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Este Lesson-Plan-Template
Este Lesson-Plan-Template
Este Lesson-Plan-Template
Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year 5:
Earth and Space Sciences: The Earth is part of
a system of planets orbiting around a star (the
sun) (ACSSU078)
1
2
Identify three scientific properties of at least one material involved in the making of solar ovens through effective
researching of selected websites and completion of “What material are you?” template:
Was the number 3 achievable for all groups?
Do I need to extend students better next time?
Was the activity scaffolded enough or were students struggling with researching and decoding?
Work collaboratively in mixed ability groups (based on behaviour management) to communicate ideas effectively
and share learning equally among all members:
How effective did each group work together? What would you change for next time?
Did the mixed ability groups work or did it impede on student learning?
What students were left out in this activity?
Pedagogy:
What was the positives/negatives of teaching skills or strategies within the lesson?
Did my behaviour management technique work effectively? If not, how can I alter them or change them to
gain a better learning environment?
Context:
Did the content of the activity share a parallel relationship with the student’s developmental level?
Would this activity work at a better time in the day or the term?
3
10.08am Lesson Steps (Lesson content, structure, strategies & Key Questions):
Students seated in desks- semi-circle to aid with inclusivity
2 min
4. Teacher introduces class to the acronym of ARRT for them to
remember how light can be transported from one medium to another.
Teacher asks students to repeat after them:
“A is for Absorbed, R is for Reflected, R is for Refracted
and T is for Transmitted”
4
5 min
5
Steel https://www.explainthatstuff.com/ironsteel.html
Wool-
6
https://textileapex.blogspot.com/2015/01/physical-
chemical-properties-wool-fibre.html
1 min
Paper- https://paperonweb.com/paperpro.htm
(Groups who have finished early, can start drafting designs of their solar
Appendix 4
ovens by looking at this website https://sunshineonmyshoulder.com/6-
homemade-solar-oven-projects-for-kids/ which shows 6 different types of
ovens).
15. After students have done this, teacher directs each group to take a
picture of their template and upload it onto the class Padlet. Padlet is
a great online tool for students to access when they need inspiration
for designs in future lessons.
10. 55am
Lesson Closure:(Review lesson objectives with students)
16. Teacher asks one member in the group to put the template on the
5 min teacher’s desk and pack away quietly.
17. Teacher instructs students that their ticket out the door for recess is to
complete short quiz on ARRT, and give to the teacher once finished.
11.00am
Transition: (What needs to happen prior to the next lesson?)
18. Students are to have a think (access padlet if need be) of some
possible materials and designs for their solar oven, so that when they
begin drafting designs they are prepared.
Assessment: (Were the lesson objectives met? How will these be judged?)
Recognise the difference between Absorption, Reflection, Refraction
and Transmission (ARRT) through class discussion, direct
questioning and visual representations:
o Students complete Appendix 4- Review
o See rubric (Appendix 1)
Identify three scientific properties of at least one material involved
in the making of solar ovens through effective researching of
selected websites and completion of “What material are you?”
template.
o Students complete Appendix 3- Template
o See rubric (Appendix 1)
Work collaboratively in mixed ability groups (based on behaviour
management) to communicate ideas effectively and share learning
equally among all members.
o Observations and anecdotal notes- rubric (Appendix 1)