Generic Lesson Planning Template Year Level/s: Date: KLA/s: Science Duration: 40 minutes Syllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?) Life and Living: Biological Science Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) Elaboration • sorting living and non-living things based on characteristics Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective must indicate “Given what, Do what, How well?” Use scientific inquiry skills to determine the difference between plants and animals Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) students need to develop? Students need to know Students need to be able to All living things can be classified according to life functions Group animals according to their class Evaluation/ Monitoring and Assessment: Prior Knowledge: (How will I find out Formative Assessment: (How will I what the students know and/or remember?): monitor student understanding along the way?): Summative Assessment: (How will I provide concrete evidence of student learning?): Students have begun thinking Monitor student • group animals according to about the Earth and its contributions/clarify their characteristics environment in Geography, misconceptions and ask ‘why’ including living things and their characteristics and needs Resources movie about animal classification needed: http://www.brainpopjr.com/science/animals/classifyinganimals/, YouTube song about animal classes from 2:08 http://www.youtube.com/watch?v=Ya7JsIna2E&feature=related two blue star scrap book, laminated animal cards, classification worksheet https://docs.google.com/document/d/19QHXLu9DD5FLV31fbEERK2H49xrs2NlnaYowUNzVl8/edit?hl=en_US&pli=1, classification worksheet, fast finisher activity IWB http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner_game s.htm Teaching Strategies and Learning Steps What to say Organisation/Resources Individualising learning Introduction - key learnings and how they will be achieved (Consider strategies, relevance, individual/group work, clarify student understandings of task, student voice, student choice etc.) Time Allocation: 10 minutes 12:40- Students on mat after lunch Ask students if they remember the different types of sorting we have done, discuss the various ways we have grouped things, consider are all living things the same- if not cant they be grouped? What might be a good grouping? What key messages will I convey? That plants and animals share many similarities but are different How will I organise learning activities and utilise resources? Have websites and movies ready on IWB How can I make adjustments to meet individual student needs? Extension Activity: IWB games Scaffolding questioning Lesson Body - step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.) Time Allocation:20 minutes 12:45Ask students in their table groups to group animal cards in a way that makes sense to them, and we will come together to discuss how and why their group has decided on groupings-Choose one speaker from each group Groups have 10 minutes to decide on their groupings, then all students come back to the mat and each group shares their overarching groups, then the animals that they chose to put into these groups 1:00 Watch YouTube animal classification song Open classification website and look at the categories of animals that have been chosen by scientists ask - 1:10 On IWB, open classification google doc, as a whole class, complete the activity, asking ‘why’ 1:20 Individual desk work- Hand out worksheet, explain the activity- 20 minute time limit, clarify sound level (spy voice), they may talk quietly with their tablemates as they go through the questions Explain the fast finishers activity and set it up ready to go What questions will I ask? What are some physical characteristics that animals share? Can they be grouped according to these likenesses? Did the groupings/categori es of animals students chose match those groupings chosen by scientists? How will I handle the transitions between activities? Count down, explain expectations, this/do that game How will I know if students are achieving the learning objective/s? If students can complete their worksheets and answer questions during class discussion Conclusion - reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move thinking forward.) Time Allocation: 10 minutes 1:40 Class discussion-How students now feel about the way they have grouped their animal cards? Would they make changes? If so, what changes would they make? Write headings on the whiteboard for each category, and hold up each of the cards, ask students to choose the correct category, use Blu-tac to group animals Discuss each of the changes- what was it that made students change their minds? How will I help students to synthesise learnings? Link to previous science lesson, remind students that living things can be grouped, revisit prior understandings during the concluding phase of the lesson What plans are in place for those who finish early? IWB animal category game, continue with classroom animal decorations What about those who need more time? Encourage students to skip questions they not know and move to the next one, come back to these when the rest are done, remind students of the various stimulus materials, scaffolding language Reflection and Adjustments Prac Course: Lesson No: Prac site: Unit/ Topic Area: Week: Did students learn what they were supposed to? (Self-evaluation of learning experience outcomes) Deconstruct: During this lesson, I utilized a YouTube clip depicting a song about classifying animals with a strong rhythm and beat I feel this was one of the most successful elements of this lesson, as it excited and engaged the students How could this lesson be improved for next time? (If I was to teach this lesson again what would I change and why?) After gaining an understanding of how important music is to this cohort of students, I could have played a CD of calming classical music to work to during the writing task Confront: I am not a musically inclined individual, and not listen to music for pleasure, or use it as a memory aide etc, so I can find it difficult to use music in the classroom as it isn’t at the forefront of my educational repertoire Theorise: Gardner (1997) explained that “music may be a privileged organizer of cognitive processes, especially among young people” (p 9), which highlights the importance of using music in the classroom for all students Think otherwise: having witnessed the increase in student participation, engagement and overall enthusiasm for the lesson when an element of music was introduced, and researching the theory behind it, I will endeavour to continue to use music in my lesson planning, observing carefully to adjust the level of musical stimulus to suite the student cohort What’s next? How were authoritative pedagogies supported? (Points to inform subsequent lesson) Continue work on understanding more about living things and how to care for them (e.g Productive Pedagogies, Bloom’s Taxonomies, Habits of Mind) Gardner Musical, kinesthetic Blooms Analyse-classify, compare References to remember: Gardner, H (1997) Is musical intelligence special? In V Brummett (Ed.), Ithaca Conference ’96: Music as intelligence Ithaca, NY: Ithaca College Press Suggestions/Comments from others: The mentor teacher commended the use of the particular song, and got the address for YouTube so she could continue to play it as the class moved though the sequence of Science lessons for the remainder of the term ... that have been chosen by scientists ask - 1: 10 On IWB, open classification google doc, as a whole class, complete the activity, asking ‘why’ 1: 20 Individual desk work- Hand out worksheet,... synthesise learnings? Link to previous science lesson, remind students that living things can be grouped, revisit prior understandings during the concluding phase of the lesson What plans are in place... Prac Course: Lesson No: Prac site: Unit/ Topic Area: Week: Did students learn what they were supposed to? (Self-evaluation of learning experience outcomes) Deconstruct: During this lesson, I utilized