Lesson Plan Format

Class: 1 Aqua

Date: 13/10/15

Time: Start: 2pm

Key Learning Area: Science

Lesson Topic: I spy (Engage)

Finish: 3pm (60 mins)

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have previously engaged in science lessons where they had to interact with their environment.
Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND write
out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of
outcome(s). Quote syllabus numbers. Must be clear,
specific, observable. Curriculum Content Strands may be
used as headings.

Assessment:
Strategies which will be used to assess
learners
attainment
of
learning
outcomes. Should be linked to each
learning indicator.

Describes
some
observable
changes that occur in the sky and
landscape ST1-8ES

By the end of this lesson, the students will:

- Observable changes occur in the sky and landscape. AT18ES

Diagnostic assessment

- Contribute to discussion about features of the landscape

and sky that change over different timescales AT1-8ES

- Teacher will investigative what children

know about their environment and
observable changes that occur in the sky
and landscape.

Investigates
questions
and
predictions
by
collecting
and
recording data, sharing and reflecting
on their experiences and comparing
what they and others know ST1-4WS

- Record their predictions in a table ST1-4WS

Any safety issues to be considered:

- Teacher will assess the indoor classroom
and outdoor environment to ensure that there

Australian Catholic University

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
- Pencils
- Science journals

2014

are no hazards.

Digital camera
Jar with childrens names inside
Interactive White Board (IWB)

LESSON SEQUENCE
Lesson Content / Indicators of Timin
Learning (What is Taught):
g
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)

Resources
Organisation:

and

I INTRODUCTION

- Students will be aware of what

they will be doing in the lesson 5 mins
looking at the changed that happen
in the sky and on the land.

-T will explain to Ss that they will be going outside for

half of todays lesson.
Organisation
-T will explain to Ss When we go outside we will be
looking at the changes that happen in the sky and on
- Students will begin
landscape (land, scenery).
inside and then go
-T will ask Ss to line up in 2 straight lines
outside in order to
-T will allow students, 1 line at a time to get their hats
complete the first part
and form 2 straight lines outside the classroom.
of the lesson
-T will walk with Ss to the outdoor area where they
will be completing the next part of the lesson.
Resources
-

Digital camera

DEVELOPMENT

Australian Catholic University

2014

Students will have the

opportunity to learn/play I
spy and observe what is in
their immediate environment
(land and sky).
Students will be able to
discuss with the teacher what 50
they have seen and discuss mins
changes that may/may not
occur.

Students will record their

answers in their science
journals, allowing them to
document what we have
discussed and put together
as a class.

Australian Catholic University

-T will ask Ss to sit down on the grass in order to

initiate the lesson.
-T will ask Ss if they have played the game I spy.
-T will explain to Ss that we are going to look at
things on the land and in the sky for this game.
-T will then discuss and practice how it is played.
-T will explain to Ss that we will then take photos of
some of the things we have found.
-T will ask Ss to describe the location and
characteristics of what they are guessing such as:
-I spy something that is round and in the sky
-I spy something that is in the sky
I spy something that grows
-I spy something that was made by people
I spy something far away
-Once the game is finished T will ask the Ss to line
up in 2 straight lines and follow the T to walk back to
the classroom.
-Ss will line up outside of the classroom upon
teachers directions.
-T will explain to Ss to put their hat away and return
to sit on the floor in front of the IWB.
- T will tell Ss that they have 2 minutes to turn to the
person next to them on the floor and name the things
that they spied in the game.
-T will have typed on the smart board the table for Ss
to answer

Organisation
- Students will be outside and
then come inside to complete
the rest of the lesson.

Resources
- IWB
-

Digital camera

Science Journal

Pencils

Jar

with

students

names inside

2014

What we saw

After 2 weeks After 2 weeks

will it look the will it have
same?
moved?

-T will pick out Ss names from the jar with childrens

names inside to ask the Ss the questions on the
table and record the answers
- T prompts Ss by putting the photos onto the smart
board and asking:
-What might still be in the photo?
-What might have moved?
-What might look different? Why? Why not?
-Why do you yhink it will/wont look the same?
-How will it look different?
-Why do you think it will/wont have moved?
-T will then explain to Ss that they will go to their
desks and copy the recorded answers into their
books.
-T will hand out books to Ss and once Ss have their
books they can return to their desks and get their
pencils/pencil cases to write down what is on the
board.

Australian Catholic University

2014

CLOSURE
5 mins
-

Students will regroup and

have a discussion with the
teacher.
Teacher will provide students
with feedback on the lesson.

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-T will tell Ss to pack away, leave their books on their

table and return to the floor.
Organization
-T will ask Ss:
- Students will pack
What things do you think will change if we wait for a
away their things and
longer period of time, for example, a month or a
return to the floor for
year?
regrouping discussion
-T will pick Ss from the jar to share responses.
-T will pick Ss from the jar to explain to the class Resources
what things they think will look different if they come
- Jar
with
students
back to the school when they have grown up.
names inside
-T provides feed back on lesson.

2014