cEDST201/261 Assessment Task 2: Lesson Planning Template for Mini-Unit of Science

Name
s:

Klaire Ladgrove, Caitlyn Gallagher, Stephanie Jordan & Jemma McMahon

Unit Topic: Light

Level: 5

Lesson Number
(in Unit):

3 of 5.

Lesson Length
(minutes):

60 mins

5Es focus of this

lesson:

Explain & Elaborate.

How does the

lesson meet the
5Es focus?

Elaborate - students will be designing a student based investigation (variable grid/ booklet)

Lesson Outcomes:

Learning outcomes:

Explain - Students will watch a video based on illusions which will further explain areas of light already taught and
introduce new areas for the to look at for their elaborate stage.

Students can identify and describe the four properties of light (Absorption, Transmission, Refraction and Reflection).
Students participate in discussions and share findings with group.
Students can design their own science experiment based on light.
Success Criteria:

Students make predictions and use strategies to draw conclusions.

Students explain scientific terms related to light.
Students create a student based investigation on their learnings of light.
Students reflect on their learning through a student rubric.

Lesson Introduction (whole

group focus):

Timin
g

Key Questions

Materials/Resources

Watch video about illusions (outlines

how light waves are reflected, etc).
This is beneficial for those students
who said they were interested in

15 min

As this is
predominantly an
EXPLAIN component,

Video about illusions for students who were interested about

learning more: http://splash.abc.net.au/home#!/media/1423869/

optical illusions. They may wish to

create their own optical illusions.

key questions are NA.

Experiment to demonstrate:
http://splash.abc.net.au/home#!/media/103396/flip-out-with-thislight-experiment

Talk about my own investigation. I

wanted to find out why a magnifying
glass sometimes changed the way
an object or image appeared.
Complete the decoder
investigation with the students. Talk
about refraction using a clear straw
(creating a cylindrical image: a
cylinder) and water to read the
secret message. Fill out the sheet as
we go. This will be completed in the
middle section (wet area) near the
sink.
Following this demonstration,
students will then move on to think
of ideas for their own investigations.
Small Group Activities:

Timin
g

Students research, plan and fill out

student designed investigation
booklet (up until teacher sign)

35 min
What are the
variables?
What materials will
you need?
What process will you
follow?

Extension Activity:
http://splash.abc.net.au/res/i/L1475/i
ndex.html an interactive website
that looks at refraction: you are
trying to spear a fish in the water,

Key Questions

Materials/Resources
Student designed investigation booklet.

Extension Activity:
Students will need to use their chromebooks to access the
interactive website.

what sort of things do you need to

consider?
Lesson Conclusion (whole group
focus):

Timin
g

Key Questions

Students will create and design an

investigation.

10 What is the process of

min
my investigation?

Materials/Resources
Booklet: for predicting and conducting an experiment.
BINGO sheets (created by the teacher)

Small activity: BINGO

Students will fill in the table with the
words that are written on the board.
The teacher will ensure that each
student has filled in the sheet before
the game begins.
Safety & Management Considerations:
Students will consider safety issues that could arise during their elaborate stage as they undergo their investigations/experiments.
How will you observe achievement of
outcomes (Assessment Strategies)

Evidence/Work Samples to collect

Students will have a rubric to assist them

with completion of the student designed
investigation booklet.

Student designed investigation. Students will plan their experiment, and work out required
materials. Teachers will need to sign off on this section of the booklet to ensure students
are on task and the investigation is manageable and safe.

Students are involved in discussion and engages in questioning

Planning and conducting investigations
using appropriate tools and techniques to gather data
thinking critically and logically about relationships between evidence and explanations,
why and what?
communicating scientific arguments and findings.

Lesson Reflection:
(What would you change? Why?

This lesson overall went really well. Students were very creative with their ideas and were very excited to create their own experiments. In
this lesson though we did have some trouble organising the students experiments. Some students were having a lot of trouble with
choosing a topic to research with their groups as they didnt have any ideas that they wanted to further investigate. This is where we just
gave the students ideas and helped direct them with choosing an experiment. There was also some students that were wanting to do
experiments that had nothing to do with what we had taught, so we had to compromise and give them something that they wanted to do
but relating it to light. For this lesson next time we would give students ideas and different experiments for them to choose from so that
they would be doing an experiment relating to the topic and then we would know that each group was on the right track.