Lesson Planning Template

Year Level/s: 3 Date: 12 May 2017 Learning area (subject): Science Duration: 1hr
Unit / Learning Experience
What is the learning experience / broad issue / concept / focus of the learning from the unit that this lesson relates to?

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Lesson Objective:
What specific part of Learning Experience does this lesson aim to develop? A good objective must indicate Given what, Do what, How well?

Students will order their observations by classifying and grouping living and non-living things. They will engage with a variety of ICTs to analyse, evaluate and record accurate information. They will active prior knowledge to group living
things on the basis of observable features. Students will learn more modern ways of identifying and representing data, students will use tables and graphs along with blogging.

Know and Do: By the end of the lesson what knowledge and/or skills/processes do students need to develop?
(Constructing Knowledge) Students need to know about... (Transforming/Applying Knowledge) Students need to be able to do...

Living things can be grouped on the basis ofobservable features and can be distinguished from non-living
things (ACSSU044)
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and
trends (ACSIS057)
Represent and communicate observations, ideas and findings using formal and informal
representations (ACSIS060)
Consider the elements of fair tests and use formal measurements and technologies as appropriate, to make and
record observations accurately (ACSIS055)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of
appropriate materials and equipment (ACSIS054)
Evaluation/Monitoring and Assessment:
Prior Knowledge: (What prior knowledge should Formative Assessment: (How will I monitor student Summative Assessment: (What will students produce as
students have and how will I find this out?): understanding along the way?): evidence of the learning?):

Students prior knowledge will be assessed through Monitoring students understanding: Students will receive
group discussions and a TWHL chart feedback in the form of a blog review at the end of each week
Self reporting. Students answer the questions.
1. What I have learned today?.
2. What did I find interesting?.
3. What questions I still have?.
Student Drafts Students will hand in copies of their
drafts of their final assessment. Students will receive
written feedback on their drafts.

Resources needed: YouTube link http://video.nationalgeographic.com.au/video/oceans-narrated-by-sylvia-earle/oceans-barrier-reef, Wall world map, Student Blog site, Investigation planner

The Learning Plan

STUDENT ACTIVITIES: TEACHING STRATEGIES:

(Are these constructing knowledge or applying knowledge activities?) (Align a strategy to each student activity)
Int

Time Allocation: 10 min Describe what teachers will do under the headings below aligned to each student activity
 Students will: What strategies will I use and how will I use them to engage How can I make adjustments to What resources do I need?
students in the learning to occur? meet individual student needs?
Students watch youtube clip about the Great Teacher will explain what the Great Barrier Reef is and Student with hearing
YouTube link
Barrier Reef. guide student investigation using world globes. impairment will sit near
http://video.nationalgeographic.co
Students will investigate where the Great Barrier Teacher will use collaborative learning during the the teacher. m.au/video/oceans-narrated-by-
investigation. Teacher will wear
Reef is using small world globes. Teacher will facilitate group discussions using
sylvia-earle/oceans-barrier-reef.
hearing transmitter
Students share their experiences with a partner. questioning, invite students to react and respond to ideas when addressing the
Students share and record any questions they by providing alternative viewpoints, agreements or class. Wall world map
roduction

have about the Great Barrier Reef. disagreements Student with ADD will
Teach will use think pair share, to activate students prior work assisted with the
knowledge and share ideas about content or beliefs with teacher aide.
peers
Teacher will develop a TWHL chart and record students
comments on the chart.
Teacher will guide the questioning and discussions of the
Great barrier reefs living and non-living things to expand
student knowledge.
Lesson Body

Time Allocation: 30min
Students will :
Investigate in pairs using Ipads living and non-living things that
live on the Great Barrier Reef.
Record their information onto an investigation planner to guide
their investigation.
Learn how to Blog their findings onto the blog site Wordpress
Learn how to use blogging to record their findings and
information found for their assessment.
Describe what teachers will do under the headings below aligned to each student activity
What strategies will I use and how will I use them to facilitate, What resources do I need?
guide and enable students to achieve the learning?
Student Blog site
Teacher will facillitate the questioning and discussions of
the Great barrier reefs living and non-living things to
expand student knowledge. Investigation planner
Teacher will model for students how to use an
investigation planner to guide their investigation.
Teacher will models how to use a blog student learning
through guiding them through the creation of their blog
and how to use it safely.

Use ICT safely

Teacher will use formative assessment in order to modify
teaching and learning activities.
 Time Allocation: 10min Describe what teachers will do under the headings below aligned to each student activity
Students will: Extension Activities: Support Strategies:
Monitor students learning for misconceptions and
Turn and talk to share their findings with another
understanding of tasks. Great Barrier Reef Allow students extra time
group and compare their living and non-living
Conclusion

Teacher will use turn and talk to access their prior word search. to finish the
things. knowledge about a topic investigations
Students share their finding with the group and Teacher aide to assist
extra words are added to the word wall. students displaying
difficulty.

Reflection and Adjustments
Prac Course: Week:
Lesson No: Unit/ Topic Area:
Did students learn what they were supposed to? How could this lesson be improved for next time?
(Self-evaluation of learning experience outcomes) (If I was to teach this lesson again what would I change and
why?)
The learning experience went well all students were engaged in I would allow more time for the students to use investigation of the
the lesson. I found the students ever more engaged in the Great Barrier Reef. I would also test all youtube clips at school
hands on learning than the group discussions. The teaching before the lesson to ensure they work.
strategies I used worked well and engaged the students in the
learning process.

Whats next? How were authoritative pedagogies supported?

(Points to inform subsequent lesson) (e.g. Productive Pedagogies, Blooms Taxonomies, Habits of
Mind)

Test youtube clips are not blocked on the school server. Gradual release of responsibility

Suggestions/Comments from others:

Lesson was engaging and students enjoyed the hands on activities, especially the interactive globe searching for the Great Barrier Reef.
You showed excellent behaviour management strategies and kept behaviour under control. Your positive and up beat approach to the
lesson engaged the students even more within the lesson. Great lesson it left the kids wanting to know more.