Life and Living: Biological Science Living things can be grouped on the basis of observable features and can be distinguished from non-living things ACSSU044 Elaboration • sorting living
Trang 1Generic Lesson Planning Template
Year Level/s: 3 Date: KLA/s: Science Duration: 40 minutes
Syllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus
or curriculum?)
Life and Living: Biological Science
Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
Elaboration
• sorting living and non-living things based on characteristics
Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective
must indicate “Given what, Do what, How well?”
Use scientific inquiry skills to determine the difference between plants and animals
Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes)
do students need to develop?
Students need to know
All living things can be classified according to life
functions
Students need to be able to
Group animals according to their class
Evaluation/ Monitoring and Assessment:
Prior Knowledge: (How will I find out
what the students know and/or
remember?):
Students have begun thinking
about the Earth and its
environment in Geography,
including living things and their
characteristics and needs
Formative Assessment:(How will I monitor student understanding along the way?):
Monitor student contributions/clarify misconceptions and ask ‘why’
Summative Assessment:(How will I provide concrete evidence of student learning?):
• group animals according to their characteristics
Resources
http://www.brainpopjr.com/science/animals/classifyinganimals/, YouTube song about animal classes from 2:08
http://www.youtube.com/watch?v=Ya-7JsIna2E&feature=related
two blue star scrap book, laminated animal cards, classification worksheet
https://docs.google.com/document/d/19QHXLu9DD5FLV31fbEER-K2H49xrs2NlnaYowUNzVl8/edit?hl=en_US&pli=1 , classification worksheet, fast finisher activity IWB
http://www.sheppardsoftware.com/content/animals/kidscorner/kidscorner_game s.htm
Trang 2Teaching Strategies and Learning Steps
What to say Organisation/Resources Individualising learning Introduction - key learnings and how they will be achieved (Consider strategies, relevance, individual/group work, clarify student understandings of task, student voice, student choice etc )
Time Allocation: 10 minutes
12:40- Students on mat after lunch.
Ask students if they remember the
different types of sorting we have done,
discuss the various ways we have grouped
things, consider are all living things the
same- if not cant they be grouped?
What might be a good grouping?
What key messages will I convey?
That plants and animals share many similarities but are different
How will I organise learning activities and utilise resources?
Have websites and movies ready on IWB
How can I make adjustments
to meet individual student needs?
Extension Activity:
IWB games Scaffolding questioning
Lesson Body - step by step outline of learning experience sequence ( Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc )
Time Allocation:20 minutes
12:45-
Ask students in their table groups to group
animal cards in a way that makes sense to
them, and we will come together to
discuss how and why their group has
decided on groupings-Choose one
speaker from each group
Groups have 10 minutes to decide on
their groupings, then all students come
back to the mat and each group shares
their overarching groups, then the animals
that they chose to put into these groups
1:00
Watch YouTube animal classification song
Open classification website and look at
the categories of animals that have been
chosen by scientists
ask -
1:10
On IWB, open classification google doc, as
a whole class, complete the activity,
asking ‘why’
1:20
Individual desk work- Hand out
worksheet, explain the activity- 20 minute
time limit, clarify sound level (spy voice),
they may talk quietly with their
tablemates as they go through the
questions
Explain the fast finishers activity and set it
up ready to go
What questions will I ask?
What are some physical
characteristics that animals share? Can they be grouped according to these likenesses?
Did the groupings/categori
es of animals students chose match those groupings chosen
by scientists?
How will I handle the transitions between activities?
Count down, explain expectations, do this/do that game
How will I know if students are achieving the learning objective/s?
If students can complete their worksheets and answer questions during class discussion
Trang 3Conclusion - reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move thinking forward.)
Time Allocation: 10 minutes
1:40
Class discussion-How do students now
feel about the way they have
grouped their animal cards?
Would they make changes? If so,
what changes would they make?
Write headings on the whiteboard for
each category, and hold up each
of the cards, ask students to
choose the correct category, use
Blu-tac to group animals
Discuss each of the changes- what was it
that made students change their
minds?
How will I help students
to synthesise learnings?
Link to previous science lesson, remind students that living things can be grouped, revisit prior
understandings during the concluding phase of the lesson
What plans are in place for those who finish early?
IWB animal category game, continue with classroom animal decorations
What about those who need more time?
Encourage students
to skip questions they do not know and move to the next one, come back to these when the rest are done, remind students of the various
stimulus materials, scaffolding
language
Reflection and Adjustments
Did students learn what they were supposed to? How could this lesson be improved for next time?
(Self-evaluation of learning experience outcomes)
Deconstruct: During this lesson, I utilized a
YouTube clip depicting a song about classifying
animals with a strong rhythm and beat I feel this
was one of the most successful elements of this
lesson, as it excited and engaged the students
Confront: I am not a musically inclined individual,
and do not listen to music for pleasure, or use it as
a memory aide etc, so I can find it difficult to use
music in the classroom as it isn’t at the forefront of
my educational repertoire
Theorise: Gardner (1997) explained that “music
may be a privileged organizer of cognitive
processes, especially among young people” (p 9),
which highlights the importance of using music in
the classroom for all students
Think otherwise: having witnessed the increase in
student participation, engagement and overall
enthusiasm for the lesson when an element of
music was introduced, and researching the theory
behind it, I will endeavour to continue to use music
in my lesson planning, observing carefully to adjust
the level of musical stimulus to suite the student
cohort
(If I was to teach this lesson again what would I change and why?)
After gaining an understanding of how important music is to this cohort of students, I could have played a CD of calming classical music to work to during the writing task
Prac Course: Prac site: Week:
Lesson No: Unit/ Topic Area:
Trang 4(Points to inform subsequent lesson)
Continue work on understanding more about living
things and how to care for them
(e.g Productive Pedagogies, Bloom’s Taxonomies, Habits
of Mind)
Gardner
Musical, kinesthetic
Blooms
Analyse-classify, compare
References to remember:
Gardner, H (1997) Is musical intelligence special? In V Brummett (Ed.), Ithaca Conference ’96: Music as
intelligence Ithaca, NY: Ithaca College Press.
Suggestions/Comments from others: The mentor teacher commended the use of the particular song, and got the address for YouTube so she could continue to play it as the class moved though the sequence of Science lessons for the remainder of the term