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Lesson Plan
Social Studies
6
This lesson is designed to give students the opportunity to investigate
important landmarks/geographical features within Australia and to explain the
population distribution pattern within the country.
90 Minutes (2-3 days)
Kristin Evans

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
SS6G12 The student will be able to locate selected features of Australia.
a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers
Rock, and Great Victoria Desert.
SS6G13 The student will explain the impact of location, climate, distribution of natural resources,
and population distribution on Australia.
a. Describe how Australias location, climate, and natural resources have affected where people live.
b. Describe how Australias location, climate, and natural resources impact trade.
SS6E8 The student will analyze different economic systems.
c. Describe the economic system used in Australia.

TAG Standard
Advanced Communication Skills

2. The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting examples and manipulation of language.
Advanced Research Skills

1. The student uses a variety of print and non-print resources to investigate a topic of interest.
5. The student gathers, organizes, analyzes, and synthesizes data from multiple sources to
support or disprove a hypothesis.
Higher Order Critical Thinking Skills
4. The student makes and evaluates decisions using criteria.
11. The student draws conclusions based upon relevant information while discarding irrelevant
information.
Creative Thinking & Creative Problem Solving Skills
4. The student demonstrates skills in fluency and flexibility to solve problems or create new products.

5. The student develops original ideas, presentations, or products through synthesis and evaluation.

Summary/Overview
The focus of this lesson is to give students the opportunity to apply the skills needed to determine
reasons for Australias population distribution.

Enduring Understanding(s)
At the end of this lesson the student will know that:
o Businesses make decisions based on several factors; including availability of natural
resources, cost of capital goods and human capital, and convenience to ports for
international trade.
At the end of this lesson the student will understand that:
o Australia is a land full of natural resources, and they rely on international trade for their
economy
At the end of this lesson the student will be able to do:
o
o

Make comparisons between different topics based on given criteria

Draw conclusions based on an evaluation

Essential Question(s)
Why do people choose regions in which to live and work?

Suggested Vocabulary
o
o
o
o

Start-up costs
Import/Export
Capital goods
Human capital

Procedure(s)
Phase 1: Hook
1.

Students will complete the Decision-Making Style Inventory (Handout 1) created by Harvey F. Silver & J.
Robert Hanson and with teacher edits, and will work through the Reflections page to help them
understand how their style influences their ability to make decisions.

Phase 2: Examine the Content

2.

Distribute the Didgeridoo Developers packet. Read the letters to the class and generate a list of steps for
completing the task. Students will receive the Making Decisions handout (Handout 2) and teacher will
explain instructions.

3.

Students will calculate the location costs and building costs for each city and type of industry at their table
groups. (Handout 3)

4.

Students will read through the next section of documents in the Didgeridoo Developers packet, including
an offer from an alternative company. Students will calculate the new cost of using this new company.
(Handout 4).

5.

Students will synthesize all information they have gathered by answering questions on Handout 5.

6.

Students will evaluate their criteria with the Priority Pyramid (Handout 6) to guide them in their thinking
of whats important in making a final decision.

Phase 3: Decision Making

7.

Each group will complete a Notes Organizer (Handout 7) to synthesize the advantages and disadvantages
of each city and industry option based on a given natural resource.

8.

Consensus Building: When analyzing the data gathered, students will see that with six cities and six
industries, the decision can seem overwhelming. Teacher will go over the Rules for Consensus
Building (Handout 8). Each group will build consensus to determine five alternatives for further
exploration toward a final selection.

9.

Decision Making Matrix: Students will use a Decision Making Matrix (Handout 9) to determine which
of its proposed options is the best. REMEDIATION: Teacher should assist students with assessing their
criteria, monitor that students are using positive phrasing so that their matrix is aligned correctly.

Phase 4: Synthesis Activity

10. Communicate the Decision: Students will compose an email to I. N. Stein including the name of the

city and business with an explanation for the choice as well. EXTENSION: Students should add an
environmental impact report to their email if given time, discussing how they believe their business will
impact the geography or resources around them. They can use their personal technology to research
additional information about topography, native species, etc. near their chosen business site.

Summarizing Activity
3-2-1 Exit Ticket (to be done in Think Pad):

What are 3 reasons why people might choose to live along the eastern coast of Australia?
What are 2 resources that are valuable to the interior of Australia?

What is 1 thing that you take away today about how people choose where to live.

Resource(s)
Technology:
Personal technology of students
Handouts:
Handout 1:
Handout 2:
Handout 3:
Handout 4:
Handout 5:
Handout 6:
Handout 7:
Handout 8:
Handout 9:

Decision Making Style Inventory

Making Decisions Handout
Calculating Costs Handout 1
Didgeridoo Developers Packet, with Calculating Costs Handout 2
Synthesis Handout
Priority Pyramid
Notes Organizer
Consensus Building Rules
Decision Making Matrix