TPN3703/103
7. LESSON PLAN:
General Information
School: Melton Wold
Duration of lesson: 60min
Grade: Gr. 4
Topic: Hollow paper pillar
Date:
Resources available at school
(very good, sufficient, limited)
Sufficient
Class size: 7 learners will participate
Other important information:
It is a multigraded class and the
learners are only Afrikaans
Objectives/Outcomes
What will the learners know/be able
to do/understand by the end of the
lesson? (Start with: Learners will….)
 Learners will be able to make
circular, triangular and square
paper tubes
 Learners will know which of
the shaped tubes is the
strongest through testing
SUBJECT:
Lesson aim: (What do you as a teacher want to
achieve?) To teach/facilitate:
 the investigation into which shape of a
hollow paper pillar is the strongest
 investigate the strength of differently
shaped tubes
 conduct a fair test
https://youtu.be/6NqrZpYtB_8
https://www.youtube.com/watch?v=9Bhl8HkmCzo
What are your teaching
strategies/methods/approaches? (Explain your
choice)
The learners will work in pairs of 2. Each group will
make and test all 3 pillars, circular, triangular and
square.
Discussion – By discussing the outcome of the
experiment, the learners are kept intrigued and actively
part of the lesson.
The Facilitator, or activity style
Facilitators promote self-learning and help learners
develop critical thinking skills and retain knowledge that
leads to self-actualization. This style helps learners to
ask questions and helps develop skills to find answers
and solutions through exploration.
Integrating Technology - Technology play a big part in
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our society. Learners become more engaged in the
classroom.
They start to take control over their own learning.
Effective technology integration change the classroom
environment and encouraging learners learning.
Learner-cantered education - teaching that shift the
focus of the teacher to the learner. It focuses on skills
that allow lifelong learning and independent problem
solving. Technology helps to make teaching of a lesson
more meaningful and fun.

The Introduction phase (How will you get the learners ready for what you want them to learn?)
Before class starts I will place an unstable table, with a broken table leg, next to the teachers
table in front of the class. When all the learners are seated I will walk over and put my bag on
the table, which will then collapse.
How long will this take? 5min
Questions you will ask:
What just happened?
Why do you think this happened?
Will you help me find out the best way to fix the table leg (pillar/tube) and help me decide which
shape will be correct for the table?

The main part of the lesson
Activity 1
How long will this take?
10min
Teacher activity (What will you
do and say?)
Do a quick recap on how one
can strengthen paper. Show
them a video clip on different
ways to strengthen paper.
https://www.youtube.com/watch
?v=VF0hz29HSas
https://www.youtube.com/watch
?v=dIn8PsdAB3Q
Questions you will ask:
How can a page span across
two stacks of books to support
Learner activity (What will the
learners do and say?)
Learners will listen actively and
give attention to the video.
Share knowledge on
strengthening materials.
Learners will answer questions
presented to them. Learners
will access and recall
information.
Which teaching
strategies
/methods/approaches?
(Explain your choice)
Narrative method
Direct teaching - learners
listen to the
teacher explaining what to do
Discussions - the class have
discussions
Group work - activities are
given in groups to help
learners understand better
Demonstrations - show video
to help learners
understanding
Questioning - questions are
given to learners and learners
answer.

wooden blocks?
Name different ways that one
can use to strengthen
materials?
Give examples of material that
support or strengthen other
material in the classroom or on
the school ground?
Note:
 Folding
 Tubing
The main part of the lesson
Activity 2
Watch the video
https://www.youtube.com/watch
?v=9Bhl8HkmCzo
https://www.youtube.com/watch
?v=VF0hz29HSas&t=38s
Experiment: Which pillar is the
strongest? Fold structures.
Do the experiment/test
How long will this take: 20min
Teacher activity (What will you
do and say?)
Divide class into groups of 2.
I will hand out the apparatus
• four sheets of paper
• scissors
• sticky tape
• a piece of cardboard to form a
platform as the lid of a box
• same number of the same
type and size of books for each
group
Method:
Each group will make and test
all 3 pillars. The circular,
triangular and square.
Instructions:
 Square – fold a paper into
four equal parts, stick the edges
with cello tape to make a
square shape
 Circular – bring the sides of
the paper together and tape the
sides together
 Triangular – fold a paper into
three equal parts, tape the sides
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Learner activity (What will the Which teaching
learners do and say?) strategies/methods/approac
Learners will watch the video hes? (Explain your choice)
and listen actively to the
lesson. Direct teaching - learners
Learners will identify the listen to the
current problems and issues teacher explaining what to do
presented to them and find Discussions - the class have
ways in which to solve it, by discussions
following the instructions. Group work - activities are
Learners will do the following: given in groups to help
In their group, make pillars out learners understand better
of the paper sheets (one sheet A collaborative teaching
per pillar). strategy:
They will use sticky tape if Think – Pair- Share
needed. Active and passive activities,
Each group will make and test Peer tutoring
all 3 pillars. The circular, Cooperative group learning.
triangular and square.
Learners will follow
instructions:
Instructions:
 Square – fold a paper into
four equal parts, stick the
edges with cello tape to make
a square shape
 Circular – bring the sides of
the paper together and tape
the sides together
 Triangular – fold a paper into
three equal parts, tape the
sides together
􀄅. Put a platform of cardboard
on the folded pillars.
.
Learners will answer questions
given to them:
Answers:
a. You will need glue or sticky
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together tape.
b. You will have a square
I will demonstrate what the structures
learners must do and help them
if necessary

Questions you will ask

Why do we need strong
structures?
What are two ways to
strengthen materials?

Questions:
a. What do you need to
stick the edges of the
paper together?
b. What structure will you
make if you fold your
sheet of paper into five
equal sections and stick
the last two together?

Explain to the learners as the

work:
a. We need to investigate the
strength of differently shaped
structures.
b. Structures are built for a
purpose. They need to be
strong and able to hold an
object.
c. Structures can be made
stronger by changing the
shapes in the structure.

Explain to the learners why and

how to make a fait test/
To make the investigation a fair
test, each group must use the
same :
• size and type of paper
• identical books
• platform
• amount of sticky tape
The main part of the lesson Learner activity (What will the Which teaching
Activity 3 learners do and say?) strategies/methods/approac
Test and write down findings. Learners will test the different hes? (Explain your choice)
structures to ensure that they Direct teaching - learners
How long will this take? meet the requirements for the listen to the
15min job. teacher explaining what to do
Discussions - the class have

Teacher activity (What will you
do or say?)
Explain that in order to use
strong structures, they need to
test them to ensure that they
meet the requirements for the
job.
b. The shape of the structures
will have different impacts on its
strength.
c. Tell learners to watch their
structures carefully as they
place objects on top of them
d. Ask learners to write down
the number of objects that go
onto each tube.
The conclusion of the lesson
(quick quiz, class discussion,
learners ask each other
questions etc.) How long will it
take? 10 min
. Learners will discuss what they Cooperative group learning
Which shape pillar would you
say I must use to fix the table
leg?
Do you think this was a fair
test?
Discuss what they discovered
through the activity:
- what was easy
- what was challenging
- what they found interesting
about the activity
Assessment activity and explanation. Include or attach the activity. (How will
you know if your outcomes/objectives/aims were achieved? Is it an informal or
formal assessment?)
Learners assessment - informal - class activity
Learners will note that the
shape of the structure will have
different impacts on its
strength.
Learners will follow the
instructions.
Each group will have turn to
test their structures.
􀄇.Learners will add books
(one-by-one) onto the platform.
They will use the same sort
and size books.
􀄈 Learners will watch their
structures carefully as they
place books on top of them.
􀄈. Learners will write down the
number of books that each
structure can hold before
collapsing.
Learner activity (What will the Which teaching
learners do and say?)
Learners will answers
questions?
discover through their activity: Direct teaching - learners
- What was easy
- What was challenging
- What they found interesting
about the activity
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discussions
Group work - activities are
given in groups to help
learners understand better
A collaborative teaching
strategy:
Think – Pair- Share
Active and passive activities,
Peer tutoring
Cooperative group learning.
strategies/methods/approac
hes? (Explain your choice)
Active and passive activities,
Peer tutoring,
listen to the
teacher explaining what to do
Discussions - the class have
discussions
Group work - activities are
given in groups to help
learners understand better
A collaborative teaching
strategy:
Think – Pair- Share
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Homework
Questioning
Teacher - informal assessment -controlled , corrected and dated activities
The intended aims/objectives were reached because learners did well on the
activities and answered questions correctly.

Homework. Write down or attach the homework that you gave for this lesson.
Also answer: Why did you allocate this homework? How long will it take the
learners to complete at home? Will they need any resources or help?

Activity 1
Draw a bar graph on the board
Ask the learners to draw a bar graph to draw their findings

Answer these questions in their workbook

• Which shape of pillar is the strongest?
• Which ways are used to strengthen materials used in buildings?
• What is the purpose of folding, tubing etc. in the building structures?
• How can triangles strengthen structures?
• Where in everyday life do we find examples of folding, tubing and braces?
• What is a strut and where is it used?

Activity 2
• Use only 2 sheets of paper,
• Create the tallest tower you can possibly make. You can cut the paper, roll
and fold the paper,
• You may use paper clips, tape and glue as to connect the paper, but not to
strengthen the structure.
• The structure must be able to stand on its own for 10 seconds.
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How can you/did you cater for learners who need enrichment or those who
have special needs?

I showed the videos and did hands on activities,

TEACHING LANGUAGE ACROSS

THE CURRICULUM
Subject/content-specific words that
are important for the lesson
• Folding
• Tubing
• Structures
• Strut

NB. Have you checked the time for your planned activities and the duration of the
lesson? At the end of the lesson, check your timeframes and reconsider how you plan
timeframes for the lesson if you have to. Sometimes you may have anticipated 10 minutes
for an activity, but when you actually teach it you find that the learners are struggling and
you have to allow more time.

Attach examples of all learning and teaching support materials you used during the lesson
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ASSESSMENT OF LESSON PRESENTATION: PRACTICAL TEACHING

(For use by mentor teacher)

Dear Mentor teacher

Thank you so much for hosting our Unisa student in your classroom for his/her supervised
teaching practice period. I know how busy you are as a teacher and really appreciate
everything you do for our students! Please assist the student as far as possible with lesson
planning and preparation as well as general and practical orientation to the teaching
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profession.

Kind regards
Dr V A Nkonyane

Date: ………………………………………………………………………………………………...

Mentor teacher: …………………………………. Tel No: ………………………………………

A MARK OUT OF 10
CATEGORY CRITERION AND COMMENTS

Planning and writing out the Situation analysis (relevant and effective)
lesson Objectives (clear and achievable)
Lesson phases (all phases accounted for)

Introductory phase Beginning of lesson

(Learners must be Linking with prior knowledge
accompanied to personally Authentic examples
identify with the new
objectives and content)

Middle phase (learners Revealing the new content (effectiveness)

must be brought into Teaching and learning activities
contact with new content (appropriateness)
and must interact with it) Formative assessment (effectiveness)

End phase (Attainment of Summative assessment and remedial

outcomes/objectives must actions (effectiveness)
be assessed, remedial Homework (attainable and relevant)
actions and further
knowledge, skills)

Expertise Knowledge of subject

Control of language (subject and
communicative)

Learning and teaching Integration of LTSMs (satisfactory)

support material Effectiveness (satisfactory)

Classroom climate Atmosphere relaxed

Adequate control by student teacher
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Learner participation Participation by learner

Teacher-learner interaction
Learner-learner interaction

Communication Voice control of student teacher

Questions/instructions clear with sufficient
waiting time
Feedback to learner

Presentation Self-confidence
Enthusiasm
Empathy and friendliness
Humour

Total mark out of 100

Observations/comments/suggestions:

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Signature: .............................................

NB: SCHOOL STAMP

REFLECTIVE SELF-ASSESSMENT
To become a better teacher, you will need to become more reflective about your teaching.
That means you will have to look back at your lesson and eventually at the entire period
you were on teaching practice and evaluate it from different perspectives. This means you
also need to consider how the learners feel about the lesson and whether they found it
interesting and stimulating, and most importantly: did they learn? For an individual lesson
you will consider what went well and what was not so successful. Only by looking at this
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will you be able to improve on your skills as a teacher. To be reflective you will have to
answer some questions about your teaching. This cannot be done quickly. You will have to
find some quiet time to think about your whole lesson.

1. How do you feel about the lesson? Substantiate

Satisfied Dissatisfied your answer.

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2. What in your opinion contributed to the of the lesson?

success failure partial failure

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3. What went well in this lesson? (e.g. your confidence, introduction, discipline, use of visual aids,
pace, learner response etc.)

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4. What do you want to improve?

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5. How can you improve this?

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6. Were you happy with the level of understanding/competencies/performance of the learners?

Why or why not?

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7. What will you try to do differently in your next lesson?

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8. What do you think the learners’ perception of the lesson was? Why do you say so?

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9. Try to differentiate the things you can control in a lesson and the things you cannot control.
You should find that you can control a few aspects in a lesson. Try to work on the things that
you can control in a lesson rather than focusing on the things you cannot control.

Things I can control (e.g. finding pictures to Things I cannot control (e.g. the large
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help learners understand the water cycle) class)

Assess your own lesson (Please tick the applicable box)

5 Outstanding 75% + above

4 Very Good 70-74%
3 Good 60-69%
2 Satisfactory 50-59%
1 Needs Attention Under 49%

Your actual mark:

Your signature: …………………………………………..