Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 3 Students Prior Knowledge:
Time: 1.15- 2.50 Students understand that the country we
Date: 30.03.17 live in is Australia
That Australia is made up of states and
Learning Area: HASS: Humanities and Society Studies territories
That each state and territory has a
Strand/Topic from the Australian Curriculum capital city
- The representation of Australia as states and Understand general terms such as
territories and as Countries/Places of Aboriginal North, South, East and West
and Torres Strait Islander Peoples; and major Students understand to ask questions
places in Australia, both natural and relating to investigating certain topics
human (ACHASSK066) Students can record information
- By Courtney Payne Have the ability to interpret data that is
displayed through texts, pictures and on
- Pose questions to investigate people, events, maps
places and issues (ACHASSI052) Students know about Australian animals,
- Interact with others with respect to share points and an understanding about Australian
of view (ACHASSI059) culture
- Present ideas, findings and conclusions in texts Are able to communicate their findings in
and modes that incorporate digital and non- a written and verbal format
digital representations and discipline-specific
Sequence familiar objects and events for
terms (ACHASSI061)
- By Sinead Flynn example students understand that Football is a
part of Australian culture
- The representation of Australia as states and territories By Sinead and Courtney
and as Countries/Places of Aboriginal and Torres Strait
Islander Peoples; and major places in Australia, both Knowledge of how to scan a QR code with an
natural and human (ACHASSK066) iPad.
- Draw simple conclusions based on analysis of By Imogen Kyros
information and data (ACHASSI058)
- By Imogen Kyros

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
competence
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:

Use metal detectors to find the different Australian puzzle pieces.
Demonstrate working together collaboratively by taking turns with the metal detectors

Assemble the Australian puzzle pieces together.

By Courtney Payne

As a result of this lesson, students will be able to:

Describe their findings, by using key vocabulary about what they see and feel
Work together by sharing the microscope with the other students in the group
Identify where that object/animal belongs as a representation of Australia
By Sinead Flynn

As a result of this lesson, students will be able to:

Scan QR codes on an iPad.
Demonstrate taking turns in using the iPads.
Write a list of five Australian animals and the animals name, habitat, location and diet.
By Imogen Kyros

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Pre Organisation
Email Monique Weinman (Year 3 North Fremantle
teacher) about access to the sand pit and a list of
students names.
Find Australian Themed Text Im Australian too By
Mem Fox
Rehearse text
Gather icon Australian items. (Vegemite, tim-tams,
milo, football, Australian map, eagles football jersey,
text books: My Fly in Fly out Dad, Wombat Stew,
Australian toy snake in a mesh bag)
Large Australian map, and a family photo with
Velcro attached to the back and a small piece
attached on the map underneath Paraburdoo
Create an Australian map puzzle. Each piece
representing each state and territory
Cut out individual puzzle pieces
Laminate each puzzle piece
Create small titles of each state and territory as well
as capital cities. Cut out and laminated
Clear contact paper clips to the back of each
laminated puzzle piece
Charge metal detectors
Answers sheet. Photograph and colour code for the
two Australian puzzle combination
Example map with paper clips connected to the
back
Design, print and create a passport for each
student (21) as well as a teachers example (2)
On the Day Organisation
Teachers chair
Carry Box
Text Book Im Australian Too By Mem Fox
Behaviour Management Plans
Continue with Miss Weinmans plan
- 3 warning system
- Time out
- Direct Instruction
Emphasise on turn taking
Lily
Miss Weinman will be working alongside Lily,
throughout each lesson activity.
By Courtney Payne & Sinead Flynn
Courtney Payne Activity
Lily - Will work closely with Miss Weinman to reduce
the sense of competiveness.
As this activity is based on turn taking and some
student struggle to take turns, empathise that this
activity students will need to work together to
accomplish the activity. Give each child in the group a
job role.
Student whom need extra support: will be offered a
laminated copy of a blank map of Australia to guide the
puzzle pieces in the correct places.
Extension: In a different part of the sand pit will be the
title of each state that will ask the student to label each
of the state puzzle
Further extension will include burying capital cities
names

Check list with students names attached to a

clipboard Student EA After each group rotation will bury the 2
23 Passports Australian puzzle combo underneath the sand whilst
All Australian items the teacher explains the activity.
BlueTak
By Courtney Payne
Whiteboard marker to write Miss Payne on the
whiteboard Education Assistant is to assist educator
Put Sally the snake and the example passport into with children using the microscopes that are
a mesh bag and leave it near the teachers chair attached to the computer, and assist with any
Wrist watch prompting or modelling of the activity
Markers to make the boundaries around the sandpit Students have been grouped prior to the lesson
and grassed areas to assist with limited behaviour issues from
Sticky pad to wrote anecdotal notes on occurring
Weather conditions For the students that may not be on the same
If it rains. Map can be hidden in a preselected academic level as the rest of the class scaffold
undercover area within the schools groups or within the work. If they are struggling to read the
the classroom. words assist with modelling the reading of the
questions
By Courtney Payne Adhere to class behaviour management plans
and techniques e.g. class clap, bells
Prior to the lesson organisation Students that struggle to share, as this activity
Speak with Monique Weinman and identify what involves sharing emphasise sharing, praise
subject she would like the students to focus on when students do share, if they dont model the
Research an activity to teach students about positive behaviours
Australia, suitable to engage all students, whilst
incorporating ICT By Sinead Flynn
Gather resources to be incorporated in the lesson:
Boomerangs, a stuffed Kangaroo and Koala, a Students on behaviour management plans will
football and honkey nuts. be guided by a teacher assistant.
Make sure each item is placed in a mesh bag By Imogen Kyros
which doesnt allow students to see what is inside
the bag, each bag is to be numbered 1 5
Assist Courtney with developing the passports,
making sure my page in the passport has
questions displayed such as: What do I feel like?
What do I look like? What am I? and enough
lines for students to answer
Assist Courtney further with developing the
students passports
Inform both Jenny and Louise what ICT would be
needed for the lesson to take place
Checklist to be printed for assessment
On the day of the lesson
Make sure all bags are filled and are brought into
school
Make sure mine and Jennys laptop is charged and
brought in to school
2 x Microscopes are collected from Jenny and
Louise
5 pencils, a sharpener and an eraser allowing
children to fill out their passports
Checklist for assessment is to be brought in

Notes for Education Assistance

Set table up for the lesson
By Sinead Flynn

Teachers Prior Preparation/Organisation:

-5 QR codes labelled 1 to 5 with information about 5
Australian animals and the animals name, habitat, location
and diet
-1 demonstration QR code
-2 iPads
-Australian explorers passport question book
-Pencils
-Students are paired based on who works well together
By Imogen Kyros

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Were the students able to describe what they felt inside the bags?
Were students able to use the microscopes?
Did the students work collaboratively and share the resources?
A checklist is to be used to observe one student at a time to see if they were able to meet the
lesson objectives
What tasks were found either too difficult or easy by the students?
What assistance will students need to identify objects from around Australia
By Sinead Flynn
Teacher self-reflection and self-evaluation:
How was the task explained to the students? Were they able to understand the task?
Was the lesson engaging for the students involved?
How can this lesson be adapted for further learning?
Was the lesson able to be achieved by all students?
By Sinead Flynn
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Resources/References
Time By Courtney Payne
1.10pm Motivation: Write Miss Payne and the year 3 groups
up on the white board
On arrival, pre-service teachers are to collect any
ICT resources from Jenny and Louise, and are to
set up their activities and the introduction, prior to
the year 3 students coming into the classroom. Teachers chair
Mrs Weinman will instruct students to move their
way to be seated on the floor in front of the

Text Im Australian Too By Mem Fox

teachers chair.
Teacher will be seated on a chair, beside the show
and tell table with the text Im Australian Too by
Mem fox on her lap, with the cover facing the
students, to give the children a slight indication of
where the lesson will be heading

Introduction:
- Using a clap pattern for attention
- Repeat clap
- Whilst introducing point to the name that is written
up on the whiteboard My name is Miss Payne, so
good afternoon year 3s
1.15pm And Im here again today with my fellow Teachers, who Text Book. Im Australian Too
can remember what we were talking about last week
when we visited? Thats right we were learning about
Australia. Today we are going to revisit the topic and
learn more about Australia.
- Introduce the text Show and Tell table
Today I want to share with you one of my favourite
books about Australia. Its called Im Australian Too
By Mem Fox.
- Read text

Thank you for letting me share that story with you. Now I Signed Eagles Football
1.20pm want to share something else with you. I want to share this
very exciting Australian table I have set up next to me.

Guided Questions Australian Map

Who can tell me one thing they know about Australia Family Picture

- Direct students attention to the show and tell table

- Highlight and discuss three particular items
Eagles Footy
Hands up if youve watched AFL football before? , Hands
up if you follow the Fremantle Dockers? Hands up if you
follow the West Coast Eagles? Did you know that Australia
is the only country in the world that plays this sport.

The Australian Map Family living up in Parabadoo.

Now I know that we are all super stars on our capital cities.
So Hands up if you know the capital city of Western
Australia?

- Choose 1 student to answer the question.

Thats right Perth. So right now in this room we are all living
Australian Rough scaled Snake
in Perth. But I want to share something with you. This is my
Mesh bag
family. My family doesnt live in Perth, but they still live in
Western Australia.They live in a small town called
Parraburdoo which is a 17 hour drive from Perth.
- Place family photo on the Australian map on the
location of Paraburdoo. Thats all the way up here.

Snake
Be mindful of Olivia and Lily who struggle with self-
regulation and may draw attention to themselves.
Redirect attention to the snake.
Place hand in the bag, and act curious about what it
is inside the bag

Enthusiastically I will say;

She was a bit shy earlier and didnt really want to come
out. But I think because weve been so quiet I think she
might want to say hello to you all. So lets be super quiet
and not move a muscle

- Pick up the mesh bag that contains the toy snake.

And reach in slowly pull out the snake.
This is Sally. Sally is a rough scaled snake. She lives in the
Australian Zoo, in Queensland near small lakes and rivers.
She is venomous, so its a good idea not to go near her.
1.30pm Sally is an Australian reptile. And I am very proud that she
came out to say hello to you all.

- Introduce the Australian Passport by Sally the snake

diving back into the mesh bag and pulling out an
example passport.
Sally has brought a present for you all. She made each of
you a very special passport
- Hold up an example of a passport and rotate slowly
in front of the class
In a minute we are going to move into our groups for
todays activities.
- Draw attention to the pre-written groups that are
written on the whiteboard.
In your groups you will find passports that have been
created for you. In each of the passports there are five
activities. You will be working in rotation and have a turn at
every activity to fill in each page of your passport, at each
activity you will get a sticker to say you have completed this
activity.

TRANSITION
(Each teacher stand up and clearly put arm up for students
to see where they need to be going) Teachers example of a Passports
- Group 1 you are with Miss Flynn. Could you please
stand up and walk nicely to Miss Flynn over there
and line up in front of her.
- Group 2 you will be with Miss Kyros. Could you
stand up nice and tall and walk to the back corner.
- Group 3 you are with Miss Italiano. She is going to
take you to that mat area.
- Group 4 you are going with Miss Smith. Stand up
please and move nicely to Miss Smith, where she is
going to take you to your activity
- Group 5 you are with me and we are going to go
outside. Could I please have you stand up tall and
lining up quietly in front of the back door.

By Courtney Payne

Lesson Steps (Lesson content, structure, strategies & Key

Questions):

Activity 5 - Australian Puzzle Activity

The EA teacher will buried the two sets of Australian puzzle
pieces over the upper primary schools sand pit.
One set on the right side of the sand pit and the second set
on the left hand side of the sand pit.

EA Pre-Serves Teacher
2x Australian Puzzles
Sandpit
Coloured cones
2x Metal Detectors
Answer sheets

1. On the first rotation students will be seated on the

small grassed area that has been marked.
Morning group 5. How are we all this afternoon?
Today we are going to become Australian Detectives. But
first we need to go through some rules about our area. As
you can see around us I have put out a few coloured cones.
This is our classroom. So I dont want to see anyone trying
to play on the play equipment or go off outside our boundary
markers.

Group one rotation will be handed out their passports that

have previously named. Express that the Australian
Detective page we will work on at the end is page 1

2. Redirect students attention to the equipment and

learning objectives
Guided Questions
- Who know what a detectives does?
- What type of equipment do detectives use to help them try
and solve these puzzles?
3. Focus students on what todays task will entail to
allow for students motivation for the lesson
As we have just spoken about detectives, we know that
they need different tools to solve their problems. Our tool

that we are going to use to today to help us find clues

hidden in the sand pit are metal detectors. Who has used
these types of metal detectors before?
Some of us have and some of us havent so lets try an
example.

HOW TO USE THE METAL DECTECTORS

1. Turn on my metal detector by pushing the top button up
2. Wait for the beep sound to tell you it is on.
3. Using your example map go around to each metal
detector and allow students to scan over the map to check if
theirs is working

4. Now that we all know how to use the metal

detectors, I am going to put you into pairs. This is
your team. You and your team mate have to work
together using the metal detectors to find the
hidden puzzle pieces that are in the marked out
area. Once you have found 5 piece I want you to
bring it back to the grassed area we are sitting on
and see if you can put the puzzle together. Any
questions? Lets go!
5. Allow students to work in teams to find 5 pieces of
the puzzle and try to figure out what the puzzle is.
Guiding Questions

What does it look like?

What do we know that looks like this?
Do you remember what subject we are learning
Example Map
about today?
Do you think we need more clues to help up with
this puzzle?

6. Allow students to go back to the sand pit and find

the remaining pieces of their Australian map puzzle.

Guided Questions
How many states are there?
How many territories does Australia have?
If we add our 6 states and our 2 territories together,
how many do we get?
And how many pieces of the puzzle do you have?
Do you need more piece to solve your puzzle?
1:30 Ask your group members what they think.
2:45
7. Give students a 5 minute warning to the end of
lesson
8. Reuse the clap pattern from introduction to call for
attention.
That is the end of our Australian Detective Lesson.
Could we all please line up in one straight line in
front of me so that I can stamp your passports and

we will all walk nicely to your next group.

Whilst group are rotating the Pre-Service teacher will rebury

the 2 sets of Australian puzzles in the set boundary areas.

Lesson Closure & Transition:(Review lesson objectives

with students)

Monica and Karis are closing and transition of the lesson Checklist with anecdotal notes

Assessment: (Were the lesson objectives met? How will

these be judged?)

The teacher observe the students during the task

what they are doing and questioning the
representation of their maps
Teacher has a checklist to mark off whether or not
the students have understood how to use the metal
detector.

Students will be assessed using a checklist and anecdotal

notes. They will be assessed on their ability to:
Use metal detectors to find the different Australian
puzzle pieces.
Demonstrate working together collaboratively
Assemble the Australian puzzle pieces

Future planning:
The location of Australia's neighbouring countries and their
diverse natural characteristics and human characteristics
(ACHASSK067)

By Sinead Flynn Activity one

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

1) Once all of the group of four students are with

the educator they are to walk over to the table

The teacher is to ask the students:

Who can remember what we have been learning about,
when we were in the class last week and this afternoon?
Thats right, we have been learning all things about
Australia. Does anybody have a favourite thing about
Australia?
By doing this is allowing for students to gain some
interaction with the new educator and engagement
towards the lesson, rather than going straight to the
lesson.
I have 4 special bags all set up for you children. Each bag
has something about Australia inside. Some may be
animals and others may be objects. I need each of you to

put your thinking caps on and were going to try and

investigate whats inside the bags. First open up your
passports to the first page, who can tell me what it says up
the top? Thats right what do I feel like? On this page what
we are going to do is, place our hands inside the bag, not
peeking at whats inside and were going to feel the object
inside. Once you have felt the object, you are to describe
what you have felt on this page. (pointing the page where
they are to write, then turn the page over to the next) On
this page it says what do I look like? Now for this one I
have an extra special microscope that we are going to use
to view whats inside the bag. What we do it we place the
microscope inside and watch what we can see on the
computer screen. After we have done this we are to pass
the bag to the next person. And on the very last page it says
what am I? on this page after you have gone through each
bag you are to describe what it is, and write a description
such as; where can you find me or what do I eat. Each bag
has a number on it, and each number matches with the
boxes on the page can you see these numbers? So make
sure you are to match them accordingly to the box.
When the activity is being described to the children,
the educator needs to be enthusiastic to allow for
children to be intrigued and engaged
The aim is to have students use vocabulary to
describe what they feel and see in the bags, once
they have described this, they are to identify the
object/animal and write a brief description, allowing
for the students to identify animals and objects that
represent parts of Australia
Now as I only have two computers, and two microscopes,
we need to share. So when we are waiting for the other
person to finish looking at whats inside the bag, maybe try
and think what the object may be, or draw what you have
felt. But be sure not to tell anyone what you think it is.
Have 2 spare bags, one bag is used for the educator
to model the expectations, place hand in the bag and
begin to use descriptor words to describe what is
being felt.
Ooo.. Whatever is in this bag, feels very tiny and a little bit
rough on the edges. I wonder what it could be?
Pass a bag to each of the students, and have them
start the activity
2) For the students that may be struggling to
describe what they feel, the teacher is to model
the language about what they can feel, to allow
for the student to gain some key vocabulary that
can be used to describe what they feel.
Let me help you with some words that we can use to
describe what we feel. Is it bumpy? Can you squish it? Can
you give me a word that you can use to describe what you
can feel? Can you write down what you feel?
Encourage that students efforts and working out
words to use to describe what they could feel inside
the bag.

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For the students that are excelling and have the

ability to find out what is in the bag. Have those
students write more about the animal or object i.e.
Where does the Boomerang originate from? What
state would you find a Koala in the wild?
To check for students understanding to see if they
have comprehended the task, select a student at
random (or a student that may be going off task) to
either use words to describe what they saw in the
microscope, or what they felt with their hands.
If they have completed this activity the other 2 bags
are to be used, or have students find something
around the classroom that represents Australia and
place it in a bag and ask another student to use the
microscope to view what they see in the bag
Give the students a signal that there is 2 minutes
remaining of the activity
At the end have the students show the teacher or
E.A their passport, once either the E.A or student
teacher sees that they have completed it, they are to
have a sticker placed in their book to say they have
completed activity one, and are asked to move
quietly to the next group
Assessment:
- One student per group is to get assessed using a
checklist, to observe if they have met the lessons
objectives. The student that is to be assessed is to
have the educator sitting beside that student
gathering information, if the student had met the
lessons objectives, or if they need further assistance Australian Explorers Passport
or a challenge in the future Demonstration QR code
- Students passports will also be used to identify if the iPad
students understood the activity
5 Australian animal QR codes
Students Was the student Were they able Were they able to
name able to work to describe their identify where the
cooperatively by finding using object/animal
sharing the key vocabulary represents in
resources e.g. hard, soft Australia
to describe their
findings 2 iPads

Activity 2 Imogen Kyros

Motivation and Introduction:

1. Teacher assistant brings new group to the activity

11


table.Teacher gains students attention and shows

the group which page the QR activity is on in the
Australian Explorers Passport.
2. Teacher shows demonstration QR code and shows
how to scan it with an iPad.

Lesson Steps (Lesson content, structure, strategies & Key

Questions):

1. There are five QR codes around this area, each

one will tell you information about a specific
Australian animal. One person in each pair will scan
the QR code with an iPad and the other will scribe
the information into this activitys passport page.
Both pair members need to have scanned two
codes each and have scribed twice. Once your pair
has scanned all the QR codes you need to make
sure that both team members have written down the
information in your passport. After you have
completed this we are all coming back to this table.
2. Teacher gives each pair an iPad.
3. Pairs begin activity.
4. Pairs finish activity and come back to the table.

Lesson Closure:(Review lesson objectives with students)

1. What Australian animals did the QR codes have
information on?
2. What is one fact you learnt about an Australian
animal?

Transition: (What needs to happen prior to the next

lesson?)
1. Teacher assistant takes students to the next activity.

Assessment: (Were the lesson objectives met? How will

these be judged?)
Were the students able to scan QR codes on an
iPad. This will be judged through a checklist of the
students names and whether they scanned a QR
code or not.
Were the students able to demonstrate taking turns
in using the iPads. This will be assessed through
anecdotal notes.
Were students able to write a list of five Australian
animals and the animals name, habitat, location
and diet. This will be judged on what they wrote on
the QR code activity pages in the Australian
Explorers Passport.

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