NOTRE DAME scoot oF epucation LESSON ORGANISATION Year Level: 4 Time:4:30 Date:16/3/2015 Students’ Prior Knowledge: = understanding of how to use an iPad Learning Area: science ~ what an adaptation is and that the ‘environment effects them Strand/Topic from the Australian Curriculum Living things have structural festures and adaptations that help them to survive in their environment (ACSSUD43} ‘General Capabilities (10st may poterniaty be covarau i tie ssn) Literacy Numeracy ICT Ccriteatand | ethtcat Personal and | Imercultural competence creative behaviour | Social derstanding inking competence Cross-curriculum priorities (ray 0 eaoresce ine toasan) ‘Aboriginal and Toorws Stra slander "s engagement with Sustainability storie and eurtres Proficiencies:(Mavwematcs ony) Lesson Objectives (2, anticipated outcomes of this lesson, in point form beginning with an action verb) AS a resuit of this lesson, students will be able to, * Compose a jingle in small groups using GarageBand to support their campaign * work ca-oneratively in their group to completa the jingle effectively ‘Teacher's Prior Preparation/Organisation: Provision for students at educational risk ~ Pads set up with garage band andthe Weebly Provide file with preloaded music clips already opan ~ Allow them to use the smart instruments ~ Check interactive whiteboard is aligned ~ Have randomiser prepared with names LESSON EVALUATION [to be completed AFTER the lessen) Assessment of Lesson Objective and Suggestions for Improvement:‘Time Smins Smins Smins LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant) Motivation and Introduction Resources! References: ‘Students sit around the interactive whiteboard Align these with the segment where they will ‘Show studants tha qui (2-3 questions depending on time) Thay are ta wate fe éutruduced? fon the answers, Allquestions are todo with animals and their adaptations. ‘The most cemmon chaice is hen selactedas the answer. Lesson Steps (Lesson content, structure, strategies & Key ‘Questions) Briel discussion of these questions: What do we need ta include in our jingle? How long do you think It needs to go for? ow are you oing 1 sell your adaptation? What are the berets of your adapiation? ‘Students are to get into small groups. Small groups af 2 of 3. in there groups: they are ta.choose en adaptation they are going t> gel ian audience. ‘Hand out iPad (1 per group) Pade ‘Students are tog into Weebly and complete mission thee ‘iiasion Three — Create « jingle for your campaign to sall an adaptation, ‘Students are to use Garagefsend on the Pads to complete this mission, ‘They may wort ellherin the classraam ar go oulsice somewhere quiet to start compasing ‘Students record the Iyries to thei jingle in helt selene books and highilght the paris thay are sayingiainging in Ure prt Diversity: ‘Students nha do nat know how to play Bia prana or a shy may be provided with a music sheet witn& variety of chords that hey can use ta fp thes teats their ae, Lesson Closure:(Review lesson objectives with students) ‘Students cature to the mal sothay are able fo present iio the class, Use the randomizer chosen ta choose 2-3 groups to present depending on time. Use the randomizer Then we wil discuss questons about how gurage batid was implamented in tha lesson Transition: (What needs to happen prior to the next lesson?) ‘Group by gtoup cesmiss them te lunch, ‘Assessment: (Were the lesson objectives met? How will these be judged?) Checklist Section ‘Assessing Group work, the length of the jingle, how clear they speaklsing and fit incorporates the adaptation and envéeoamant it best sus,