Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: FOUR Time: 10:30 - 11:25 Learning Area: Science - Biology Date: April 3 .
rd

Students Prior Knowledge: Knowledge of how to sufficiently use Prezi Researched stages of a life cycle, for both plants and animals Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) Living things grow, change and have offspring similar to themselves (ACSSU030)

Strand/Topic from the Australian Curriculum: Science / Year 4 / Science Understanding / Biological Sciences Content description: Living things have life cycles - (ACSSUO72) General Capabilities (that may potentially be covered in the lesson) Critical and Literacy Numeracy ICT
competence

creative thinking

Ethical behaviour

Personal and Social competence

Intercultural understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia Sustainability

Proficiencies Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to: Identify and record the various stages of a plants development. Use the iMotion app in order to make a short film made from still images. Teachers Prior Preparation/Organisation: Each student needs their iPad (apps need to be downloaded if not already) Internet access is in good condition Resources prepared for class experiment: - 2 Packets of Mung Beans. - Glass jars. - Liquids for watering the seeds (tap water, coffee, tea, sopay water etc - 100ml measuring cylinders Provision for students at educational risk: S.A.E.R are situated towards the front of the classroom, so their progress and behaviour can be easily monitored. Consider allocating the roles of collecting resources to students that struggle to sit still or have attention problems

LESSON EVALUATION (to be completed AFTER the lesson) Assessment of Lesson Objective and Suggestions for Improvement :

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time 10:30 Motivation and Introduction: Introduce the lesson by briefly revisiting the past lesson and re-outlining past information from that lesson (i.e. definition of a life cycle, knowledge that all living things have life cycles) Key Question - Who has planted something in their gardens before? So we will be planting out own seeds and watching how they germinate and grow over the course of the week Watch clip of Mung-Bean growth over time: https://www.youtube.com/watch?v=tamRjJTKNPE Lesson Steps (Lesson content, structure, strategies & Key Questions): 10:35 Divide students into groups of 4, then have them allocate numbers 1, 2, 3 and 4 to each group member: Numbers 1 and 2 Collect resources Numbers 3 and 4 Prepare the iPad Ensure each group knows their allocated liquid and collects only the liquid that they are required to water their plant with. Patrol the classroom and consider inviting students who are energetic and like moving around the classroom, to come collect the resources. Students return to their groups location and one student comes to the front to scan the QR on the board, which will give them their instructions Resources for experiment: - 2 Packets of Mung Beans. - Glass jars. - Liquids for watering the seeds (tap water, coffee, tea, sopay water etc - 100ml measuring cylinders Resources/References

10.45

Patrol the classroom, ensuring again that each group has all the correct resources and have begun following the instructions from the QR code by planting the seed. Once you know all students have scanned the first code, load the second QR code on up at the front.

10:50

QR Code 1 2

Have students scan the second QR code

10:50 11:05 Ensure that all students are using the correct app (iMotion HD) to take the photo of the plant and that every member of each group takes a photo (so they each end up with their own video of the plants life cycle) Ensure students have taken the photo before instructing them to return to their desks Ensure students know they are able to select either Automatic or Manual for the shutter effect. Instruct students to make notes on the experiment they just started, via Popplet Have the class open the Popplet app on their iPads and make a mindmap about the experiment (including a photo of the planted seed and reference to the liquid type which they are watering their plant with). Give the students a few starters which they can use as prompts for what to include in their Popplet (ie, where in the classroom their plant is growing, what liquid they will be using to water it, each step of the process etc).

11:10 11:10 11:25

QR Code 2

iPads (loaded with apps)

Lesson Closure:(Review lesson objectives with students) Begin a plenary summary by reviewing lesson objectives and attempt to answer them through engaging in a whole class discussion in which a range of students are called upon (not just those who volunteer); this way it is evident what portion of the class benefitted from the lesson This can be done by initially asking students (in a whole class discussion) how they found the lesson (ie, their favourite parts, how they enjoyed using iPads vs doing written work, what they found boring etc). Once the class discussion has reached significant depth and all students have shown signs of contribution, Transition: (What needs to happen prior to the next lesson?) Prior to the next lesson students need to be able to construct their own explanation of what they think will happen in their experiment. Students will also need to be fluent in the identification the various stages of the life cycle of plants. Have beginning of next lesson revisit todays lesson summary. Assessment: (Were the lesson objectives met? How will these be judged?) Assess how students were able to identify and record information, by the quality of their Popplet. The Popplet of a student who understands the unit comprehensively, is one that includes various images and information about all components of the experiment (rather than just what they have done when planting the seed).