Lesson Plan Professional Practice: Chelsea Morgan 21327253

Year Level & Learning Area: Time: 8:50AM - 9:52 am

Date: 01/09/17 Science Biology year 7
Room: Physics

Topic:
-adaptations, commensalism, mutualism, parasitism, habitats, environmental factors
Curriculum links: Specific Objectives/Learning Goals:

Interactions between organisms can be described in terms • Define adaptation, symbiosis, abiotic
of food chains and food webs; human activity can affect factors, biotic factors and habitat.
these interactions (ACSSU112) • Describe commensalism, mutualism,
and parasitism.
General Capabilities: • List environmental factors that
influence where living things exist.
 Literacy • Provide examples of commensalism,
mutualism, and parasitism
Preparation:
 Spare pens on teacher’s desks with sign on and off
worksheet
 Have roll on hand
 Personal laptop on hand for random name
generator
 Start-up computer and smartboard and USB
 have timer up and ready
 Organize folders in colour order
 Print reading- (pages-163-167)
 Print spelling test and lay them out on desks
 Lay out quiz answer sheets on desk
 Cut out pictures for activity 3

Prior Learning: Resources/Materials required:

 Classification levels  Smartboard

 Kingdoms  Highlighters
 Phyla of Animals  printer
 Classes of Chordates  Wifi connection
 sub classes of Mammals  Pen and paper
 divisions of Plants  Electronic timer
 classes of seed producing plants  Personal laptop
 taxonomist definition  USB
 Scientific naming  Whiteboard and markers
 Dichotomous key  Blutac
 Abiotic and Biotic factors  Worksheets
 Habitats
 Factors influencing organisms habitat
 Types of adaptations (warning colours,
well-developed senses etc)
 Write up note taking and highlighting
example
Lesson Steps
Time: Procedure
 Enter class
*stand at front of line*
Teacher: “Good morning everyone. Before we all go inside I want everyone to without talking form
two straight lines right up against this wall” (pause and wait for eyes and walk up and down the line,
call out people that are talking
*Walk up and down the line*
4mins  Identify students that are follow instruction and provide praise
Teacher: “Nice work, you lined up silently in two lines against the wall. You may go inside, sit down
and get started on your spelling test Week 7”
*stand at front of line*
 Repeat instructions to student’s that were not listening. When instructions are followed
provide praise and next instructions.
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Spelling -WK 7 TEST
*stand at the front of the class*
Teacher: “Everyone should be quietly working on their spelling tests. There is to be no talking. When
you finish, you are NOT to mark your own work!”
*walk around the class to make sure students are on task*
 Teacher: “Armand, please put your glasses on”
 Read out spelling test to students.
 Let students work on spelling for 3 mins
Teacher: “You have 2 mins left on your spelling. If you have finished, please get you chapter reading
8mins
HW out from Wednesday”
 Stop test
Teacher: “Times up. I would like you to swap your spelling tests with someone in your group. You
cannot mark your own work!”
 Wait 30 seconds
Teacher: “okay, everyone should have swapped their tests by now. Does anyone still have their own
test?”
Student: “Yes”
 Take their paper and swap it with someone.
Teacher: “Okay mark each other’s work carefully. I put an extra spelling list in eveyones folders so
you all should have one”
Teacher: “Okay give them a grade out of ___ and then hand them back to the person so they can look
at their mark. “
 Give students 30 seconds to look at their mark
Teacher: “okay can one person from each table collect everyone’s test and hand them to me when I
come around because I need to record those marks before you can keep them.”
 Collect spelling tests
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 Notices- read out notices to students
Teacher: “As I am going through the notices – I would like anyone you has not handed in the signed
1mins Mid topic tests to bring them up and make a pile right here!”
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 GROUP QUIZ
*stand at the front of the classroom*
If Thomay and Kirra are present:
Teacher: “Sandra, Jacob and Phoebe – you can move and work with this group here (with Jayden,
mark, Zahraa and Simmo)

If Thomay and Kirra are not present:

Teacher: “Sandra you join Zahraa’s group, Jacob you join Milo’s group, Phoebe you join Katrina’s
10mins group”
 Teacher: “Okay to start off with we are going to do a quick quiz in our groups. This will cover what we
have been looking at over the last week or so and also will test to see who did their reading HW last
night. I don’t want to see anyone flicking through the HW read for answers. If you do. You will be
disqualified. I want to see everyone contributing so make sure that you are all listening to each
other’s input”
Teacher: “what’s going to happen is I will read out the question- then you will have a minute to
discuss and agree on answer. At the end, I will be collecting the quiz once everyone is finished and I
will hopefully be able to mark it before the end of the lesson. Announce out winning group!”

Teacher: “I will not be repeating the questions. So you will have to be quiet in order to hear the
questions”
*walk around classroom*
Teacher: “Question 1. List 4 abiotic factors within a coastal environment”
“Question 2, what type of adaptation do all of these animals have in common?”
“Question 3. Which areas can at wild goat live in. Wild goats live in mountain ranges and can tolerate
temperatures between 3-38 degrees Celsius”
“Question 4. Define an adaptation”
“Question 5. What is the biosphere made up of?”
“Question 6. What is a parasite?”
“Question 7. Describe what an ecosystem is.
“Question 8. Define a habitat and provide an example of a habitat.”
“Question 9. Define biotic factors?”
“Question 10. Compare structural adaptations and behavioral adaptations?

Teacher: “okay time is up! Make sure your names are on the top of the quiz. I am going to come
around and collect those. Everyone should have their chapter reading that I assigned as HW out on
their desks as well as a notebook.
 Walk around and collect quizzes.
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 Chapter reading and note taking
 Hand out pages 163-167. Ask student to help hand out print outs
*stand at the front and use whiteboard*
Teacher: “3, 2, 1 (pause and wait for eyes and people to stop talking- call out students names that
are not following instructions). Okay we are going to do some popcorn reading. So I want you to read
one sentence nice and loud and clear and then popcorn it on the next person. BEFORE WE BEGIN ! –
if you haven’t highlighted your key works already ---as we are reading through the chapter I want you
to be highlighting or underlining key words and information. For example, In the first paragraph it
says ______I would highlight the words ________,________, and _______ (gesture towards
whiteboard notes)”

 Start popcorn
20mins Teacher: “Okay Jericho can you please start us off with the first sentence under the heading
adaptations”
 Assist students with pronunciation when necessary
 Make sure Natasha is using her coloured slip! (dyslexia)
Teacher: “thank you everyone for your beautiful reading. Now that we have read through and
underlined all of the key words we are going to transfer them over into notes. For example, I
highlighted the words _______,_________ and _________ . Therefore, the notes that I would write
out would be Abiotic are living factors and Biotic factors are non-living.”

Teacher: “So in your notebooks, you are turn your highlighted key words into short notes”
 Allow students time to write notes
 Assist students where necessary
 Hand out worksheets for next activity whilst students are reading
 Stop activity.
Teacher: “3, 2, 1 (pause and wait for eyes and people to stop talking- call out student’s names that
are not following instructions). Okay I am going to stop you there.
  SWAP Milo and Alex suzic

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 Observations, Worksheet and Categorizing activity
Teacher: “3, 2, 1 (pause and wait for eyes and people to stop talking- call out student’s names that
are not following instructions). Okay I am going to stop you there. I want everyone to start doing this
worksheet that I have just gone around and handed out (hold up the worksheet that I am talking
about).
10mins  Approach group (Hamed, David, Aron, Hamza, Dan and Jericho) – okay. Stop what you’re
doing and listen closely. Within the container in the middle there are example interactions
between 2 organisms. I want you to read them, identify which type of interaction it is
(commensalism, mutualism, or parasitism), and stick them up on the board. You have 2
minutes to do this- then I want you sitting back down and working on your worksheet again”
 Approach group (Alex, Amir, Mike, Armand, Makur, phoebe)- get out these (show which
worksheet) experiment worksheet. Flip to the 2nd page and fill out your first observation. An
example observation would be- cotton wool turned yellow, no sprouts yet, seed cases
cracking. Send 2 mins doing that and then sit back down.
 Rotate until every group has – made observations and categorized interactions
 When you send the last group up to observe their seedlings ask the rest of the class to clean
up their area and stack folders in the middle of their desks.
Teacher: “3, 2, 1 (pause and wait for eyes and people to stop talking- call out student’s names that
are not following instructions). Okay, everyone except for the group observing their plants I want you
to stop what you are doing immediately, put your worksheets in your folder and make a stack of you
folders in the middle of your desk.”

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5mins  Categorizing interactions activity on whiteboard
*stand up the front of the class*
Teacher: “3, 2, 1 (pause and wait for eyes and people to stop talking- call out student’s names that
are not following instructions). Okay I am going to stop you for a minute to go through this activity on
the whiteboard.
 Go through each example on the whiteboard. When you find one that is in the wrong spot-
change it and explain your reasoning for changing it.
e.g “a lion and a gazelle – lions eat gazelles therefore gazelles are dying so they are negatively
affected and lions are getting energy from eating the gazelle therefore they are positively affected.
Hence it is commensalism”
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 Conclusion
*stand up the front of the classroom*
Teacher: “Whatever you didn’t get done on this worksheet- you need to finish off for homework over
the weekend. Also, if you didn’t finish your chapter notes off they need to be completed by Monday
as well.”
Teacher: “now I am going to ask a few people at random.. what is something that you learnt today
and what is something that you might still not understand and want me to go over again”
Teacher: “reminder that _______,___________,________ have dentition today Lunch 2 in this
room…. Everyone else have a fantastic weekend !”
Evaluation of Student Learning:
 Monitor student’s participation in classroom activities
 Monitor student’s questions during one on one interactions
 Monitor student’s responses to prompting questions
 Observe student’s participation in experiment set up

Self-Evaluation/Reflection:
 Are students reacting to 3,2,1 better??
 Did you improve lag between activities ?
 Did you improve time management?
 Did I get through everything?
 Were students engaged?
 How could I improve?