Original Lesson Plan 2

Day: M T W T F Date: 19/02/2018 Time: 9.30am Year: 8

Learning Area: Science Topic: Introduction to Microscopes

Curriculum content description: (from SCSA or ELYF)
Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
- Students know how to work in groups
- Students understand cells structures and functions
- Students can identify different cell structures and functions on paper

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Students will learn how to use a microscope

Learning objectives: Evaluation:

On completion of this lesson, students will be
able to:
(What will students know and be able to do at the
completion of the lesson – specific, concise and
attainable objectives)
1. Know how to use a microscope
2. Can observe different cells under a
microscope
(Explain how you will know that lesson objective have
been achieved / monitor student learning)
1. Students can correctly identify parts of a
microscope
2. Students can correctly use a microscope
3. Students can observe a cell under the
microscope and draw what they can see.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)
Students will need:
 Pens, Pencils and erasers
Teacher will provide:
 Microscopes, slides
 YouTube Video: https://www.youtube.com/watch?v=xzjowD1KN20
 Worksheets: https://www.timvandevall.com/wp-content/uploads/Microscope-Quiz.jpg
 Microscope slides with cells
 Science lab room
Catering for diversity (Detail any adjustments considerations for educational/resource adjustments)
How will you support struggling students?
How will you extend capable students?
How will you modify your lesson to respond to individual student requirements, eg students with special needs,
limited English skills, lack of self-efficacy, previously absent students and so on?

Working in pairs/ groups depending on number of students and microscopes

Know the students who may need more help (can pair them with a student who would be happy to help them)
Will have difficult slides for students who finish early for them to look at.

Timing: Learning Experiences:

Introduction:
(How will you engage the learners?
How will you emphasise the value of the lesson and its relevance to students’ lives?
How will you express the format of the lesson?)

Get students to be seated in the class room at the desks in pair or groups of 4 depending on the
number of microscopes.
Have some photos up on the screen of microscopic images of bacteria
Can ask students what they use to see small things
10 Ask students if they have used a microscope before
Ask students why we use microscopes and why they are important (Brainstorm)

Sequence of learning experiences:

(What will you do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in to help achieve the learning objectives?
Can you make lessons as realistic as possible?
How can you include ways to develop general capabilities and metacognition?
How will you manage student behaviour and resources?
How will you scaffold learning?
How will you ensure clarity?)

Play the YouTube video introducing the microscope:

https://www.youtube.com/watch?v=xzjowD1KN20
As the student’s watch the video they can complete as much of the work sheet as they can.

Give students instructions on how to hold a microscope and ask 1 person from each group
to collect a microscope and put it on the benches where they will be working
30 I would then explain the instructions to the whole class about the activity and that I would
ask them to draw what they see
1 student from each group would come and collect the slides off the table and take them
to their working area and the rest of their group would join them
 Management of behaviour:
(Plan how you will manage off-task behaviour.
How will you continually build a positive relationship between you and your students, and between
students?
Do you know classroom rules?
Keep in mind low key strategies.
Do you have strategies if unwanted behaviour persists?
Do you need to move any students?)

I would be walking around the benches making sure everyone is on task and not struggling,
providing help where they need it
After the first slide I would get students from each group to describe what they see

Lesson conclusion:
(How will you summarise the learning and relate it to the lesson objectives, emphasising its value?
Are you able to link to the next lesson?
How can you finish on a positive note?)

10 Ask students to return the microscopes and slides from where they got them and then file away
their worksheets/drawings.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)
In this lesson the video and the worksheet didn’t really go well together. The video that I was using to explain
the microscope parts was very cartoon like and hard for the students to learn the parts of the microscope and
answer the worksheet. I would change this by ether changing both the video and worksheet which go together
or finding a new video all together.

Students who missed my first lesson about cells found this lesson good but hard to relate it to anything. In the
future I would try to recap the previous lesson and always have a link to some extent with my lessons.

The idea of watching a video on the microscope parts was very useful, as it was something different to the
students listening to me tell them all about it.
I forgot to mention how students are meant to carry the microscope so I would add that into my lesson plan for
next time.
Students really enjoyed using the microscope and viewing the slides.
Strengths:
 Learning evaluation and objectives are clear
 Follows the learning from the Australian curriculum
 Easy to follow and clear

Weaknesses:
 The video that I was going to initially use wasn’t related to the worksheet and the worksheet
wasn’t related to the video, however it still outlined parts of a microscope but could have
confused the students
 Just listed what I was do, I didn’t elaborate how I was going to do it and when
 As the lesson is related to the cellular organism lesson the students who missed that lesson
may have struggled and not known what was going on so I need to add revision at the start of
the lesson to catch those students up and keep an eye on them.
 Improved Lesson Plan 2

Day: M T W T F Date: 19/02/2018 Time: 9.30am Year: 8

Learning Area: Science Topic: Introduction to Microscopes

Curriculum content description: (from SCSA or ELYF)
Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
Students know how to work in groups
Students understand cells structures and functions
Students can identify different cell structures and functions on paper
Students have brainstormed ideas before

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Students will learn how to use a microscope

Learning objectives: Evaluation:

On completion of this lesson, students will be able to:
(What will students know and be able to do at the
completion of the lesson – specific, concise and attainable
objectives)
1. Know how to use a microscope
2. Can observe different cells under a
microscope
(Explain how you will know that lesson objective
have been achieved / monitor student learning)
1. Students can correctly identify parts of a
microscopes
2. Students can correctly use a microscope
3. Students can observe a cell under the
microscope and draw what they can see.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)
Students will need:
 Pens, Pencils and erasers
Teacher will provide:
 Microscopes
 YouTube Video: https://www.youtube.com/watch?v=xzjowD1KN20 Change of video which relates
more to the worksheet - https://www.youtube.com/watch?v=RKA8_mif6-E
 Worksheets: https://www.timvandevall.com/wp-content/uploads/Microscope-Quiz.jpg Changing
worksheet too https://www.biologycorner.com/worksheets/microscope_labeling.html and adding
https://www.pinterest.com.au/pin/690598924081678720/
 Microscope slides with cells
  Science lab room
Catering for diversity (Detail any adjustments considerations for educational/resource adjustments)
How will you support struggling students?
How will you extend capable students?
How will you modify your lesson to respond to individual student requirements, eg students with special needs,
limited English skills, lack of self-efficacy, previously absent students and so on?
Working in pairs/ groups depending on number of students and microscopes
Know the students who may need more help (can pair them with a student who would be happy to help them)
Will have difficult slides for students who finish early for them to look at and draw.
I will recap the things learnt from the previous lesson to help student who have missed class and may be
struggling.
Keep an eye on students who were struggling in the previous lesson and who missed that lesson
Can allocate lab groups in necessary
Timing: Learning Experiences:
Introduction:
(How will you engage the learners?
How will you emphasise the value of the lesson and its relevance to students’ lives?
How will you express the format of the lesson?)
Get students to be seated in the class room at the desks in pair or groups of 4 depending on the
number of microscopes.
Have some photos up on the screen of microscopic images of cells
10 Ask students what they can think they can use to see very small object/ words
Asking students who has used a microscope before
Ask students why we use microscope and why they are important (Brainstorm)
Relate this lesson back to the cellular organism lesson- Re cap on the things learnt in that lesson

Sequence of learning experiences:

(What will you do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in to help achieve the learning objectives?
Can you make lessons as realistic as possible?
How can you include ways to develop general capabilities and metacognition?
How will you manage student behaviour and resources?
How will you scaffold learning?
How will you ensure clarity?)

I will have the YouTube video ready to go before class starts all I will have to do is click start. I will
Hand out the worksheets to one student at the start of each row and get them to pass the
10-15 worksheets along to the other students to save time.

I will also ask the students in their note books to write down the description of what the part of
the microscope is for.
Play the YouTube video introducing the microscope:
https://www.youtube.com/watch?v=RKA8_mif6-E
As the student’s watch the video they can complete as much of the worksheet as they can.

I will be watching the class to make sure they are all answering the worksheet and to also pause
the video if required.

After the video Ill ask the class a few questions in relation to the video;
What Is an objective lens for? Why do we need an objective lens? Ect.

I would then explain the instructions to the whole class about the activity and that I would like
them to draw what they see. I will go through the lab rules

I will then go through the lab rules for carrying the microscopes:
1. Hold the microscope with 2 hands
2. Hold it by the arm and the base
3. Walk slowly when holding the microscope

Students will already be sitting in their groups as I asked them to do that when they came into the
class room.
 Ask 1 person from each group to collect a microscope and put it on the benches where they will be
working and another student to get the slides of the table and takes them to their working area
25
everyone else will remain seated.

Once all the equipment is at the benches I will then ask the rest of the students to go to their group
members

I will be walking around the classroom monitoring everyone’s progress and making sure all
students are on task and helping them with the microscopes if needed. After the first slide I will
stop the class and get each group to tell me what they see.

Management of behaviour:
(Plan how you will manage off-task behaviour.
How will you continually build a positive relationship between you and your students, and between
students?
Do you know classroom rules?
Keep in mind low key strategies.
Do you have strategies if unwanted behaviour persists?
Do you need to move any students?)

Will go through lab rules before working with the microscopes.

I would be walking around the benches making sure everyone is on task and not struggling
providing help where they need it
After the first slide I’d get students from each group describe what they see

Lesson conclusion:
(How will you summarise the learning and relate it to the lesson objectives, emphasising its value?
Are you able to link to the next lesson?
5 How can you finish on a positive note?)

Ask students to return the microscopes and slides from where they got them from and file away
their worksheets/ drawings.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)