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STRANDS
Making Responding
By the end of the lesson students will be able Participants in the lesson will contribute by
to produce sound effects using their voices, making sounds and actions in relation to their
create different movement within space and required roles and activities. Students will help
stay in role for short improvisations. They will each other feel confident to express their
work cooperatively with other small groups and thoughts and actions while building on their
the whole class. experiences and knowledge.
Reflection
Prompt questions may include:
• What are some of the similarities/differences between the machines?
`Lesson • How did you recognise parts of the machine to identify what it was?
• What movements or shapes did the participants make to create this
meaning?
Formative Assessment:
• Analyse student participation and communication methods (both
individual and group organisation)
• Students connect ideas from their other learning areas (English,
Assessment Mathematics, Science, D&T e.c.t) to inform their performances
• Students use their experiences to inform and develop their
understandings about the world and relationships between industries and
their machines.
• HASS: History – Exploring machines from the past, comparing them with
present machines
• D&T – Designing machines from the past, present and future machines.
• Science – Exploring how pushes and pulls affect how machines work
Curriculum successfully
Links
• This lesson is a section of a HaSS lesson which explores the different
types of technology/machines students are familiar with. It would also
include discussion about what a machine is, ensuring all students have
similar knowledge of the variety of functions machines have. This would
then lead to future lessons examining how technology has changed over
several generations.