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Appendix 1

Year Level: 2 Time: 11:00 am Date: 6th March 2017 Students Prior Knowledge:
- Have read the book Jack and the bean stalk
Learning Area: Science - Understand the stages of humans and how
humans grow
- Understand what a life cycle means
- Able to work with others in a friendly manner
- Able to link the life stages of a variety of living

Strand/Topic from the Australian Curriculum:

Biological sciences: Living things grow, change and have
similar offspring to themselves (ACSSU030)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
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:

- order the lifecycle of a bean
- work collaboratively in a group
- understand how to plant a bean
- use ICT equipment and skills effectively
Teachers Prior Preparation/Organisation: Provision for students at educational risk:
read and make notes on Jack and the bean stalk Student with vision impairment requires seating close
print out a picture of a bean, laminate them, cut to teacher and magnification equipment for viewing
them into puzzle pieces, place one puzzle in each task.
of the 4 bags
laminate and cut out the stages of a bean for Student with Cerebral Palsy may require assistance to
each group physically manipulate words partner with willing
student, but monitor to ensure turn taking is evident.
a glass jar with sand and water with a bean in it
Use picture cues for students who are still struggling
there is an activity worksheet for everyone with too many instructions.

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objective and Suggestions for Improvement:

A checklist will be used to determine if the students have:
- were the students able to sort out the images of the lifecycle of a bean correctly?
- What tasks did the students struggle with?
- Was the activity beneficial and effective
- Did the students work corporately with each other? Did they take turns?
Teacher self-reflection and self-evaluation:
Anecdotal notes will be kept on:
Were the students interested in the lesson that you presented them with?
Did each student participate?
Were all objectives met?
What aspects of the lesson did the students complete?
How can this be improved?

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

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

Time Motivation and Introduction:
Align these with the
1. All students make their way to the mat segment where they will
be introduced.
2. Display a bean in soil in a jar. Discuss how it got to being a bean
- Who knows what this is? A jar with a bean
sprouting inside of it to
- Was it always a flower? display
- How did it become a flower?

3. Teacher will state the lesson objective, Today we are going to learn
about the lifecycle of a bean and the different stages it takes for a
seed to become a bean.
4. Question the students
- What is a lifecycle? What does that mean?
- What do you know about the lifecycle of a bean?

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

1. Teacher reads Jack and the bean stalk to the class
2. Discuss to the class about the links to this book and beans Jack and the bean stalk
3. The teacher then reads the story From plant to seed
4. Teacher then discusses the lifecycle of a bean as a class use flash form plant to seed
cards if needed
5. ACTIVITY ONE groups. Teacher outlines the instructions and to
make sure all students are listening. Now that you are all experts on
the lifecycle of a bean , you are going to get into groups and you are
going to put the lifecycle of a bean into order
- When you get into your groups each image will be faced
down on the desk Lifecycle of a plant/bean
- When i say flip them over you order the images from the first flashcards
stage to the last stage of a bean. Once you have finished put
your hands on your head
- The first group to finish will come up the front and show to the


class and explain the order they have put it in and why.
- Students get into groups and complete the task
6. ACTIVITY TWO Independent. Each group will have a bean in a cup Card
of soil that has started to sprout. They use the mini automatic Lifecycle of a plant on
microscopes to look carefully at the structure of the bean growing so paper
they can have a better understanding. Scissors
- After observing the bean sprouting students will take a picture Glue
of the bean and make a PowerPoint on their interpretation of Craft
the lifecycle of a bean on keynote

Lesson Closure:(Review lesson objectives with students)

1. Children down load the QR code app on their ipads
2. Children get into pairs
3. Children go around the classroom and answer the questions about
the lifecycle of a bean and jack and the beanstalk using QR codes
4. All students head back to the mat
5. As a class discuss all asnswers

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

1. Students return to their desk, and wait for further instructions
2. Pack away all equipment
3. Wash their hands
4. Pack their bags
5. Brings bags to the mat and stack all chairs
6. Teacher says good afternoon
7. Escort children out of the classroom

Assessment: (Were the lesson objectives met? How will these be judged?)
- During the lesson anecdotal notes will be made make notes on
students answers, interactions and participation
- After the lesson use a check list to identify if the students could
explain and understand the lifecycle of a bean