Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 4 Time: 1:20pm-2:15pm Date: Students’ Prior Knowledge:
Tuesday 28/05/19

Learning Area: Science 1) Previous science lessons focused on different

materials and their properties
Strand/Topic from the Australian Curriculum:
2) Previous lessons focused on fair scientific
Science Understanding - Natural and processed testing
materials have a range of physical properties that
3) Familiar with working in groups
can influence their use (ACSSU074)
4) Familiar with scientific questioning and
predicting
Science Inquiry Skills - With guidance, identify
questions in familiar contexts that can be 5) Familiar with collecting and recording data
investigated scientifically and make predictions
based on prior knowledge (ACSIS064)

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

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural

competence creative behaviour Social understanding
thinking competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia

Proficiencies:(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:

• Work in groups to conduct a fair scientific test
• Investigate whether different materials will leak, soak or repel water
• Make predictions about the materials based on prior knowledge and reasoning skills

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Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

1) Have materials pre-cut and all on a materials
table
2) Colour water for the experiment
3) Have materials prepared (eye droppers,
containers, rubber bands, coloured water, sample
material)
4) Print worksheets
5) Type instructions for display
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
1) EA present to support groups that need extra
help, can act as scribe
2) Students/ groups that need more time can do
fewer samples
3) Students who need extending can choose 1
or 2 extra sample materials

Teacher self-reflection and self-evaluation:

This lesson went very smoothly, the class discussions were good and the timings almost perfect. The
students appeared to be engaged throughout the whole lesson, even during the wrap up at the end,
and contributed well to both the introduction discussion and the conclusion.

There are still some parts I will adjust for next lesson with the 4Gs, cut down on discussion points at the
beginning and explain how to complete the worksheet more thoroughly. Also interestingly may need to
show students how to use an eye dropper!

I still need to work on my authoritative voice, but was happy with most of the behaviour today. However
certain behaviours like back chat I definitely need to clamp down on quickly. Need something for
students who finish quickly to do, the idea I had about doing a sample of their choice did not work.

Also need to work on my ‘withitness’ so that if I discipline a student it is 1) the correct student and 2) I
don’t single a student out when it is a behaviour being displayed by several students.

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

Great job putting your foot down with Isaac handing out the books! You’ve learned that you
have to put him in his place.

Excellent brainstorm and activation of prior knowledge!

Well organised materials. Good demonstration. The 3D picture of the experiment on the TV
was good, but I like to draw a really simple one (like a side-view of the cup) so that the bad
drawers can copy.

The kids really took to the experiment. I notice you didn’t put the timer on - I hope you were
keeping track. It looked like the while class was working properly and you had it under control
while you moved around the room.

Maybe be a little bit more specific with pack up - do they need to pour the water out? Should
they hand in their book or put it back in the science box? Use a visual timer for pack-up too :)

Just try and make sure everyone is listening when you address the whole class. You called
out someone for not listening but another person was saying something. It’s what I told you
about awakened - scan the whole room all the time.

I just noticed there was an Infinity on Jack’s desk the whole time! Do laptops leak, soak or
repel??

Give the early finishers something to do! (we didn’t have silent reading so that’s a good
activity)

Wrap-up went well too :) Everyone was listening and 100% engagement, well done!

Timing wise, the class was still discussing at 2:10 (my bad, I had the wrong time!). Something
you can choose to do is sacrifice the class pack-up time to have a longer discussion and then
you have to put the chairs up yourself :)

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

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Time Motivation and Introduction: Resources/
References
Align these with the
1:20pm 1) Put students in groups and give a worksheet to each group segment where they will
be introduced.
(10
mins) 2) Recap how we made predictions for the experiment last week,
what kinds of things did we look at? (function, properties, material)

Lesson Steps (Lesson content, structure, strategies & Key

Questions):

2) To get students to think about the properties of different materials

ask them “If you spilt water what would you choose to clean it up
with?” (plastic bag, paper etc) and “Why wouldn’t you wear a
wooly jumper swimming?” "Think about these things when
making predictions for this experiment”

3) Explain the experiment: discuss leak, soak, repel, (define

meanings) and the properties of different materials

6) Do demonstration/example of the first one, students follow along

and copy it. Explain the worksheet: the roles of the team members,
recording, working as a team Coloured water, plastic
cup, measuring cup, eye
How to make this experiment fair? (write on the board: change, dropper, rubber band,
measure/observe, keep the same) worksheet (1 per group)
7) Display instructions on the board with the leak, soak, repel
1:30pm diagram

Students should start the experiment by 1:30pm

Lesson Closure:(Review lesson objectives with students)

2pm
8) Give students warning at 2pm. Students should be completing the
4th sample now (5 mins to go)

9) Stop lesson at 2:05pm and ask some groups to share findings:

Which material soaked up the most, what could it be used for? Which
leaked? What would it be used for?

Transition: (What needs to happen prior to the next lesson?)

Tidied up and ready for Digitech.

Assessment: (Were the lesson objectives met? How will these be

judged?)

Observational and anecdotal assessment for objective 1 (during class

discussion and experiment)

Worksheet marked for assessment of objectives 2 and 3 (20 marks in

total, 5 marks per sample - 1 for identifying the material, 1 for
prediction, 1 for reasoning, 1 for drawing results, 1 for writing results).

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