • They must plan their newspaper article first using the planning document provided.
  • They must include quotes (these can be made up, as long as they are historically and factually accurate).
  • They must add visual text to their newspaper article e.g. maps, graphs, diagrams.
• While newspaper articles are one mode of presenting research, teachers should note that other forms of presentation could be applied to this inquiry task e.g. PowerPoint presentation, documentary/news programme, podcast.

Guided/Independent Learning

• Monitor and support the students as they plan and write their newspaper article.

Wrapping Up

• Check on how the students are progressing with their newspaper articles. The speed at which the students will finish the presenting phase of the task will vary. If necessary, provide the students with an additional lesson to present their information.
• Once the students have finished writing and presenting their newspaper articles, collect their work. Alternatively, the students may present their newspaper articles to the class. Teachers may wish to use this task to assess the students’ understanding of the unit objectives.

 Differentiation

Extending Students

• Encourage more capable students to present as much relevant, detailed information as they can from a variety of reliable sources.

Supporting Students

• If students are finding the newspaper article challenging, encourage them to write simple sentences about their natural disaster event using the information they collected.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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