Virtual Learning Experience Blueprint

Virtual Learning Experience Blueprint

Lesson Content Learning Objectives Tools/Software/
Teaching Aids
Subject: Science Prior knowledge: Teacher:
Theme: Interactions Pupils already know that human’s actions  Webinar tool
Level : Primary 5 - 6 has a negative and positive impact on the  Prepared slides on
Topic: Impact of environment. Global Warming
climate change on  Quizlet
Earth Pupils will be able to  Google Classroom
Duration: 1 hour 1. Demonstrate the impact of increase in  2 – 3 blankets to
temperature due to increase in Green understand the
House Gases phenomenon of
2. Suggest ways that humans can reduce Global warming
the negative impact on the environment Student:
due to anthropogenic activities  Google
Docs/Slides
2 – 3 blankets

Lesson Plan or Project

Typically, the lesson is divided into three sections – tuning in, development and conclusion in
a physical classroom. This format can still be used but sections will need to be adapted for a
virtual learning environment.

This is a guideline. Virtual Learning lesson plans can be part of a project embedded in a unit.

Lesson Section Tools/Teaching Aids Remarks

(for teacher reflection)
Tuning
In/Introduction (15 Set up a webinar for the class A discussion usually
min): helps to prep the
- Students enter a class for the lesson.
zoom meeting. The teacher is also
Teacher asks the Screenshare on webinar or email allowed to assess the
class for Video link: https://www.youtube.com/watch? level of knowledge of
interpretation of v=G4H1N_yXBiA the students.
climate change
for a short
brainstorming

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 session.
- Teacher screen
shares and
shows the short
video on climate
change.
- Discussions on
topics such as:
- Global
temperatures ros
e about 1.8°F
(1°C) from 1901
to 2020.
- Sea level rise has
accelerated from
1.7 mm/year
throughout most
of the twentieth
century to 3.2
mm/year since
1993.
- Glaciers are
shrinking:
average
thickness of 30
well-studied
glaciers has
decreased more
than 60 feet since
1980.
- The area covered
by sea ice in the
Arctic at the end
of summer has
shrunk by about
40% since 1979.
- The amount
of carbon
dioxide in the
atmosphere has
risen by 25%
since 1958, and
by about 40%
since the
Industrial
Revolution.
- Snow is melting

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 earlier compared
to long-term
averages.
-
Before leading a
discussion, teacher
can share his/her
expectation of the
learning objectives
for today’s lesson
Development 1 (20
min): Climate In place of a verbal
Change Webinar - discussion with many
- Teacher breaks - breakout function voices, students can
the class into - chat function write in their thoughts
smaller groups on a collaborative
for small group sharing platform such
discussions. as Google
Teacher equips Classroom. Zoom
groups with chat feature can also
leading questions be used. Alternatively,
based on video. teacher can get
o What does students to breakout
the video into smaller groups
discuss? and have them come
o What are back later to present
the main their discussions.
causes of What is important is
it? students and teacher
o How does are comfortable with
this affect the technology.
the
environme Group discussions
nt? also demand that the
o What can students establish
people do and maintain positive
to reduce relationships. This
the helps to develop the
problem? socio-emotional
- Once time limit of Webinar – needs of the child.
10 minutes for - chat function
discussion is blankets

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 over, teacher Remote learning does
brings back the not only use
class and gets technology, things
different group commonly found
representatives around the house can
to present. also be used to
Teacher can demonstrate
consolidate the concepts. This
responses onto a creates a hands-on
document which learning experience
can be shared for the student and
out later. Teacher makes lessons more
also gives input engaging, even in the
on the absence of a Science
responses. lab.

Through the use of

dialogic questioning
where questions are
purposefully crafted,
teachers are able to
assess students on
the spot.
There is also parent
Development 2 (15 involvement as they
min): Blanket are ‘recruited’ to help
activity to their child prepare for
understand how class.
global
temperatures are
rising.
- greenhouse
effect is
introduced.
- Teacher gets
each student to
grab a few
blankets from
their home. The
student is to
cover themselves
with one initially.

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 After two to three
minutes, the
student puts on
another blanket
and then repeats
with the third
blanket.
- Students share
how they feel
when they started
piling on the
blanket.
- Teacher to
facilitate
discussion using
these leading
questions –
o How does
it feel as
more
blankets
are used?
o Why does
it feel
hotter?
(Answer:
less heat
can
escape)
Teacher can help
link the blankets to
humans adding more
gases such as CO2
into the Earth’s
atmosphere and this
causes less heat to
escape, causing the
temperatures to rise.
Conclusion (10
min): Assignment to be done on digital platform. This is another form
- Teacher to Student given autonomy to choose their of assessment that
assign individual mode of presenting their assignment. teachers can use to

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 work. At this Examples can include: Google Slides, gauge the student’s
point, the powerpoint, prezi or even a word document. understanding. When
assignment can Those are more savvy can present in the parents are involved,
include the help form of a video. it is also good to set
of parents. Each some guidelines for
student is to the level of parent
submit a plan on involvement prior to
how they can do the start of remote
their part in learning. Giving
reducing global choice to a student
warming by also helps encourage
identifying ways Quizlet self-directed learning
they can do this as the student needs
around the to make a decision on
house. how to present their
Submission will work.
be a week after
the lesson. An instantaneous way
to check the level of
understanding.

As a conclusion,
Teacher goes back
to learning objectives
and gets students to
do a quizlet
indicating checking
out of the lesson.

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