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Practicum Lesson
Time of Lesson
2:30- 3:15 on 21st May 2014
Duration of lesson
40 minutes
Class Size 20
Topic and
Mammals and Monotremes
Year Level
Sherrin Strathairn
Learning Focus: What will the students learn and how does it relate to curriculum documents?

2 Domains Dimensions Key elements of standards to which lesson is focussed
Biological Sciences
Living things grow, change and have offspring similar to themselves
Science Inquiry
Processing, and analysing
data and information
Use a range of methods to sort information, including drawings and
provided tables (ACSIS040)
Assessment Criteria and Method of Evaluation How will you identify what they have learnt and how will you record or note this
Standards Assessment Criteria (Ability to: )
Evidence How will you identify what they have learnt and how will you record or
note this
Science Understanding
Biological Sciences
Understand that Platypuses are a type of mammal
Monotremes are egg laying mammals
Teacher observations
Class Discussion
True or False Game

Science Inquiry Skills
Processing, analysing
data and information
interpret information delivered in the videos
present the data in a cluster web
draw the main features of a Platypus
Teacher observation
Student Discussion
Cluster Webb Worksheet
Students Background Knowledge What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing
Students already know that Platypuses are Monotremes, however they need to build on their existing knowledge and connect their knowledge of mammals in
order to connect Platypuses as egg laying mammals.
Resources and Materials What materials and resources will you need to have prepared?
Platypus:, picture book video:,
cluster diagram (A3 paper)
Student Teacher Focus What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?
My focus for this lesson is my time management ensuring that there is efficient time left for pickup and end of day procedure as well as not being a rushed
Stage of lesson Tasks Time Student action
What will students be
doing? Explain how the
students are expected to
Teacher action
What will you do during this time? What prompting questions
may you need to prepare? How will you monitor student
progress and needs?
What preparations have you made for early finishers so that
they will be extended in a relevant and interesting way?
Stage 1 Introduction
How will you engage and
stimulate the interest of the
Include possible
questions that
you may choose
to use
Demonstrations etc

- Have a brief review on what we have touched on last

5 mins

Students are sitting on
the floor. If they would
like to contribute to the
class discussion, they
may put their hand up.
Those who call out miss
their chance to answer
the next posing question
by the teacher.

To ask:
What did we focus on last session?
What animals were are focus?
Whats so special about them?
Where are they from?
Are they mammals? Why?
Stage 2 Body of lesson
Describe each distinct
task in the order to be
undertaken. Start a new
task each time the
teacher or students
behave in a different
manner. State an
estimated length of time
for each task.
Ensure that there is
some form of prompt or
reinforcement available
for students
What preparations have
you made for early
finishers of each task so
that they will be
extended in a relevant
and interesting way?
Students will be watching two videos that focus on the
monotreme: Platypus.
The teacher will discuss the main points with the
students after a few facts are given from the video
(breaking down information).

20 mins
Students will be sitting
on the floor paying
attention to the video.
They will contribute to

The teacher will choose a range of students to answer
questions. If the student cannot answer, they are allowed
to phone a friend. Once that friend answers the questions,
that student must answer their friends response in their
own words.

What does a Platypus and a beaver have in common?
What is different?
What about the lizard? (same, different)
What can the Platypus do with its webbed feet?
Where does it keep its eggs?

Students are then given a A3 cluster web which they
must write six details about the monotreme Platypus
that they have discovered from the video. Then
they can choose one of those details and draw a
picture to represent this.

10 mins
Students are working
Teacher is roaming around the classroom offering
assistance to those that need it and ensuring everyone is
on the right track.

Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the
students can evaluate
what they have learnt?
The teacher will say a statement in relation to what has
been taught today. The students must determine
whether they want to stand up (True statement) or sit
down (false statement). All students will be closing
their eyes during this to ensure they are thinking for

10 mins
Students are on the
floor listening to
Teacher will start by making statements which are simple
and then move onto more complex questions to check for
understanding. Each time, the teacher will choose one
false and true to elaborate why they did/didnt stand up.
Stage 5: Closure
Do you need to prepare
the students for handing
over to another teacher,
or another subject
Student who has tried their best today will have a
choice to choose their favourite song to play in the
background as cleaning up music. Everything should be
packed up by the end of the song.
5mins Students are putting
away their books, pencil
cases, chairs up, cleaning
up the floor.
The teacher will monitor the class to ensure everyone is
packing up and praising those who are doing the right thing.
Reflection on Student Learning What did you observe about student learning?

Students were really engaged with the two educational videos on the smart board. They were enthusiastic and willing to share their ideas. Those who struggled with discussion did really
well in my questioning strategy in phoning a friend.
Comments on Future Lesson Directions Are there areas you need to go over or move beyond?

I would now want to move beyond and start introducing students to more inquiry why do mammals/monotremes need these features to survive as most are confident with the main
characteristics of this class of animal.
Reflection on Lesson How was the timing or the flow of the lesson? What other observations did you make?

The timing was really good today, all the tasks were completed (the writing on the cluster webb was completed by all) with most halfway through their drawings. There was even enough time
for an extensive pack up and a start to the true and false game.
Reflection on Student Teacher Outcomes Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the
future? What were the positive points of your lesson?

I think my objectives were successful today as timing went well. I think I will continue working on ensuring students are engaged in class discussion by encouraging ALL students to have a
go even if they might not be too sure, encouraging praise as wrong answers are just as important as right answers. (as learnt from the PD I attended)
Supervisor Evaluation