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Appendix 1


Year Level:
ONE Time: 9.30am-10:15am
Learning Area: SCIENCE

Students Prior Knowledge:

Students have been introduced to QR codes
- Students are familiar with the program called to make a brainstorm
- They have had lots of practise using iPads and
can navigate around, fluently
- Living things have basic needs, including food
and water (ACSSU002)
- Students know how to follow instructions on a
- Have recently created a Kidblog account and
added blogs with attachments.

Strand/Topic from the Australian Curriculum:

Science Understanding- Biological Science- Living things
have a variety of external features. (ACSSU017)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait
Islander histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement

with Asia

Personal and



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:

Identify the human body parts fluently, through playing bingo and using ICT resources

Demonstrate an understanding of where each body part is located on the human body, using ICT

Recognise how to use the iPad resource effectively to complete a story book.

Teachers Prior Preparation/Organisation:
- Interactive whiteboard
- Computer
- Teachers chair
- iPads (one each child in the group) x5
- Bingo game boards (x5)
- Bingo cards
- Counters
- 5 student helpers or parents and 2 teachers (one is
the assistant teacher)
- Whiteboard markers
- Tables
- Chairs
- Construct the Weebly website with hyperlinks and
instructions for students to follow
- Ensure the class set of iPads are charged
- Make sure all iPads have book creator on them

Provision for students at educational risk:

- Children, who are at a lower ability learning
level, give them prompts. In bingo say I see
Johnny has an ear on his board, does anyone
- Group the students in ability levels, have more
student helpers at these groups for assistance.
- Grouping the students in mixed ability level
groups, so the higher ability students can help
the lower ability. (Encourage peer tutoring)
- This lesson involves whole class discussions
for everyone to contribute; the teacher can sit
the students who are having difficulties at the
front of the mat.
- Caters for a variety of multiple intelligences.
(visual learners, interpersonal learners and
linguistic learners)
- Teacher and student helpers can help and
scaffold students throughout these activities
and to help the students who need extra help.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
- Was the lesson introduction motivating?
- What worked well?
- What could be changed to improve the lesson?
- Were students able to navigate book creator and the interactive white board?
- Were students able to identify the parts of the human body effectively?
- Did the activities help the children understand the parts of the human body clearly? Are they still struggling?
Teacher self-reflection and self-evaluation:
- Were instructions clear and easy to follow?
- Which students were struggling and why?
- Did students grasp the concept?
- Did the students show understanding of the human body (did they meet the lesson objectives)
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:


LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Motivation and Introduction:
Align these with the
1. Students will make their way to the front of the class to sit on the
segment where they will be
mat in order to start the lesson.
2. Teacher introduces the lesson by activating prior knowledge
about the human body parts. Teacher puts the human body in a
brainstorm bubble on the whiteboard for a discussion.

Today year 1s we are learning about the human body, who can
tell me what you already know about the human body? (Children
should give you words such as arms, legs, eyes, etc)
3. Who knows all about their body parts already? Who knows
what each body part can do? Today where going to talk
specifically about our body parts and identify where and what
they are on our body.

Youtube video

4. Teacher shows the students a short video on the body parts to

form understanding. (Video: This is me)
Who can name some body parts they saw in the video (Write
these on the board to add to the brainstorm, or see if the students
already said this previously)

Teachers chair

5. The teacher introduces the three activities that are going to be

done today.
Today we will have three activities, I will split you into groups
and you will participate for 12 minutes in each until we rotate
clockwise to move to the next one. The first activity is using the
interactive whiteboard to make a human body; you drag the
appropriate body part label to the correct part on the body. The
second activity is body part bingo and the third activity is using
iPads and book creator to make a book on your body parts and
what you use them for. (Teacher says to students you will get
more information about each activity when you get to it in your
groups) NOTE: the activities are explained in greater detail in the
lesson steps, when students get to each activity.
6. The teacher now splits the students into three groups.
Im going to give everyone a number (1, 2 or 3) when I say
move, if youre a number 1 can you stand near the classroom
door, if youre a number 2 can you stand near the block corner
and if youre a number 3 can you stand near the bag rack.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. Students move to their rotational activities.
When I tell you to start you can (teacher starts timer)
2. One group begins at the interactive whiteboard rotation activity (called
Our bodies). At this group there are two student helpers to guide the
students if necessary. The student helper explains this activity for the first
2 minutes.
In part 1 you choose the correct label for each picture that comes up
onto the screen (showing the students an example whilst talking), tap the
board to match it then check your answer to see if you can move onto the
next part of the activity. Part 2: drag the word to the appropriate body
part on the picture next to them, and part 3 you make a human body, drag
the body parts to complete a human.
NOTE: this lesson enables pupils to practise naming parts of the human
body, they will click and drag labels and body parts to complete tasks, it
forms a basis for further work on the human body.



3. Another group begins at the body part bingo rotation activity, at this
activity there is 1 student helper. (This activity is done at a small group of
tables and chairs)
You will each get a bingo game board, each game board has nine
different body parts in each individual square. I will have a variety of
cards in my hands in no particular order, and I will say the first card on
the pile, if you have that body part on your game board you get to put a
counter on top of it. The winner is the person who has filled their whole
game board with counters first. (Hold up one to show them whilst you
4. The third group begins at the iPad and book creator rotation activity,
there are 2 student helpers allocated to this group.
You will be put into pairs and each pair gets an iPad, you will take
pictures of each others body parts, using the camera on book creator.
Once you have taken a picture you will click on the audio button and
record what the body part does, for example you might take a picture of
your foot and then click the audio button and say this is my foot, I use my
foot to kick my football. When you have taken enough pictures of your
body click create and your book will be complete. We are here if you
need help.
- After instructions students collect one iPad in each pair
-Once the students have completed this activity they save their work as a
jpeg file and upload it to Kidblog.
5. After 11-12 minutes make sure the teacher rotates the students in a
clockwise direction, so each group has a turn at all activities.
6. The teacher reminds the children they only have 5 minutes left of all
the activities then they have to come sit back onto the mat.
Everyone you only have 5 minutes left and then I would like you to come
sit on the mat in front of me.
7. When time is up children come to the mat and the teacher explains to
the students what is going to be done next.
Now that we have completed these activities Im going to put you into
pairs and each pair is going to get an iPad each. Around the room there
are ten pieces of yellow card, have a look to see if you can see them, who
can remember what these are called? (Children should respond with QR
codes), You are going to walk up to each one and scan the code using
your iPad and the app called.... (the teacher shows the students how to
get to the app on her iPad whilst they are on the mat) then answer the
questions that are shown on your iPad (type these onto as a
8. Once the students have completed this assessment piece they upload
their brainstorm to Kidblog for the teacher to assess.
Lesson Closure:(Review lesson objectives with students)
1. Students come back to the mat for a final review of the lesson
Once you have finished making your brainstorm with your QR
codes can you please come sit on the mat so I know you are
2. The teacher restates to the students what they did today and
explains all the rotational activities that they participated in.
3. Teacher shows the students a video to summarise the lesson.

Bingo game boards

Bingo cards

5x iPads
Book creator app

Kidblog sites

QR codes (pieces of
paper around class,
stuck on walls)
iPads for each pair

Youtube video:
(Learn body parts

I am now going to show you a quick video on the body parts to
summarise what we have learnt today.
4. Teacher asks 3 students what they have learnt this lesson.
5. The teacher asks students.
Who can tell me what ICT resources we used in our activities
today, why do you think we used these?
6. Teacher asks students what they enjoyed about this lesson and
would they do anything different if they had to do it again.

Transition: (What needs to happen prior to the next lesson?)

- Students pack away the equipment to their appropriate areas
- Students sit at their desks and wait for the teachers further
instructions to go to recess.



Assessment: (Were the lesson objectives met? How will these be judged?)
- As each child has a Kidblog page the teacher can view this at the
end of the lesson and view what the children have completed and
how effectively they have done this. This also provides the
teacher with an opportunity to mark the students against a
checklist. (Anything she may miss during the lesson)
- The teacher is observing throughout the lesson
- The teacher has a checklist which is the class role; they tick to see
if the child is grasping the concept and write a few comments
next to the childs name. (NOTE- the teacher stays at the
interactive whiteboard activity for this lesson, only assess the
students on this activity today and do this as they come to the
- The checklist has the lesson objectives at the top of the page for
the teacher to refer back to.
Objective 1: Identify the human body parts fluently, through
playing bingo and using ICT resources.
Objective 2: Demonstrate an understanding of where each body
part is located on the human body, using ICT resources.
Objective 3: Recognise how to use the iPad resource effectively to
complete a book.
- The second form of assessment is what the children participate in
during the lesson; this is done 10 minutes before the end of the
lesson. In pairs children walk around the room to find QR codes
to scan, using their iPads to be able to answer the questions. They
record their questions/findings in a program called,
which they are familiar with using and upload their finished
brainstorm to Kidblog. (The teacher then marks this after the
NOTE: using Kidblog as a tool in the classroom is helpful as
children are able to upload any work they do in the class to this
site for the teacher to assess, the children then receive feedback
immediately and can access it whenever they feel is necessary.

ACARA Australian Curriculum, Assessment and Reporting Authority.
(n.d.). The Australian Curriculum: Science. Retrieved from
3D Animation English Nursery Rhyme. (2013). Learn Body Parts Song
[Video]. Retrieved from