Lesson Plan

School: WPS Date: 11/8/16

Curriculum Area: Science

Student group: Grade 3 Size: 24

Topic: Heating up Duration: 1 hour

Pre-service Teachers Focus (what will you aim to improve on in this lesson
in your teaching? )

Keeping the students engaged and interested.

Continuing to improve behavioural manangement.
Transitioning between activities.

Learning Intention (what will the children learn: be able to know and do by
the completion of this lesson?)

Students will be able to identify three of the ways heat is produced and
classify heat sources according to how they produce heat.

Success Criteria ( how will I know what they learned ) see feedback
session assessment activity(s)

From the monitoring of students understanding and gaining feedback from

them will extend their learning. From their understanding on the different ways
heat is produced.

AUSVELS reference (Links to AUSVELS and the school curriculum):

Heat can be produced in many more ways and can move from one object to
another. (ACSSU049).
Entering Behaviour (what do they already know about this/can already do ?
How will students prior learning and experiences be used in this lesson? )

Students have some prior learning from the previous lessons that can be used
for this lesson to find the different ways heat is produced.

Preparation (what materials do I need for my lesson? How will ICT be

utilised?)

Warming ways sheet.

Objects, photos or pictures of heat sources.

Procedure How will I teach it ? Plan the timing of your lesson to include
your assessment activity(s)

Introduction: (How will the lesson and ideas be introduced and made
relevant to the students? How will you engage the class? Do you have
a hook or an entry ticket activity?)

Recap on the previous lesson, discussing what objects are heat producers
and what objects are produced by something else. Talk about some objects
we found at home in the homework task. Ensure we are using the correct
language when we are having discussion.

Investigation/ Exploration (What specific teaching and learning

strategies will I use for the lesson?

Students are to be seated during the demonstration and groups will be

allocated accordingly. Students will work in groups to discover what
objects should be classified where.

Modelling/ Trialling (What will I need to model or demonstrate? Is there

teacher and peer modelling?)

Model the work sheet and explain students are meant to be cutting out the
pictures and classify them appropriately.

Activities (How will I include all learners? What Curriculum and

Pedagogy adaptations or modifications will be required? )

The warming ways sheet will be introduced and the activity explained.
Students are required to classify the 6 pictures under headings
electricity, friction and burning. Students will be asked what each of
these mean, so I can gain an understanding of what they know.
 Students go out into pairs or groups to identify a list of photos/objects I
have provided for the students, in their appropriate group. Once
students have finished this, they can observe the room and BER
building and find objects that fit into these categories.

Conclusion (How will I draw ideas together and conclude the lesson?
How will I conclude the learning experience/ learning findings?)
Students will share their results and discuss what they learnt from the lesson.
Recapping on the lesson will help consolidate the knowledge of students and
helps share different ideas for the students.

The conclusion must include you assessment task

Assessment: Feedback to and from students: It is ongoing as it involves

monitoring the students exploration and the feedback. In this lesson I will
monitor students devleloping understanding of how heat can be produced in
different ways.

List your assessment activity(s) here:

Self Evaluation reflect on your pre-service teachers focus and to what

degree the learners succeeded in achieving the learning intention why ?

Three things that went well.

Two/Three things that need to be improved. (This can be a pre-service

teacher focus for a future lesson)

Mentor Teachers Comments

The following questions can be used as a guide for providing structured feedback to pre-
service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an
understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and
experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and
resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area
and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the
lesson?
 Has the pre-service teacher demonstrated effective communication in explaining
tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable
goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning
environment through the use of consistent and clearly communicated behavioural
expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and
challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in
directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in
planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and
implementing this lesson?