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Appendix 1


Year Level:2nd Year Student Teachers Students Prior Knowledge:
Students have:
Time: 3.30pm Date: 24/04/17
Demonstrated proficiency in use of digital media
Learning Area: ICT
Used and appraised a variety of ICT tools

Strand/Topic from the Australian Curriculum

Year 7 Biological Sciences

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
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:

Explain the difference between a food chain and a food web.
Produce a digital example of a food chain.
Assess the suitability of the tool Flow of energy: pond as a learning resource

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Prepare lesson resources and compile in a webquest. Peer mentoring to help low achieving students, work
remains individual.

With three teachers in this session, one on one

guidance can be given if students fall behind.

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 Motivation and Introduction:
Introduce ourselves and the content of our lesson, including
our lesson objectives, which are;
minutes Webquest hompage:
Refresh students memories on concepts regarding weebly.com/
food webs and food chains
Use an online tool (Flow of energy: Pond) to produce a
digital food web
Analyse the tool from a teachers perspective

Direct students to load up their browser and log on to the

webquest page of Barneys Burgers. Students use this
webquest to guide them through the rest of the lesson:
Flow of energy: Pond
Students compete in a kahoot quiz on the basics of food webs http://www.scootle.edu.au/ec/
and food chains. viewing/L11713/index.html

Review answers and key points to ensure class has a grasp on

the basics, are thinking biologically and are prepared for the
real exercise.

Key questions:
What is the role of producer in a food web?
What is the role of a consumer in a food web?
5 What is the role of a decomposer in a food web?
minutes What is the difference between a food chain and a
food web?

Lesson Steps (Lesson content, structure, strategies & Key

Explain that the next step of the lesson will be used by
students to construct their own food webs using an online
program. The food web will be based on a pond ecosystem
and include producers, consumers, decomposers, herbivores,
carnivores and omnivores. Students are to complete the food
web, aiming for at least 4 trophic levels, and appropriately
labelled. Provide an example to help students. Students
5 complete this part of the task from the perspective of a year 7
minutes student.

Demonstrate how the program works for the class on the big
screen. Confirm understanding of the task.

Stop students, and take a minute to show some advanced

features of the tool, namely the ability to import your own
pictures. They are to continue the exercise, but now from the
perspective of a teacher, considering the following questions;

How could you use this tool in the classroom?

Can you think of any diverse ways of using the tool
using the personalisation options?
10 What are the limitations of this tool?
minutes What kind of learners would this tool appeal to?

Move around the room and check in with students during this
time. Check understanding, discuss pedagogical efficacy and
maintain on-task chatter.

Lesson Closure:(Review lesson objectives with students)

Students take a screenshot of their work and put it on fullscreen, then
circulate the room to appreciate one anothers work. Point out some
unique and interesting ways that students have used the tool.

Explain that we are going to debrief on the efficacy of the tool.

Invite students to move to the computerless side of the classroom and

sit in a circle. Facilitate a discussion on the benefits and disadvantages
of the tool.

Key Questions:
What age groups would you use with this tool? Why?
What are the benefits of using this tool in a classroom?
Are there any disadvantages or limitations to this tool?
What are some novel ways of using the pond tool by using
customisation? How much does this increase the value of the
Would you use this tool?

Review what was covered in this period.

Assessment: (Were the lesson objectives met? How will these be


Teachers will gauge students understanding of concepts through class