Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION (GILLIAN MORRELL)

Year Level: Year 1

9:50AM

Time: 9:00AM

Students Prior Knowledge:

-

Understand that living things have

basic needs, such as food and
water (ACSSU002).

Learning Area: Science understanding:

Biological sciences.

Understand that changes in the

environment affect everyday life
(ACSSU004).

Strand/Topic from the Australian

Curriculum:

Able to pose and respond to

questions (ACSIS014).

Living things live in different places where

their needs are met (ACSSU211)

Understand how to use the QR

app on the iPads

Date: 31 / 01 / 2017

General Capabilities (that may potentially be covered in the lesson)

Literacy

Numerac
y

ICT
compete
nce

Personal
and
Social
compete
nce
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres
Strait Islander histories
and cultures

Critical
and
creative
thinking

Ethical
behaviou
r

Asia and Australias

engagement with Asia

Intercult
ural
understa
nding

Sustainability

Proficiencies: N/A (mathematics only)

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning
with an action verb)
As a result of this lesson, students will be able to:

Describe why some animals live where they do

Identify some different Antarctic animals
Work together in a friendly and cooperative manner

Teachers Prior
Preparation/Organisation:
-

Make sure to check all iPads are

charged up completely.

Create worksheets to fit in with the

lesson plan.

Create the weekly Miss Morrells Fun

Fact Sheet.

Create numbered QR codes to match

up with the worksheets.

Check that all QR codes work on the

iPad QR scanner application.

Provision for students at

educational risk:
-

As I go along and ask questions to

the class, I will keep an eye on
Lawson to ensure he is focussing.

Jack will need to sit close to the

front of the class room so he is
able to clearly see the smart
board because of his vision
impairment.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
-

Whether the students could recognise some of the Antarctic animals.

Whether the students were able to describe some features of an Antarctic
animal.
Whether the students were able to differentiate between a cold and hot climate.
Whether the students worked well together, in a friendly manner, with their
partners.
Which tasks, if any, the students found difficult.
If the ICT activity was helpful and useful for the students.

Teacher self-reflection and self-evaluation:

Anecdotal notes will be kept on:
-

Whether the students were interested in the lesson with which they were
presented.
2

If each student participated.

Whether all three lesson objectives were met.
Which aspects of the lesson the students found too hard or too easy.
Suggested improvements for next time I conducted the lesson.
The timeliness of the lesson too much or too little content for the 50 minutes.

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key,

etc, as relevant)
Time
8:55a
m

Motivation and Introduction:

1. Students will line up outside the classroom when
the bell rings at 8:55am.
2. Students will come inside and sit down in their
usual seating arrangement after hanging their
school bags up.

9:00a
m

Resources/Refer
ences
Align these with
the segment
where they will be
introduced.

3. I will briefly discuss the previous lesson with the

students (it was on the animals of the continent
of Africa). We will discuss how we learnt that the
African Lion roams the territory of scrub,
grasslands and open woodlands.
4. I will ask the students if anybody can give me an
example of another animal that lives in the
continent of Africa and then follow that up with a
question of why the animal lives there (climate,
food recourse).

9:05a
m

5. I will then tell the students that this week we are

doing the opposite and learning about the
continent of Antarctica and the animals that live
there, Antarctica is very cold! I will ask if anyone
knows anything about Antarctica or the animals
that live there, listen to answers and then will
follow by giving a couple of examples. I will then
tell the students the purpose of the lesson and
3


what they should have achieved by the end of it.
Lesson Steps (Lesson content, structure, strategies &
Key Questions):
9:10a
m
9:20a
m

9:30a
m

9:35a
m

9:40a
m

1. I will get the students to look at the smart board

as I play a YouTube video of Antarctic animal facts
and the animals that live there (9minutes).
2. When the video ends we will have a small class
discussion on what we learnt as I hand out the
worksheets with the QR codes. I will put the
Antarctica Adventure page from my Weebly
website up on the smart board that has the
lesson steps on it.
3. I will then get the students and their shoulder
partners to talk to each other about what they
think about Antarctica so far. Then I will get the
pairs to get out an iPad and take it back to their
desks (1 iPad between 2 students). The
worksheets will have numbered questions for the
students that related to the numbered QR codes
stuck up around the classroom wall. The QR
codes will send them to an online website with
appropriate information to help the students with
their answers.

Smart board

Weebly on the
smart board

iPads and
worksheets

QR code pages on
the walls

4. I will explain to the students what they have to

do: use the QR scanner app on their iPads to scan
the numbered QR codes around the classroom to
find the answers for their Antarctic worksheet
(that I have created based on the video that they
watched at the start of the lesson).
5. As the students are walking around in the pairs I
will keep the Antarctica Adventure page from
my Weebly website up on the smart board so
that the students can look at the steps that they
must do in the lesson. I will monitor and help the
students as they do their work.
6. Once I see that the majority of students have
finished the worksheet we will have an open class

Smart board and

brain storm

Science books
and glue sticks

9:50a
m

discussion and brainstorm on the smart board to

go through the answers together to ensure that
everyone has fully understood the class work.
7. Students are to glue their worksheet into their
science books under the Biological Science
section. While they are doing this I will hand out
my weekly Miss Morrells Fun Fact page that
they will glue in their book next to the worksheet.

9:55a
m

Lesson Closure:(Review lesson objectives with

students)
1. To conclude this lesson, I will ask five students at
random to each give me an example of an
Antarctic animal and will ask three questions to
the class testing their knowledge on the subject
of the Antarctic continent.

iPad trolley

2. I will make a statement about the importance of

understanding different climates that animals live
in and why they live there.
10:00a
m
Transition: (What needs to happen prior to the next
lesson?)
1. Students will be asked to return the iPads to the
iPad trolley at the front of the classroom and wait
for further instruction before starting their next
class.
Assessment: (Were the lesson objectives met? How
will these be judged?)
I will assess two partnered pairs during the activity
worksheet time and will use a checklist to see which
students were struggling and who could complete the
task suitably.
Checklist will include:
1. Whether the pairs were able to describe why
some animals live where they do (objective 1)


2. Whether the pairs were able to identify some
different Antarctic animals (objective 2)
3. Wether the pairs were able to work together in a
friendly and cooperative manner (objective 3)
From this checklist I will be able to see who has and
who has not understood the lesson concepts and
objectives. This will make it easier for me to see who
needs help and who is excelling in this outcome. I will
focus on two pairs in this lesson. Other students will be
observed/assessed during another lesson.