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Lesson Plan A

KLA: Science Stage of 4 Year 7 Lesson 60


Learner: Group: Duration: minutes
Safety Classroom safety protocol applies. Printing / All worksheets must be
Considerations: Preparation: printed and laptops must
be available. Book Laptop
trolley if available.

Knowledge and Living World Working Scientifically Questioning and


Understanding(K&U) (WS) Strand(s): Predicting
Strand:
K & U outcome(s): Relates the structure of WS outcome(s): Identifies questions and
living things to their problems that can be
classification, survival and tested or researched and
reproduction SC4-14LW makes predictions based
on scientific knowledge
SC4-4WS

K & U context LW1- There are WS context WS4- Students question


statement: differences within and statement(s): and predict by
between groups of
organisms; classification
helps organize this
diversity. (ACSSU111)

K& U content A) Identify reasons for WS content A) identifying questions


descriptor(s): classifying living descriptor(s): and problems
that can be
things 
 investigated
scientifically
B) Classify a variety of (ACSIS124,
living things based 
 ACSIS139) 

on similarities and
differences in B) making predictions
structural features based on

 scientific
knowledge and
their own
observations
(ACSIS124,
ACSIS139) 


Highlight any areas addressed within lesson:


General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:


Explain why classification is important and classify Students should be able to find some reasons for
living things based on the structural features. classifications through class discussions.
Students should be able to classify living things
based on specialised structural features.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson


element
1.5- Metalanguage is always present in science, no matter what unit of work the students are
Metalanguage presented. Some examples within this lesson includes; organisms, classification, diversity and
Dichotomous Key.
2.2- Creative thinking can increase engagement within the class. The “DIY project” consists of building
Engagement their own classification model depending on what animals they are given. The online game will
also be a fun interactive activity within the groups.
3.4- Inclusivity The students will be working in groups to classify a variety of living things. This will provide an
inclusive and positive learning environment for the students.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 mins Teacher will welcome the Sit down and listen and Access to laptops and internet
class and mark the roll. A get organised as they are
brief outline of what the told.
lesson will consist of. Tell the
students to log into the
laptops so that it is ready to
do so while you explain the
outline
Begin PowerPoint slides.

5 mins Teacher writes “organisms” Contribute to the lesson White board and marker
on the board and creates a by saying answers as
mind map with the help of Living things
the students. Animals
(PRE ASSESSMENT to test Plants
background knowledge) Bacteria
Fungus
Body of Lesson:
Time Teacher Activity Student Activity Resources
20 mins Go through the concept of Pay attention and Printout of a classification key for
classification and the participate in the class animals, view Appendix 1
importance of classification discussion.
in a class discussion. A brief Take some notes as we
introduction into the levels of go.
classification and the diverse
organisms within our world Possible answers –
(Plants and animals). 1) A way of organising
Introduce the five kingdoms or grouping
through the printout for organisms,
reference. This lesson, the communication,
focus is on animals. common language-
Explain the difference Binomial naming
between Vertebrates and (will address later)
invertebrates (backbone/ no
Backbone) 2) Similarities and
Explains Dichotomous key differences,
(usually consisting of Structural features,
couplets and a statement where they live and
each) and taxonomy (a behaviour
branch of science which deals 3) Legs
with classification process) Wings
Hand out classification key. Heart
Bones
Questions:
1) What is classification?
2) What are some of the
things we need to think
about in order to
classify organisms?

3) What are structural


features?

15 mins DIY PROJECT- Along with Pair up with the students View Appendix 2
their textbook and the next to them and
internet, students are to organise the animal A3 paper
build their own classification cards with their own Marker
key with some printed animal classification key. This glue
cards given to them. Here’s will be done on A3
an example: paper.
(draw it out n the board) Can be as creative as
possible and it does not
example on the board. have to follow the
taxonomy or
dichotomous key
E.g. Cards given- Cow, dog, provided at the
parrot, bat. beginning of the lesson.

Classification- has four legs


(cow, dog, pig). Herbivore
(Cow). Carnivore (Dog).

Has two legs (Parrot, Bat).


Has feathered wings (Parrot).
Has Leathery wings (Bat)

Gives out a few cards (4 for


each pair) and tell them to
begin the activity

Teacher Walks around asking


questions (Formative
Assessment)
10 mins Online game- A quick One member comes up View Appendix 3 for the link
competition within the to play the game. The
groups that they are already rest of the group can
in. One person (nominated help by providing
by the group) will come up to suggestions to make sure
the smart board and play the that they score the most
game. The group can help points.
along by providing
suggestions (in class group
quiz)
Conclusion:
Time Teacher Activity Student Activity Resources
5 Mins Re-cap what was learnt Participates in the final View Appendix 4 for worksheet
today. discussion. provided.
Question-
What is classification and Notes it down the
what is the need for homework in the diary
classification? and takes home the
worksheet.
Set Home Work Task. This is
to summarise the work they
have done and also provides
additional vocabulary as an
extension task. This will also
aid in next the next lesson as
we will be studying the
classification of plants.
- Classification crossword
puzzle (tests Literacy
and knowledge) Note:
Not graded, more for
fun.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?


Able to explain Pre Assessment by doing a brain storm in the beginning of the lesson
classification
Able to state the Class discussion and the pair work will help the students realise that
reasons for classification is important. In their own way, the will be able to realise the
classification reasons for classification.
Understand what Formative assessment (DIY PROJECT) will be used to successfully measure this
structural features criterion.
are and why they are
important in
classification

Reflection:
What have I learned about Since I am preparing this for a year 7 class, it is vital that I keep this as
teaching and learning simple and as entertaining as possible. They have just been introduced to
processes when preparing a topic most of them probably have never heard before. I have put the
this lesson? focus on animals this lesson and extended the content to two lessons so
that plants will be the focus in the next lesson. Even though the stage four
syllabus dotpoint do not state ‘levels of classification’ as a learning
activity, this will help the students understand the importance and the
organisation of classification.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson


Standards
3.4 Select There are cut and create activities, online game and summary worksheets to make sure
and use students are engaged.
resources
2.2 content It’s the beginning of the new unit of work, thus starting from from the beginning of the
selection & content outcomes will provide an easier progression towards the harder content.
organisation

References
For any lesson resource that is not a web-link, you need to list it here in APA format.
https://s-media-cache-ak0.pinimg.com/originals/eb/41/9d/eb419da8e5236b552d968d6bcb406eee.jpg
Date accessed 2nd August 2017
http://www.pearsonplaces.com.au/places/secondary_places/science_place/science_companion_websit
es/science_dimensions_1.aspx
Date accessed 2nd August 2017
NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

Appendices

Appendix 1- Printed classification guide-

Appendix 2- DIY PROJECT- Build your own classification key


Appendix 3

Online Interactive Game-

http://www.pearsonplaces.com.au/places/secondary_places/science_place/science_companion_webs
ites/science_dimensions_1.aspx

Date accessed- 31/07/2017

Appendix 4

Homework Task- Crossword Puzzle, taken from their provided workbook in class.
Appendix 5

Lesson one PowerPoint Slides


Lesson Plan B
KLA: Science Stage of 4 Year 7 Lesson 60
Learner: Group: Duration: minutes
Safety Classroom and Practical safety Printing / All worksheets to be
Considerations: policies apply Preparation: printed. Laptop trolley
booked.

Knowledge and Living World Working Scientifically Conducting Investigations


Understanding(K&U) (WS) Strand(s): &
Strand: Processing and Analysing
Data and Information
K & U outcome(s): Relates the structure and WS outcome(s): follows a sequence of
function of living things to instructions to safely
their classification, undertake a range of
survival and reproduction investigation types,
SC4-14LW
collaboratively and
individually SC4-6WS

processes and analyses


data from a first-hand
investigation and
secondary sources to
identify trends, patterns
and relationships, and
draw conclusions SC4-
7WS

K & U context LW1- There are WS context WS6 Students conduct


statement: differences within and statement(s): investigations by:
between groups of
organisms; classification WS7.2 Students analyze
helps organize this data and information by:
diversity. (ACSSU111)

K& U content B) classify a variety of WS content A) collaboratively and


descriptor(s): living things based on descriptor(s): individually conducting
similarities and a range of investigation
differences in types, including
structural features 
 fieldwork 
 and
experiments, ensuring
C) use simple keys to safety and ethical
identify a range of guidelines are followed
plants and animals (ACSIS125, ACSIS140)

B)constructing and using a


range of
representations,
including graphs, keys
and models to
represent and analyze
patterns or
relationships, including
using digital
technologies as
appropriate.

Highlight any areas addressed within lesson:


General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:


Classify a variety of plants based on the structural Be able to identify structural features of plants and
features. group them accordingly

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson


element
1.4 Higher- Students are required to produce a classification key for leaves.
order thinking
2.5 Student’s Students are required to choose their own characteristics and produce a unique key.
Self-regulation
3.1 Students are to call upon knowledge gained in the previous lesson whilst classifying animals and
Background constructing a similar key, based on structural features.
Knowledge

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Welcome the class. Mark the roll. Sit down, listen. View appendix 1 for
mins An overview of the lesson and Participate in class discussion practical activity
explanation of the practical activity about homework activity. handout.
- Sorting Leaves. Hand out
practical activity worksheet,
butcher’s paper, glue and a
marker.

Body of Lesson:
Time Teacher Activity Student Activity Resources
5 Ask students to get up and come In their practical groups, the A paper bag to put
mins outside to gather a variety of students venture outside (with the leaves in.
leaves for their practical. teacher) and collect a variety of
leaves from the garden next to the
class. Each group should have no
more than 10 different leaves.
20 Ask the students to begin the In their practical groups, students A3 paper, glue and
mins activity. Suggest that students will begin to sort through the marker (all provided).
should divide the leaves in to two leaves and present a key that
groups first and then two groups identifies each leaf.
again in each.

15 Discuss the results. Ask each group Each group get the opportunity to N/A
mins to present their key to the class present their key to the class and
with a justification (Literacy, also a explain why they chose these
part of formative task). Each group particular characteristics. 1 min
gets 1 min max. max
- Size
- Shape
- Colour
10 Hand some examples of Participate in the discussion and View appendix 2 for
Mins classification keys to identify a volunteer to answer the questions. the examples
variety of plants and animals. 1. Animals
Stand at the front and go through
the examples with the class 2. Plants
(Literacy and Knowledge)

Conclusion:
Time Teacher Activity Student Activity Resources
5 Wrap up the first three dotpoints Answer question asked and pack N/A
Mins in the syllabus. up.
Questions- What is the reason for Put back the glue and marker in
classification? their drawers and they may keep
the poster they created or bin it.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?


Identify structural First hand investigation- Sorting Leaves
features in plants
and classify them
into groups
Identify a range of Example worksheet given to students to identify animals from the pool
plants and animals according to the key as shown in appendix 2.

Reflection:
What have I learned about A hands on activity will always aid students in their understanding of
teaching and learning certain concepts. Building their own classification key (as they did for
processes when preparing lesson one) will build on their knowledge in being able to identify
this lesson? structures that can help to group plants. One again, since it is a year 7
class, it is vital that they don’t bore with multiple worksheets. I have only
used two in this lesson, where the class will participate in deciding what
animal or what plant belongs in each group.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson


Standards
4.1 Support Practical activity engages students to collaborate and integrate their own ideas and
student perceptions supporting student participation.
participation
2.2 content It’s the beginning of the new unit of work, thus starting from from the beginning of the
selection & content outcomes will provide an easier progression towards the harder content.
organisation

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

Practical activity adapted from-


NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

Appendices

Appendix 1 – Practical Activity Handout – SORTING LEAVES


Aim!

Materials+

·!
·!
·!
·!

Procedure+

!
!

Results++

Appendix 2 – Two examples of keys to identify a variety of animals and plants

ANIMALS-
PLANTS-

Lesson Plan C
KLA: Science Stage of 4 Year 7 Lesson 60
Learner: Group: Duration: minutes
Safety Classroom safety policies apply Printing / Print out all worksheets
Considerations: Preparation: and have laptop trolley
booked.

Knowledge and Living World Working Scientifically Communicating


Understanding(K&U) (WS) Strand(s):
Strand:
K & U outcome(s): relates the structure WS outcome(s): presents science ideas,
and function of living findings and information
things to their to a given audience using
classification, survival appropriate scientific
language, text types and
and reproduction SC4-
representations SC4-9WS
14LW

K & U context LW1 There are differences WS context WS9 Students


statement: within and between statement(s): communicate by:
groups of organisms;
classification helps
organize this diversity.
(ACSSU111)

K& U content D) identify some WS content D) constructing and


descriptor(s): examples of descriptor(s): using a range of
groups of micro- representations to
organisms honestly, clearly
and/or succinctly
E) outline the structural present data and
features used to information
group living including
things, including diagrams, keys,
plants, animals, models, tables,
fungi and bacteria drawings, images,
flowcharts,
F) explain how the spreadsheets and
features of some
databases 

Australian plants
and animals are
adaptations for E) constructing and
survival and using the
reproduction in appropriate type
their environment of graph
(histogram,
column, sector or
line graph) to
express
relationships
clearly and
succinctly,
employing digital
technologies as
appropriate 

Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:


Identify group of microorganisms Students to be able to identify types of
microorganisms
Outline structural features of Microorganisms Students be able to identify the structural
differences microorganisms
Explain how Australian fauna and flora use their Students be able to identify Australian flora and
specific adaptation for survival and reproduction fauna AND explain what the adaptation is and how
it is utilised for survival and reproduction.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson


element
1.6 Substantive Class discussions about microorganisms and going through the worksheet nd key point
communication contribute this element.
2.4 social Students work in pairs to complete the Venn diagrams
support
3.2 Cultural Students will research and present on Australian flora and fauna and this enables them to learn
Knowledge about their own country’s wonders

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Welcome class and mark the roll. Sits down, Listens Laptops and Internet
mins A brief outline on the activities
that is going to happen. While
instructions are said, ask students
to log into laptops
3 Bring up the slides on the first Participate in mini discussion by
mins page. Write down microorganisms calling upon prior knowledge
on the board and get students to
call out some answers.
Body of Lesson:
Time Teacher Activity Student Activity Resources
10 Bring up PowerPoint slides on Possible answers- Can cause Appendix 1-
mins microorganisms and explain. Types diseases. Good microbes live in our PowerPoint slides or
of microbes- focus is on bacteria, body lesson.
virus and fungi
Examples-
Questions asked- Yeasts (good and bad)– help with
agriculture and can cause
What are harmful microbes and infections such as thrush
what are beneficial microbes?

Before bringing up some examples


of good and bad microbes, ask the
class if they know any.

Bring up the next slide and ask


students to guess if each is good or
bad
20 Class activity of the worksheet (on Work in pairs and fill out the Laptops and internet.
mins PowerPoint and hand out) worksheet. Worksheet- view
Tell them to focus on two of the appendix 2
three microbes and fill out the
worksheet.

Assign microbes.
1 pair- Bacteria Vs Fungi
2 pair – Bacteria vs Virus
3 pair- fungi vs virus
Continue with rest of the class.
12 Go through the worksheet and ask Participate in class discussion and Completed
mins the pairs what examples they work with the teacher to worksheets by the
came up with for the disease distinguish between the three students for
component of the worksheet. microbes discussion.
Answer- Size
The worksheet also covers the Shape
structural features of fungi and Habitat
bacteria Nutrition
Methods of reproduction
POWERPOINT SLIDE- Thinking
time- How does micro organism Answer- algae and protozoa
get classified into groups? What
are some things that scientists look autotrophs/heterotrophs- Can
for? make their own food (algae)
Anyone know the other two types Heterotrophs- cannot make their
of microorganisms? own food
What does it mean by Eukaryotes/Prokaryotes-
autotrophs/heterotrophs and Eukaryotes have a nucleus.
Eukaryotes/Prokaryotes?

5 Explain the research task and let Note down dates in the diary. The PowerPoint slides
mins them know to note down in their
books and dairy.

This is an individual task


(Summative Assessment)
Conclusion:
Time Teacher Activity Student Activity Resources
5 Living world context one is Answers-
mins finished. (research task still due).
Wrap up with questions such as Communication, organization
Backbone and no backbone
What is the need for classification?
What is the difference between Legs, arms wings
invertebrates and vertebrates? Seeds and no seeds
Examples? Heterotrophs/autotrophs
What are some structural features
used to classify animals? Plants?
And microbes?

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?


Researching Summative task will help students research the said outcome.
Australian flora and
fauna

Reflection:
What have I learned about The thinking tool really helps to formulate the differences between the
teaching and learning three types of microorganisms.
processes when preparing
this lesson?

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson


Standards
3.2 Plan, Students learn well visual and summary points. The Venn diagram is a good example
Structure and of summary tool.
sequence
learning
programs
2.2 content It’s the beginning of the new unit of work, thus starting from from the beginning of
selection & the content outcomes will provide an easier progression towards the harder content.
organisation

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

Practical Activity; Sorting leaves- Rickard, G et al (2011). Pearson Science 7 Teacher’s companion (pp
204), Melbourne, Victoria, Pearson Education.

NOTE: Check your resources are attached


You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
APPENDICES

Appendix 1- Slides for the lesson


8/8/17

WHAT ARE
MICROORGANISMS?
Mic ro- extremely small (so small that it c an not be seen by the naked eye.

These organisms are so small, a mic rosc ope is the only way to see them!

MICROORGANISMS BENEFITS OF MICROORGANISMS




Dec omposes other organisms
Dec omposes dead rem ains and waste
H ARM OF MICROORGANISMS
• Can c ause disease in humans, animals
and plants
produc ts • A c arrier of diseases
• Medic ine- Vac c ines, Vitamins and • Spreads disease and viruses
Antibiotic s • Spoils food
• In food- yoghurt, c heese and
mushroom s
• Industrial produc ts- leather and textiles

TYPES OF MICROORGANISMS

•BACTERIA- Salmonella, Golden


staph, Gut flora
•FUNGI- Yeast
•VIRUSES- Influenza, Swine Flu, HIV

CLASSIFICATION OF MICROORGANISMS
RESEARCH TASK- FORMATIVE TASK
MICROORGANISMS
RESEARC H 3 AUSTRALIAN PLA NTS A ND 3 A USTRALIAN ANIM ALS.

TO PRO VIDE A 2 MINUTE PRESENTATION O N THE D IFFERENT AD APTATIO N O F


Prokaryotes Eukaryotes Non-L iving
EACH ORG ANISM , EXPLAINING HO W THEY US IT FOR SURVIV AL AND
REPRO DUCTION IN THEIR ENVIRO NM ENT.
Autotrophs Heterotrophs USE PO WERPO INT O R PREZI TO D ELIV ER THE PRE SENTATIO N
VIRUS
BACTERIA • DUE IN 2 LESSO NS
AL GAE
Can move Can’t move

PROTOZOA FUNGI

Appendix 2- Worksheet to be completed in class.

1
JUSTIFICATION
The class begins with a new unit of work, ‘The living World’. The lesson begins with the first context so that
the content dotpoints can be followed in chronological order. This will help the students understand the
basic concepts and theories of the living world in order to do higher order thinking for the upcoming
lessons and contexts. This lesson has been dedicated to ‘Questioning and Predicting’ from the working
scientifically strand where they are able to research questions and problems that helps to form predictions
in the topic of classification.

The class begins with a brainstorm on the whiteboard, where the word ‘organisms’ is circled and students
are requested to say what come to them upon seeing that word. This has been taken as a form of pre
assessment as it tests background knowledge, critical and creative thinking. This method can help the
teacher determine the level of background knowledge the students have in relation to this particular topic.
This can aid in the preparations of the lessons in the upcoming classes. The students then partake in a DIY
project, where they are to build their own classification key. This provides students with an opportunity to
generate their own open ended questions and answers and gravitate into a style of inquiry based learning,
as addressed by Edelson, Gordin & Pea (1999). This is set as a formative task to test their knowledge on
what they have learnt in the lesson so far. The lesson then goes onto a quick interactive online game to
provide the students the opportunity to engage in a social support environment within the classroom. This
further engages the students and also helps to reiterate the main concept of classification. Lastly, a small
and fun homework task –which will not be graded- is set out; this will help with some literacy in this topic
and learn some new words that will be used in the coming lessons.

This lesson will continuation of the last, as the second outcome ‘Classify a variety of living things based on
similarities and differences in structural features’ was not fully met. Animals were the focus point last
lesson, so this lesson, the focus will shift to plants. The students will work on a practical in the lesson;
Sorting leaves. This activity requires students to apply their knowledge of the classification from the
previous lesson to help them create their own classification key for the leaves. This activity provides
students the freedom to creatively develop a key, based on prior knowledge, as they direct themselves
towards an inquiry based learning (Healey, 2005). They are asked to present their keys to the class and
discuss why they chose certain features for their key in one minute or less. The presentation, as a form of
public speaking, will build some key literacy skills for the students. The next activity planned involves some
printouts of classification keys of both animals and plants. This is the final activity for the lesson and this is
tie in classification and grouping altogether. The teacher will stand in the front ask for volunteers or call
upon students to identify the animals and plants. The first and second lessons mostly covered the ‘Engage’,
‘explain’ and the ‘explore’ out of the Five E’s. since this was the beginning of a new new unit of work, going
in depth too much too far would have the students lose interest (Skamp & Peers, 2012).

Lesson three moves on to the last three content dotpoints in the chosen context. There are several
discussions involved within the lesson. Literacy skills are tested with some worksheets, where they are to
fill out some answers in regards to the comparison of the types of microorganisms. This lesson is mostly
based on literacy and discussion work, where students are provided with the opportunity for some active
learning, as explained by Brown (2004), where he states that it requires an improved recall and
understanding for the use of problem based learning. This also ties in with Wang, Haertel & Walberg
(1997), where the concept of metacognitive processes is discussed as a student characteristic where they
are able to test an evaluate their learning strategies as according to their general capabilities. This lesson
focuses on the ‘Elaborate’ and ‘Evaluate’ of the Five E’s from the teaching framework as it will be the last
lesson to cover classification and the teacher must try and make sure that no questions are left
unanswered.

Brown (2004) discusses the theory of ‘experimental cognitive psychology’ where the he outlines that
learning is a form of information processing. Students can store information in their brains but a constant
retrieval of those information will help with the processing of those information. To accomplish this, the
teacher will be asking questions at the end of each lesson and have PowerPoint slides with summary
dotpoints and tables to recap the key points throughout the lessons. This will also aid in their summarising
skills, adding to their growth in literacy. These are some questions should be able to tie in all the relevant
information that applies to the lesson. Group work has a been an integral aspect within the lessons
because it has been proven that it gives multiple perceptions on the tasks at hand which enable the
students to learn to take new directions in solving any problem based learning activity. Group work has
also proven to increase efficiency, encourage cooperation and interaction among the students (Chiraic,
2014).

Overall, the three lessons encompass the teaching framework model with the Five E’s; Engage, Explore,
Explain, Elaborate ad Evaluate. Implementation of this learning model is essential in creating a positive
teaching and learning environment (Skamp & Peers, 2012).
References
Brown, G. (2004). How students Learn. A supplement to the RoutledgeFalmr Key Guides for Effective
Teaching in Higher Education series. Acessed 1/08/2017. Retreived from
https://studmed.unibe.ch/infos/files/mme_11_how_to_learn.pdf

Chiriac, E H. (2014). Group Work as an incentive for learning- Student’s experiences of group work,
Frontiers in Psychology, Vol 5, article 558. Doi: 10.3389/fpsyg.2014.00558

Edelson, D C., Gordin, D N., & Pea, R D. (1999). Addressing the challenges of Inquiry-Based Learning
through Technology and curriculum Design, Journal of the Learning Sciences, pp 391-450. DOI:
10.1080/10508406.1999.9672075

Healey, M. (2005). Linking Research and Teaching: Exploring Disciplinary spaces and the role of Inquiry
based learning, Open University Press, pp. 67-78.

Skamp, K. & Peers, S. (2012). Implementation od science based on the 5E learning model: Insights from
teacher feedback on trial primary connections units, Australian Science Education Research Association
Conference, University of the Sunshine Coast, Queensland.

Wang, M C., Haertel, G D. & Walberg, H J. (1997). What helps students learn? Spotlight on student
success, Office of Educational Research and Improvement (ED), Washington, DC.