KERRIMUIR PRIMARY SCHOOL LESSON PLAN

Practicum Lesson
Number
5
Time of Lesson 11.30 am on 23rd May 2014 Duration of lesson
45 minutes
Class Size 20
Topic and
Focus
Mammals- Role play Year Level
2
Supervisor
Sherrin Strathairn
Learning Focus: What will the students learn and how does it relate to curriculum documents?
AUSVELS Strands

Level:
2 Domains Dimensions Key elements of standards to which lesson is focussed
Science
Science
Understanding
Biological Sciences
Living things grow, change and have offspring similar to themselves
(ACSSU030)
Science
Science
Inquiry Skills
Communicating
Represent and communicate observations and ideas in a variety of
ways such as oral and written language, drawing and role play
(ACSIS042)
Assessment Criteria and Method of Evaluation How will you identify what they have learnt and how will you record or note this
Standards Assessment Criteria (Ability to: )
Evidence How will you identify what they have learnt and how will you record or
note this


Science Understanding
Biological Sciences
Understand the main characteristic of a mammal
Mammals live in many different environments
Teacher observations
Student presentation
Science Inquiry Skills
Communicating
Communicate their mammal effectively through role-play
Work collaboratively within their group
Teacher Observation
Student reflective comments
Students Background Knowledge What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing
knowledge?
During this week, students have been focusing on the characteristics of mammals and marsupials in different forms of ways. They are connecting all of this
knowledge together and using it in their role play task today.
Resources and Materials What materials and resources will you need to have prepared?
Sheets of the mammals the groups will receive.
Student Teacher Focus What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?
My focus for this lesson is on classroom engagement, making sure all students are engaged with the task and are working together as a team.
Stage of lesson Tasks Time Student action
What will students be
doing? Explain how the
students are expected to
work.
Teacher action
What will you do during this time? What prompting questions
may you need to prepare? How will you monitor student
progress and needs?
What preparations have you made for early finishers so that
they will be extended in a relevant and interesting way?
Stage 1 Introduction
How will you engage and
stimulate the interest of the
students?
Include possible
questions that
you may choose
to use
Demonstrations etc
REVISE
Touch on the things that the class has learnt
this week in conjunction to mammals and
monotremes. Revisit any key concepts that the
class is unsure of.

5 mins

Sit as group on floor
and respond to
questions after
acknowledgement of
hand up.
The teacher may ask:

What are mammals?
How do we know they are mammals?
Can anyone give me an example?
Is a monotreme a kind of mammal? Why?
What are some Australian mammals?
Stage 2 Body of lesson
Describe each distinct
task in the order to be
undertaken. Start a new
task each time the
teacher or students
behave in a different
manner. State an
estimated length of time
for each task.
Ensure that there is
some form of prompt or
reinforcement available
for students
What preparations have
you made for early
finishers of each task so
that they will be
extended in a relevant
and interesting way?
INSTRUCTION:
The teacher will let the class know that in
groups, they will have to brainstorm a creative
way to present their given mammals. The
class will discuss some key thing they must
remember when working within groups. They
will also devise a checklist together on what
they expect to see when the groups present
their mammal to the class.

5-10 mins
Students will be
sitting on the floor
facing the teacher
contributing to class
discussion.

The teacher will ensure that students understand
the expectation of respecting and listening when
irking together, also to include everyone, feel
welcomed.

Possible Checklists:
-Must tell us what makes them a mammal
-Must be creative
-Everyone is involved
-It makes sense
-It tell us what the mammals is, where it lives,
what it eats etc.
GROUP WORK
Students go off with their group and brainstorm
together ideas on how to create their role
play.
They may use note pads to jot down ideas if
they like.
The groups dont have to stay at their tables,
use the room to practise with movement.

20 mins

Allocate groups in
terms of which
tables students are
sitting in.


The teacher will roam around the classroom
offering assistance to those groups that may be
stuck.

**EXTRA TIME**
If there is extra time at the end, the teacher
may present the answers of the questions
they have asked at the start of the sequence.
They can see if they can try and answer
(predict) before the answer is given.
Students on the floor
participating in class
discussion and
investigation.
The teacher will search the questions on the
computer for the class to see.

Discussion will result prior and after the answer is
given.
Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the
students can evaluate
what they have learnt?
SHARE TIME
Each group will present their role plays to the
class. The students who are not repenting
must think of something that they did really well
in, and something they could improve next
time.

10 mins
Students will be
sitting on the floor
facing the students
who are presenting.
The teacher will ensure that the students are
behaving accordingly. Prompts will be given to
the group to offer assistance.
Stage 5: Closure
Do you need to prepare
the students for handing
over to another teacher,
or another subject

Sitting on the floor and waiting for the next
lesson.
Thank the students for participating in class! :)
Reflection on Student Learning What did you observe about student learning?

Comments on Future Lesson Directions Are there areas you need to go over or move beyond?

Reflection on Lesson How was the timing or the flow of the lesson? What other observations did you make?



Reflection on Student Teacher Outcomes Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the
future? What were the positive points of your lesson?

Supervisor Evaluation