Pre service Teachers Name: Bonnie Lilford

Mentor Teachers Name: Kirsty Johnson

Year level: Grade 3/4

School: Ballam Park P.S

Lesson Focus: Students to develop an understanding of 3D shapes and their features.

Lesson Time and Date:

Lesson Duration:

Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
Students will gain a better understanding of 3D shapes and their attributes by learning how to
identify what the shape is, using a net of a shape. They will also develop skills to determine how
many edges, faces and corners there are on a shape, and where these features are located.

Links to curriculum (use appropriate curriculum framework e.g. AusVELS,

Victorian/Australian curriculum)
-Make models of three-dimensional objects and describe key features. (Australian Curriculum).

Students Prior Learning (What has already been taught/learned about this content/skill?)
Students should have prior knowledge about the differences between a 2D and 3D shape. They
should also be aware of nets of shapes, and have some understanding of features of a shape.

Teaching and Learning Preparation (What resources will you need to prepare?)
-Shape Template
-Whiteboard to write instructions on
-Glue and Scissors

Primary Generic Lesson Planner

Teaching and Learning plan

Lesson Phase
Orientation /Introduction
How will you motivate and
explain the learning intention
of this lesson?
What kinds of questions
might you ask?
This should link to prior
learning experiences.

Introducing the topic of 2D and 3D shapes. I will ask students the

difference between 2D and 3D shapes, and discuss the features of
a shape by asking them the following questions:
- What is a face of a shape? Where is it located?
- What is an edge of a shape? Where is it located?
- Where is the corner of a shape?
This will assist the students when it comes to them making their 3D
shape.
Students will then be explained what they have to do with the
following instructions:
1. Predict what your shape is going to be
2. Make your shape
3. Identify/count the amount of corners, edges and faces your
shape has.
4. Was your shape the same as what you predicted? If so, how
did you work it out?
Students will also be told about cutting the shape out, being told
which lines to cut on and making sure they do not cut off the tabs.
They will also be told where to glue, ensuring they are putting glue
on the tabs and sticking them down.

Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?

Students will then go off and make their shapes. Using the
instructions on the board to remind them of what they need to do.
Students are to predict what their shape is going to be by looking at
their shapes net. They will then need to make the shape, and
determine how many edges, faces and corners it has. They will
then decide whether their shape is the same as what they
predicted it would be, and if it was the same they will have to
explain how they worked it out.

How will you manage

transitions between various
lesson phases/activities?

If students have finished this activity early they will have to make
another one.

What kinds of questions might

you ask?

I will monitor the time and make sure students are completing their
task in the time required.

What formative and/or

summative assessment
strategies will be used in this
lesson?

I will be assessing students by seeing whether they were able to

identify the shape from the net and able to describe the features of
the shape.

Conclusion /Closure
How will you capture the
main ideas of the lesson?
What kinds of questions will
you ask?

I will conclude the lesson by asking students to share, showing us

the shape they made and whether they thought it was going to be
that shape. I will ask them to name some of the features it has.

Primary Generic Lesson Planner

Also consider:
What processes and data will
you use to see if/ what
students learned?
How you will you record
student learning outcomes?
How will you include the
student voice in assessment?

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Pre-service teacher self-assessment

Needs Improvement
Aspect of the lesson

Progressing
How would you assess
yourself?

Achieving Well
Comments

Introduction to the lesson

Planning & organisation of
materials, resources
Communication with students;
explanation, questioning skills
etc.
Selection of learning activities
Monitoring/assessment/feedback
of student learning throughout
the lesson
Conclusion of lesson; transition
to next lesson/session
Overall quality of the lesson

Reflection
What do you think was successful about this lesson? Why?

What could have been improved? What strategies might you use in the future based on
your learning from this lesson?

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Mentor Teachers Feedback

Aspect of the lesson
Introduction to the lesson

Your assessment

Comments

Planning & organisation of

materials, resources

Communication with
students; explanation,
questioning skills etc.
Selection of learning
activities

Monitoring/assessment &
feedback of student
learning throughout the
lesson
Conclusion of lesson;
transition to next
lesson/session
Overall management of
the lesson

Any other comments: (including learning goals for next teaching activity)

Primary Generic Lesson Planner