Professional Documents
Culture Documents
Forward Planning
Document
Primary
University of
Notre Dame
Amelia Wesley
20162941
English CONCEPT MAP Maths
Plan, draft and publish imaginative, (option 1) Construct displays, including column graphs,
informative and persuasive print and dot plots and tables, appropriate for data
multimodal texts,
choosing text structures, language features,
Religious Education / Spiritual Education type, with and without the use of digital
technologies (ACMSP119)
images and sound appropriate to purpose
and audience (ACELY1704)
This will be addressed in the fourth lesson as
students collect data from their investigation.
Through student’s informative poster in the
final lesson.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Conclusion:
11. As a class discuss students findings, What birds
did they see and what did they notice about
them. Use key question 3 to begin class
discussion then move to question 4.
12. Move students back to their desks. Instruct
students to think about what they have seen
today and write a question or statement on a
sticky note about what they would like to learn
or investigate about birds.
13. Have students stick their sticky notes on the
wonder wall.
Ethics Safety Groups
Students are to When moving During this
not to attempt around the lesson no small
to touch or harm school, group work is
the birds in the students are to done but
process of stay in a large students need
investigating group and to be watched
them. follow the and monitored
teacher. closely as they
move around
the school as a
whole group.
5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Conclusion:
12. Have students discuss what they just did and
what they discovered.
13. Have students remain seated in their groups. In
their groups have them download the reflection
activity off the weebly page and match up the
bird to the ‘food’ to the ‘beak’.
14. Following this discuss students predictions and
provide the answers.
15. Discuss why the bird beak matches the bird and
how that relates to what it eats.
16. To conclude the lesson discuss with students
whether their predictions were correct.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Conclusion:
9. Go through the activity sheet that students just
did. Go around the class collecting answers.
10. Have students look at the definition they
developed at the start of the class. Added to the
definition by asking the fifth key question.
Ethics
No ethical considerations need to be made for this
lesson.
Groups
Groups will be made according to seating, ensure
that students who require assistance are not
dominated from those requiring extending and vice
versa.
Safety
Ensure students are on task and not bored.
5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
Conclusion:
9. As students begin to finish have them graph
their results and state whether their question
was right.
10. As a class discuss what students questions
were and what results they recorded.
11. Ask students the last two key questions to
conclude the lesson.
Ethics
Students need to be monitored if they choose to use
living things in their experiment. Students need to
treat living things with respect and dispose of plant
material appropriately.
Safety
Students need to wear safety glasses as they conduct
their experiments to ensure no harmful materials
enter the eyes.
Allergies need to be taken into consideration if food
products are being used.
Groups
Students should be grouped according to their ability
so those requiring extending can be extended
together and those requiring assistance can be
helped all at once.
5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)
7/5 ACSS ACSH ACSIS Students will be Students poster Introduction: 1. What have https://www.y
U043 E081 231 able too… will be assessed 1. Read students the book What Do You Do With we outube.com/w
against a a Tail Like This? By Steve Jenkins and Robin discovered atch?v=1ARuoc
Research and marking rubric. Page. about in _mrs4
identify adaptations The rubric will science over
2. Ask students the first key question. Have
in Australian identify whether the past few
Animals. or not students them do a think-pair-share. Have students lessons?
think independently and then share with the http://www.bb
have achieved
person next to them. Students will then share c.co.uk/nature/
Present information the lesson 2. What have
adaptations
in a legible and objectives with the whole class. you
informative discovered
manner. Body: about the
3. Ask students if they can think of any other adaptation
animals with unique adaptations. Have that your
students share these with the class. animal has?
4. Inform students that they are going to
3. What has
research and Australian animal of their interested
choice and identify the key adaptations that you about
this animal has. Students are then going to what we have
present the information in a poster. been learning
5. Students can choose to work independently about?
or in pairs provided that they work
4. What is
efficiently and cooperatively.
something
6. As students research for the poster move you have
around the classroom engaging students in learnt about
questioning (key question two). adaptations?
Conclusion:
7. Have students placed their posters on the
desk and stand behind their seats. Students
will do a gallery walk and move around the
classroom looking at their peers posters.
Encourage students to read the posters and
learn about other Australian animals
adaptations.
8. To conclude the lesson and the unit of work
ask students the third key question. Discuss
as a class and then moved to question four.
Ethics
No ethical considerations need to be made for this
lesson.
Safety
Students need to be kept on task and engaged to
prevent any misbehaviour.
Groups
No groups will be used in this lesson, students will
work independently.