Lesson Plan 3

Day: M T W T F Date: __11/02/16_________ Time: _12:17

1:21_________ Year: _7_____
Learning Area: _Science_____
Topic: Simpsons Worksheet_
Curriculum content description: (from ACARA)
Identify questions and problems that can be investigated scientifically and make
predictions based on scientific knowledge (ACSIS124)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Last week I taught this class about scientific method and completed the Jelly
snake practical with them. This lesson will be continuing on from these
lessons to see whether the students can apply what they have learnt in a fun
way by completing a Simpsons worksheet.
It will be assumed that the students have some understanding of these
principles based on previous lessons.
Most of the students have just returned from a 3 day camp in extreme heat
so I will be expecting them to work slower than normal.
The students have been introduced to the topic of Scientific Method in Year
6. Some of the students have also been exposed to the topic during
transition classes between Primary School and the start of Secondary School.
Many of the students would have completed prior science experiments
where they had to write some level of scientific method to complete this
work.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

Enable an understanding of how to write scientific reports and learn about

critical thinking

Learning objectives:

On completion of this lesson,

students will be able to:
(What will students know and be able to do
at the completion of the lesson specific,
concise and attainable objectives)

1. Enable students to understand how to

write scientific reports and
2. Be able to complete critical thinking

Evaluation:
(Explain how you will know that lesson
objective have been achieved / monitor
student learning)
1. Students will be expected to

complete a worksheet based

on scientific method.
2. Students will need to complete
tests, assessments and exams

when completing science experiments

3. Be able to evaluate and interpret
problem solving questions

that will test their knowledge

on how to write scientific
reports and use the principles
of scientific method.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

Students will need

Writing tools
Science notebooks (to refer to previous notes)
Teacher will prepare
A copy of the worksheet for each student

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

Students will have the option of working alone or working in groups of 2

based on where they are sitting so that students who are not understanding
the concepts can get the assistance of the person they are sitting next to.
The worksheet is of a basic level so should be suitable for people of all
abilities.
Students that finish the worksheet quicker will be guided into further
discussions about what they have learnt about scientific method
With this lesson I will try to include all students by promoting a positive and
safe environment for them to participate.
Throughout the lesson I will aim to get all students involved by picking out
names of students to answer the questions.
I will walk around the room while the students complete the worksheet
questions to ensure that all students are understanding the concepts. This
will give me an awareness of the students who may need more assistance or
encouragement.
If students finish one question they are free to move onto the next question. Once
the worksheet has been completed they can be given a second worksheet with a
similar style of questions.

Learning Experiences:
1. Introduction:
5mins

(How will I engage the learners?)

Introduce the Simpsons worksheet to the students and emphasis

this will be a fun way for them to further apply what they have
already learnt about scientific method.
Explain how the students can work with the person sitting next to
them or work alone if they choose. All students will need to
complete their own sheets.
2. Sequence of learning experiences: (What will you do to help the
students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)

There are a total of 5 examples on the worksheet. I wont expect

the students to finish all of the questions but will aim to get 4 of the
questions finished. The main aim is to ensure that the students are
understanding the concepts.
20mins

With the first questions spend additional time to work through it

with the students. Read out the question and start asking the
students to answer questions by raising their hands. Since the
questions are problem solving sentences write a summary on the
board to enhance their understanding of the topic and how to
interpret these types of questions.
Question: How can we tell what the independent and dependent
variables are?
Go through all the answers and ask the students if they dont
understand anything before moving on to the next question.
Question: What conclusions can we get from the results of the
experiment?

15mins

With the second questions start to do less explaining and instead

get the students to think more about the answers before going
through the answers with them.
When a student suggests an answer ask the class to raise their
hands if they agree or disagree with that answer. If the question
was answered correctly ask that student to explain why they put
this as their answer. Let the students know what the correct answer
is and briefly explain why this is the answer.

The questions all have a very similar format so the time taken to
complete subsequent questions should be quicker since the
students should be able to answer the questions quicker and there
should be less explaining required.

10mins

If students are talking and not working then target these students
to answer questions. Let the student know that in 1 minute They
will need to provide the class with the next answer so they get back
to focusing on work.
Continue proceeding with further questions if time permits. If the
students dont finish all of the questions tell them that they can
practice more questions at home if they want and ask me to check
their answers.
3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)

10mins

Stop the questions so that there is a few minutes left to summarise

what they have just learnt. Ask the students to hang onto the
worksheets so we can stick them in their books for revision for tests
and exams.

5 mins

Briefly go over the lesson objectives from this lesson so the

students are aware of what they need to know for later
assessments and what they should have learnt from this lesson.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

I was fairly pleased with the outcome of this lesson. The timing of the lesson
that I planned worked out well with my planned 4 questions being completed
by the end of the lesson.
Nearly all of the class was actively participating in the lesson. I made an
effort to ask very student at least one question in the lesson to make sure
that they were understanding the work.
I started of going into a lot of detail with the first question where I moved the
students through the theoretical understanding at a slow pace and with lots
of examples so they could more easily understand the work.
With the second question I initially told the students now I am not going to
tell you the answers straight away so have a go and I will explain it in detail.
I wasnt sure if I would lose the interest of the students since they were

suddenly responsible for doing the work themselves. I walked around the
room checking what answers students were putting and quietly explaining
the concepts further if they had put the wrong answer. This process worked
well since I could see what students had not commenced working and asked
them why they hadnt started yet. This quickly got the students moving.
There was however one student that I watched closely in the previous lesson
I taught. In that lesson there was note taking required from the PowerPoint
presentation and this student barely wrote anything down. Today he had not
commenced working on the second question and more alarmingly had not
even written down the answers that I had given the class from the first
question. I immediately went to quietly speak to my mentor and pointed out
my concern and asked if he could spend a few minutes with this student so I
can continue with the lesson.
By the end of the lesson this student had still failed to answer most of the
question. In our discussion after the lesson I asked my mentor if he knew
what the issue was with this student so we can work out a way to get them
actively involved. The mentor believes that this student is illiterate and is
struggling to read, write and especially be able to interpret problem solving
questions. In the next few days we will look at previous school records and
even speak to this students parents to see if there is a way that has been
identified to assist this student in his learning.
One student finished the entire worksheet very quickly and having checked
her answers saw that she really understood this work. When she asked what
she can do next I froze. There was still 25 minutes left in the lesson. I had no
further work prepared and didnt want to start on the next topic yet so I
asked her to continue doing work on other subjects if she wanted to. I asked
my mentor if this was an acceptable response and he said that although not
ideal it was okay to get students to work on other subjects. I think that for
future lessons I will try to have something such as a slightly harder
worksheet or questions from a textbook ready for such students to work on.
Towards the end of the lesson the students began to get a bit restless and
started to quietly talk to other students but they were all generally still
finishing their work. When students answered questions I asked them for the
answer and then asked the class to raise their hand if they agreed. I would
then get the student to explain why they had come up with this answer. Most
of the students were happy to participate in answering the questions I asked
them so I thought that this technique worked well in my lesson and is
something I will try again. If the students struggled with the answer I would
lead them in the right direction and get them to provide the right answer
before I moved onto another student or the next question.
Overall the students did really well to answer the questions so they clearly

understood the concepts of the lesson and my learning objective that they
can evaluate and interpret problem solving questions was completed except
for a small minority of the students.