Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 11:30am- 11:50am Date: 7/03/14 Students Prior Knowledge: Students can recognise water is a resource Students can list ways in which water is used in everyday life, in a variety of ways Students understand changes in their local environments Students can suggest ways how science can help care for the environment (sustainability) Able to work with other students in a friendly manner

Learning Area: Science

Strand/Topic from the Australian Curriculum Science Understanding- Earth and space sciences General Capabilities (that may potentially be covered in the lesson) Critical and Literacy Numeracy ICT creative thinking competence 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 Sustainability

Ethical behaviour

Personal and Social competence

Intercultural understanding

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: Students can illustrate the four different stages in the water cycle (evaporation, cloud formation, precipitation and run off) Students can summarise that the water cycle is repeated in the environment

Teachers Prior Preparation/Organisation: ABC video IWB SMART Whiteboard notebook

Provision for students at educational risk: Place students with vision or hearing impairment at the front of the group

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)

Time 11:30am Motivation and Introduction: 1. Students will make their way to the front of the class to sit on the mat in order to start the lesson. Resources/References Align these with the segment where they will be introduced.

11:32am

2. Introduce topic by doing a brainstorm on the SMART board asking two background questions such as What kinds of clouds have you seen in the sky? What do you think the water cycle means?

Use stylus for writing

11:33am

3. Motivate students by stating we will be watching a video clip about how rain is made. 4. Watch a video clip titled Where does rain come from from Splash ABC. http://splash.abc.net.au/media//m/30186

11:34am

11:36am

5. The teacher will tell the students the purpose of the lesson and what they should be able to achieve by the end of this lesson. Today we are going to have some fun sorting out the phases in the water cycle and will be able to create our own cycles.

11:40am

Lesson Steps (Lesson content, structure, strategies & Key Questions): 1. Open the learning resource on the SMART board and outline and explain the information that is visible Here are images of rain, clouds, the sun, etc, can you recognise these from the clip? 11:42am SMART Whiteboard Notebook

2. Explain the purpose of why they are on the board.

We are going to make our own water cycle, using arrows and these images 11:50am 3. Get students to order the images on the smart board replicating the water cycle as shown in the clip. Choose individual students to try the stylus. Explain what is happening and answer questions as the activity is going along Evaporation- Cloud formation- Precipitation- Run off into the Ocean Use stylus pen to make arrows