Appendix 1


Year Level:


Time:9:00-9:45 Date: 19-03-15

Learning Area: Science

Students’ Prior Knowledge:
 Basic body part name and locations
 General use of iPads
 Students have played Simon says before
 Capable of learning appropriately in groups
and independently

Strand/Topic from the Australian Curriculum: Living
things have a variety of external features (ACSSU017)
General Capabilities (that may potentially be covered in the lesson)
Critical and

creative thinking


Personal and
competence ✓


Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australia’s engagement with Asia


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:

Locate body parts such as ear, eyes, nose, head, elbow, knee and toes
Organise and manipulate materials body parts to create the human body
Use a range of ICT appropriately

Teacher’s Prior Preparation/Organisation:
 4 iPads with the app pic collage
 1 digital microscope connected to laptop
 19 activity microscope activity sheet
 Coloured pencils
 1 iPad for camera
 Play dough in 6 colours:
o Brown
o Light Pink
o Yellow
o Black
o Orange
o Blue
 4 Mirrors
 Play dough body template (laminated)
 Sheet of material with hole

Provision for students at educational risk:
ESA students
 Go over instructions with these students and
ensure they understand what is required of
 Give an example of what is required
 Set up a buddy system where a friend can
assist if they are struggling to understand
Samuel (anxious in new situations)
 Be clear and explicit in instructions
 Go slowly in order to not overwhelm with
 Also set up a buddy system where Samuel is
partnered with a friend, this will assist him in
feeling more comfortable being with someone
familiar to him, as well as provide him with
someone to assist him if the information has
overwhelmed him.


LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Motivation and Introduction:


All students will begin sitting on the mat.
“Today we will be revising where are body parts and there names.”
“Raise your hand if you can show me where your toes are?”
Pick a student to point to their toes
“Now who can tell me what the name for this body part is?” (Point to elbow)
“You are all so clever! I think we should play a game! Has anyone played
Simon says before?”
Ask a student to give an explanation of the game and then repeat instructions
to the class:
“If I tell you that Simon says to put your hands on your nose, I want everyone
to touch their nose, but if I don’t tell you Simon says then you must stay still”
Instruct students that there will be a few practice rounds before they begin.
Start the game with "Simon says, put your finger on your chin." Help any
children who are having difficulty by pointing to your chin and putting your
finger on it.
Continue the game listing a range of different body parts using both Simon
says and just saying the ‘command’.
If students become fluent in this then allow for a student to play the leader or
Lesson Steps (Lesson content, structure, strategies & Key Questions):
“Today we will be doing a few different activities to go over naming the body
parts. There a three activities and everyone will get to do all three on table 1
we will be playing with iPads, table 2 we will be playing with some play dough
and on table 3 we will get to look at each other through a microscope!”
We will split into three groups, group 1, group 2 and group 3 (group by
behaviour/social skills)
Instruct student on which table each group should go to, number students 1-3


and ask the to go to the correct table. Further instructions will be given at
each table.
iPads with Pic Collage
Every students receives their own iPad, ask students to find the app “pic
collage” assist any students who might struggle to find this. Ask students a
few questions to find out their prior knowledge such as:
“Who has seen/used this app before?”
“Has anyone used any similar photo editing apps”
“Before we start we will run through a few things we are going to use. Once
the app is open I want everyone to find the page that says tap here to create
a new collage and I want you to tap on that page. All we need to do to add a
photo is tap anywhere on that page and click the green circle that has photo
written underneath, everyone click on this circle, now tap the camera icon.”
Ensure all students are at the same point and assist any who may be
“Now I want each person to take a picture of a body part of someone else in
the group, so I am going to take a picture of _______’s leg, the photo will
show her knee all the way down to her ankle!”
Show the students the photo you have taken
“Now I am going to click use photo and it will pop up onto my page, I want
everyone else to take a photo of one body part now!”
Wait till all students have their photo
“I want everyone to double click on their photo and click the blue circle with
the scissors on them, now I want everyone to watch me very carefully, I am
going to draw all the around the leg being careful not to go off the edge and
make sure I make I draw right back to where I started and click done. Can
everyone do this on theirs now”
“Now we can use two finger to rotate the image and change the size, we are
going to take photo of every body part we can see and make a collage version
of a person! In the end this is what they will look like!”
Show students example of previously made collage, allow students to start
taking photos and creating their person. Watch students and assist any
students who are struggling with the technology, if multiple students are
struggling pair them up with stronger students.
When students begin to form a person ask them to tell you the body parts
they have taken photos of and point to each one. Allow time for each student
to show his or her artwork.
“Now to save our picture I want everyone to click on the bottom right icon of a
square and an arrow then click the arrow on the top left corner twice.”
“Who found this app easy to use!”
Students will rotate in a clockwise direction from each station


Students gather in a small group and sit on the mat in a circle with the
teacher. The teacher holds up a digital microscope and says,
"This is called a digital microscope, does anybody know what it does?" The
students can discuss different possibilities and try to figure out its use.

Digital Microscope,
Laptop, activity sheets and
sheet with a hole in it.

The teacher will clarify:
"This allows us to magnify things so that we can see them 100 times bigger
than they are in real life! How amazing is that!"
The teacher will then select one student to come and stand behind a blanket,
this student will then put the microscope on different parts of their body and
the other members of the group have to guess what body part they are
Now the teacher will allow students to have some free inquiry time with the
microscope, where they are able to explore what different parts of their body
look like under the magnification. Once the students have each had a turn, the
teacher will hand out microscope activity sheets, where they students can
draw what body part they were looking at and also what it looked like under
the microscope.
These activity sheets can then be glued into student’s individual portfolios and
also used to assess which students grasped the objectives of the activity.

Play dough, Play dough
mats and mirrors

"Okay today we are all going to be making a human body using play dough,
First can anyone tell me what types of body parts we have as humans?"
Allow students to brainstorm some body parts.
"How many eyes do we have?"
All students should answer two
"What do we call the parts at the end of your arms?" (Point to hand)
Students should respond with we call this part a hand.
Teacher to introduce steps:
"If we are making a human body; what types of shapes might we need to
make for the different body parts?"
Allow students to brain storm shapes, give suggestions such as:
“What shape will we need to make our heads? What shape will make our
"So today you are going to create each others body on the mats or you can
use the mirror to look at yourself and create yourself. There are different
colours of play dough, which will allow you to create eyes, head, skin coloured
body parts with different colours. Once you have made your play dough body
with using any of the templates I am going to take a picture of it, before we
start I want everyone to make your name out of play dough and place at the
bottom of your mat".
Extensions students will have the choice of using a blank mat rather then a
template mat.
Once students begin the teacher will watch and help students create their
body. Students will be prompted with key questions while they work, these key
questions will include:
"What body part are you making?"
"What colour is your skin?"
"Where are your hands (or feet, fingers, eyes or hair)”


If students finish early prompt them to add more detail such as teeth, a belly
button, finger or toes.
Allow time to take photos of each students work.

Lesson Closure:(Review lesson objectives with students)
Children will be gathered together on the mat in a circle. The teacher will
review main objectives of lesson.
The teacher will also ask children questions about which form of ICT they
used and what they liked about it.
What was their favourite technology, what would they have preferred to use.
As the class the students will go around in the to to share ideas and concepts
they have learnt.

Transition: (What needs to happen prior to the next lesson?)
Groups go to the tables they were last at and assist the teacher or helper in
cleaning up the area. All iPads go back into the carrier the correct way up.
General tidy of the classroom before students may go out for Recess.
Assessment: (Were the lesson objectives met? How will these be judged?)

Locate body parts (assessment 1) will be assessed through anecdotal
notes made in both the play dough and iPad activity. This objective will
also be assessed in the final microscope sheet.
Organise and manipulate materials, body parts to create the human
body (assessment 2) will be assessed by the rubric (attached to this
document), the rubric looks through the collages created on the iPad
and the photos taken of the play dough people.
Use a range of ICT appropriately (assessment 3), was also assessed
on the rubric attached, this was observed in the iPad station and
microscopic station.


Digital Microscope Activity

What body part were you
looking at?
- Draw and label this body

What did it look like under
the microscope?
- Draw what you saw and
think of two words to
describe it.





Examples of Play Dough bodies (students should focus on body parts rather
then clothing for this activity)





C: Consolidating
D: Developing

Class list

Shares the microscope with others

Respects the
technology (e.g.
does not leave on
floor or use

Locate body parts
such as ear, eyes,
nose, head, elbow,
knee and toes

Organise and
body parts to
create the
human body