Lesson Plan

School: WPS Date: 21/4/16

Curriculum Area: Science

Student group: Grade 3 Size: 23

Topic: Feathers, fur or leaves Duration:
1 hour

Pre-service Teachers Focus (what will you aim to improve on in this lesson
in your teaching? )

Engage the students in a new topic

Discover new behavioural methods to implement

Learning Intention (what will the children learn: be able to know and do by
the completion of this lesson?)

Identify the observable features of specimens and how to classify them and
identify living and non-living things in their home.

Success Criteria ( how will I know what they learned ) see feedback
session assessment activity(s)

Words they put on the word wall and the questions and ideas they place on
the science chat board. Also through questioning and checking for
understanding.

AUSVELS reference (Links to AUSVELS and the school curriculum):

Science Understanding: Biological sciences ACSSU044: Living things can be

grouped on the basis of observable features and can be distinguished from
non-living things.
Science as a Human Endeavour: Nature and development of science
ACSHE050: Science involves making predicitons and describing patterns and
relationships.
Science Inquiring skills: Communicating ACSIS060: Represent and
communicate ideas and findings in a variety of ways such as diagrams,
physical representations and simple reports.

Entering Behaviour (what do they already know about this/can already do ?

How will students prior learning and experiences be used in this lesson? )
Observing some specimens and discussing what they are will allow me
to have a gauge of what they know about the topic.

Preparation (what materials do I need for my lesson? How will ICT be

utilised?)
Class science journal
2 large sheets of paper for class science chat-board
1 enlarged copy of Explorers journal
4 large sheets of paper
7 A4 sheets of paper for signes
Tape or glue
Specimens or photos of specimens
1 table for the specimens

Procedure How will I teach it ? Plan the timing of your lesson to include
your assessment activity(s)

Introduction: (How will the lesson and ideas be introduced and made
relevant to the students? How will you engage the class? Do you have
a hook or an entry ticket activity?)

Introduce the lesson with a quick game, calling out a number of objects
and getting them to provide a link about them. Eg table, chair, plant, crab.
Introduce the topic of feathers, fur or leaves and the lesson on living and
non-living things.
Play a Youtube clip on museums after discussing about the specimen
table being a natural science table.

Investigation/ Exploration (What specific teaching and learning

strategies will I use for the lesson?

Ensure all students are in a space where they can see and listen to me. Have
the children seated in a way that is effective for their learning and my
teaching.
 Modelling/ Trialling (What will I need to model or demonstrate? Is there
teacher and peer modelling?)
Model the specimens in front of the class.

Activities (How will I include all learners? What Curriculum and

Pedagogy adaptations or modifications will be required? )

Introduce the collected specimens to the class and allow them to observe.
Have signs labelled agree, disagree, not sure, animal, insect, both and
neither around the room for students to go to when shown the specimens.
From that we will discuss what they observed from the specimens.

Introduce the explorers journal and explain that it is a journal of an

explorer who was looking for new specimens for a museum. Talk about
the size of each specimen and demonstrate on a ruler. Look at the
questions on the explorers and see if the students can work out what the
answers may be.

Introduce specimen 1 to them on the journal and ask whether they think it is
living or not living. They will move to the signs in the room labelled agree,
disagree or unsure. Discuss their reasons for their answer.
Continue the process for specimen 2 with the claim is it a plant?
For specimen 3, ask students is it an animal? The signs will now be changed
to animal, insect, both and neither. Discuss the differences in answers for all
specimens.

Conclusion (How will I draw ideas together and conclude the lesson?
How will I conclude the learning experience/ learning findings?)

Draw the students attention to the questions section on the class

science chat-board, which is where they are able to ask questions after
each lesson. Draw their attention to the world wall section of the class
science chat-board and discuss its purpose and features. Ask students
what words from the lesson they might find useful for the word wall.
Brief discussion and mind-map of what we learnt in the lesson.

The conclusion must include you assessment task

Assessment: Feedback to and from students: students demonstrate their

learning through activities which give you evidence of their learning e.g.
brainstorm or concept map, partner sharing things they have learned, a quiz
or exit ticket. Demonstrations of their learning relate to the Learning
Intentions and Success Criteria. Assessment activities can be for learning
(Diagnostic), as learning (Formative) and of learning (Summative).

List your assessment activity(s) here:

Self Evaluation reflect on your pre-service teachers focus and to what

degree the learners succeeded in achieving the learning intention why ?

Three things that went well.

Two/Three things that need to be improved. (This can be a pre-service

teacher focus for a future lesson)

Mentor Teachers Comments

The following questions can be used as a guide for providing structured feedback to pre-
service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an
understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and
experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and
resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area
and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the
lesson?
Has the pre-service teacher demonstrated effective communication in explaining
tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable
goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning
environment through the use of consistent and clearly communicated behavioural
expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and
challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in
directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
 What was the Australian teaching standard/s being developed in
planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and
implementing this lesson?