Topic 2 Lesson plan and Annotation

SOUTHERN CROSS UNIVERSITY – FINAL PROFESSIONAL EXPERIENCE TRANSITIONAL DAYBOOK TEMPLATE (REVISED 2016)
Date: 27/10 Term: 4 Week: Stage: 2 Class: 3/4P School: Ballina Primary
M Tu W Th F
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS FOCUS AREAS
1.5 Differentiate teaching to meet the specific learnings needs of students across the full range of students.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the ful
of abilities.
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.3 Use teaching strategies.
Include a range of teaching strategies.
3.4 Select and use resources.
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning,
Differentiation Assessment
Time Learning Intention Learning Activities
considerations Learnin
Outcome: ST2-1VA: Shows O) Video on Bubble Artist. Pose question:  Does T have his hearing  Use their answer
interest in and enthusiasm for http://www.youtube.com/watch?v=QseWXpkaGTY  aid? books to see if th
science and technology, What is a bubble? Write definition down in books a  grasped the scien
responding to their curiosity, bubble is a thin sphere of liquid enclosing air or another  Can everyone see past  concepts.
questions and perceived gas. SL?
needs, wants and
opportunities. G) Model bubble experiment explaining a bubble is a  Can SL reach the sink in 
sphere of liquid enclosing air or another gas such as  her wheelchair if not will
Learning intention carbon dioxide. The film that makes the bubble has  she need assistance?
Students will use a hands on three layers, A thin layer of water is the sandwich 
experiment to answer questions between two layers of soap molecules (have the diagram Students will need an 
scientifically. on the board). explanation of the brain 
pop answers.
Success Criteria E) Explain that there are many reasons why a bubble 
Students begin to use science pops. Evaporation of its water content, air turbulence, 
terminology and questioning related to and most commonly, dryness­ contact with a dry surface
the experiment. or dry air. Ask students to think about ways to decrease 
the chance of the bubble popping.

Set students out to the experiment with their equipment 
and experiment sheets. Take photos for their brag 
books.

R)
Share answers together. Go through brain pop questions
together using the website:
http://www,trivials.com/science­facts/facts­about­
bubbles/
Signature of supervising teacher: Date:
Annotations
A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of evidence.
Each piece of supporting evidence must be annotated by the teacher to demonstrate achievement of one or more standard descriptors of the
Australian Professional Standards for Teachers at the level of Graduate Teacher (BOSTES, 2015, p. 7).

Note the focus area and standard Note the type of Describe the document / artefact and indicate Describe how the document / artefact meets the
descriptor/s the artefact / artefact / document the possible impact or result of the artefact / standard descriptors you have identified.
document reflects document on teaching and/ or student learning

3.3 Use teaching This artefact is a The lesson demonstrated students ability By using the IWB students where able to
strategies Include a science lesson plan to use scientific questioning and effectively engage in what a bubble looks like
range of teaching from my second investigating. Students were given hands and how bubbles can be extorted to make
strategies. practicum. The on resources to explore a question they amazing things! Using the website students were
lesson involves lots had bought up when asked what science able to access the scientific theories behind
3.4 Select and use
of hands on questions have got them thinking. bubbles and how they work. (APST 2.6).
resources. Demonstrate
learning and Along with challenging the students I By using hands on learning alongside sheets to
knowledge of a range of
different resources. critically reflected on the students Zone fill and videos to watch students were busy and
resources including ICT, that
of Proximal Development in order to gain having fun while engaging in scientific learning
engage students in their
understanding of which students would while I catered for the different types of learners
learning.
take longer to grasp the concept and in the classroom. (APST 3.3.).
who needed further extending. By understanding and having a good relationship
1.5 Differentiate
The possible impact or result of the with the students I was able to differentiate
teaching to meet the
artefact was unlocking students interest teaching according to their needs. The sheet
specific learning needs
towards how science experiments work provided for students have varied levels of
of students across the
full range of abilities and unlocking science investigations. questioning to expand the students who needed
Demonstrate knowledge extension. The classroom layout and sequencing
and understanding of was able to cater for the needs of the student in
strategies for the wheelchair alongside wearing a hearing
differentiating teaching to necklace for the student with hearing aids. (APST
meet the specific learning 1.5).
needs of students across
the full range of abilities. The myriad of resources included, IWB, Youtube
video, Science website, activity sheets, bubbles,
2.6 Information and plates, straws, detergent extra. The resources
Communication were selected to engage students and minimise
Technology (ICT) the behaviour problems arising in the classroom
Implement teaching (APST 3.4).
strategies for using ICT to
expand curriculum learning
opportunities for students.