Lesson plan: Water as a resource

Year level: Year 2

Number of children: 25
Date: 25/07/2018
Duration: 40 minutes
Area of learning: Science
Topic: Water

ACARA Outcomes/Concept Descriptor: Earth’s resources are used in a variety of ways

(ACSSU032)

Specific Learning Outcomes:

Children will be able to:
- consolidating living and non-living objects
- coming to an agreement on definitions
- discussing possible reasons behind the need for water (prior knowledge)

Resources:
- A3 paper
- Colour Texta
- Science books
- Pencils and erasers
- Smart Screen
- YouTube clip: https://www.youtube.com/watch?v=0y3Ta5xcKV4

Structure of the lesson:

- Introduction: provoke thinking about water:
- What can we use water for?
- Where can we find water?
- Who else need water?

- Learning Experience/Activity:
- Brainstorming
- Divided into three groups
- Students contribute their ideas (using prior knowledge) to work out a
mind map about water with the help of other adults (PST and class
teacher)
- Watch the Video “Tiddalick the frog”
- Independent working (at table):
- list 5-6 things each of living and non-living things
- Use double page to write

- Conclusion:
- Go back on the Mat and share ideas:
- Why do you think people need water?

1
 - There are some kids don’t have the access to clean water in the world.
Why?
- Chat with your family and find out why our body need water? What will
happen if we don’t have water? (as homework)

- Assessment:
- Children’s work will be examined

- Differentiation:
- The three groups are divided based on their similar level of overall
competencies.
- Extra support will be provided for the struggling children or ask them to list 1
or 2 for each living or non-living things
- For those who completed the task (living and non-living things) earlier,
challenge them to think of more

Self-Evaluation:
It was the first lesson of the series on this topic. The primary purpose is to get children's prior
knowledge as well as provoke their thinking about how water is related to our lives as a
resource. During the brainstorming session, the children showed their rich existing
understanding of the water. The children were engaged in watching the video and were able
to develop their thinking based on the content of the video. As expected, some children did
have problems in coming up with five or six items about living and non-living things. With the
help of other adults in the room, most children could complete the task at the given time.
There are several unproductive behaviours occurred during the process of individual work
mostly because of their finishing off the job much quicker than the others. More challenging
questions should be prepared for these children next time.

Teacher’s Feedback:
Yan was well prepared, she discussed her intentions for the lesson, shared the lesson plan via
email before the day and discussed with me the morning of the lesson any changes that might
needed to happen (as a result of general school day interruptions), asked for feedback on the
lesson plan and altered based on availability for materials at school. The delivery of the lesson
showed an understanding of the needs and abilities of the children. You adjusted your pitch,
explanation and timing according to your observations.
Things to think about:
- How will you keep your assessment records, and report to the children about their next
steps?
- If the lesson isn’t working for a child or a group of children, how will you support that child
to still success?

2
Children’s work samples:

3
4