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Primary Sample Lesson Plan (VELS Levels 4)

Duration of lesson Topic and Focus 45 minutes Writing a Radio Ad (Persuasive Writing) Group Size Year Level 20-24 students 6

Students Background Knowledge: Students undertook an exploratory writing exercise on persuasive writing. Using display ads (from magazines), students analysed and compared these ads to the advertising techniques discussed, and given to them in a handout format, in a previous lesson. Student Teacher Focus and Rationale: The primary focus of this lesson is enabling the students to better understanding persuasive writing and its prevalence within society, that being in the format of advertising and its affect across a number of different advertising mediums, this lesson on radio. Students shall better understanding persuasive writing by revisiting the advertising techniques discussed in a previous lesson and relating these to the medium of radio by attempting to use the techniques themselves by writing a persuasive piece of writing of their own as a radio ad. My teacher focus of this lesson is to ensure the information is taught in an interesting and informative way that effectively reaches the students ensuring they learn from the lesson. It is also, to observe the students behaviour within the classroom, ensuring they remain focused to the lesson on hand, behave appropriately and are under my full guidance and control. Resources and Materials: o 8 Props to be used as ad products (toothpaste, milo, laundry liquid, Weet-Bix, Tic Tac, Car Ad, Cruise Ad, Mobile Phone Ad) o o CD with 4 Radio examples Advertising Techniques handout sheet
Domains Dimensions Key elements of standards to which lesson is focussed inclusion of familiar ideas & information for different purposes & audiences in print and electronic text. appropriate vocabulary, punctuation and tense according to context, purpose and audience. listening attentively and responding appropriately.

VELS Strands Level: Prog. to 4

Discipline-based Learning



Interdisciplinary Learning


Listening Viewing & Responding

Assessment Criteria and Method of Evaluation

Standards (from VELS as appropriate) Interpersonal Development Working in teams Assessment Criteria work effectively within a team environment being assigned a role. sharing resources and describe both individual and team contribution to other team members and teacher. Evidence The team shall be under teacher observation that shall be recording the students skills in working with the other team members. Student reflections to group discussion at end of lesson.

Stage of lesson
Stage 1: Introduction



Student action

Teacher action

5 min

Once instructed to do so, the students will individually recall and share with the group freshwater details of the Biomes: Freshwater and Seawater (2005) VHS. Orally addressing the group with data. The students shall give full attention throughout the explanation of water catchments. Questions shall be asked.

Ensure that each student is quite while an individual student is talking and sharing his recollections and learnings with the group. Monitor the students responses. Give memory prompts to the students where needed. If responses arent strong enough, use the technique of de Bonos Six Thinking Hats

Stage 2: Body of lesson

Introduce the water catchments map that has been stuck to a thick board. Brainstorm ideas of water use and observe rainfall patterns within Australia on a map (see Bureau of Meteorology Site)AE4. Through the back up of the teacher Planit Water Part C Waterclopaedia and the Goulburn Broken Catchment Management Authority website, inform and discuss water catchment areas, being sure to refer to the map for reference to Melbourne and locations within close proximity to the school. Respond to questions throughout the explanation process.

10 min

Discuss the hows, whys and where of water catchment areas and the water cycle. Open the forum for questions by asking the students What do you know, from having heard this information about water catchments?. Have the students speak loudly enough to address the whole group. To bring the discussion to the next step within the lesson, ask the students the question is rainwater important to more than just the family garden?


Industry versus Inferiority (6 12 years) - interaction with peers is increasingly important (Wookfolk & Margetts 2007, p. 74). This activity is nurturing the desire and need of each student for importance, a useful idea or suggestion.

Kristen Whittingham - 700262628

Explanation Task 1 By moving the map to the side, introduce the rain gauge, instruction sheet and installation equipment (Hammer, spike, cable tie). Explain how a rain gauge works and read the instruction sheet to the students. Inform them the rain gauge shall be installed within a designated area (to the side of the playground/field) of the school grounds, but that they shall choose its position within that dedicated area by following the requirements set out on the instruction sheet AP5. Introduce the Resource Working Sheet, explaining how to fill it out and the clues to look for within the school grounds to find the answers. Suggest the student responsible for carrying the form has a hard surface to hold it against to aid filling it in. Task 1 Exit the classroom into the designated area of the school grounds. Have the students scope the area for the best location to erect the rain gauge as per the instruction sheet. Hammer the spike (I shall do this) into the ground and cable tie the rain gauge to the top of the spike. Check the rain gauge is erected and installed as per the instruction sheet, looking above for obstructionsAE5. If the installation of the rain gauge doesnt require all students, others may begin observing the grounds for rainwater erosion and causewaysAE6.

5 min

Students shall respond to the question on knowing what or having seen a rain gauge before. The students shall elect who shall carry and be responsible for each of the equipment, rain gauge and instruction sheet. Students shall work within a team.

Ask if any of the students have seen a rain gauge before or know what it is. Read and explain clearly and precisely the instructions for installing the rain gauge, the explanation of the designated area within the school grounds and the requirements of the Resource Working Sheet. Monitor the students teamwork, observing fairness, leadership and task management skills.

10 min

Walking orderly, quietly and carefully, with all equipment, to the designated area of the school grounds. Working as a team to jointly decide an appropriate spot for the rain gauge as per the instructions. Students working within their defined responsibilities. Completing the task as required.

Assisting with hammering the spike into the desired and chosen location by the students. Ensure that the installation operates smoothly with all students working equally and harmoniously to achieve the task. Encourage and intervene where and when needed. Assist with observing land erosions, water runways to help the students complete the Resource Worksheet.



Concrete Operations (7 11/12 years) the ability to represent events mentally. The children must be able to visualise the location of the designated area by the verbal instructions given by the teacher. They must also be able to visualise possible locations within that designated area to install the rain gauge within the confines of the instruction sheet. This can also be seeing within anothers point of view also under Concrete Operations. E5 Initiative versus Guilt (3 6 years) Understanding that not every impulse can be acted upon, they must take turns (Wookfolk & Margetts 2007, p. 73). E6 Initiative versus Guilt (3 6 years) Wookfolk & Margetts (2007, p. 74) stated, Interaction with peers becomes increasingly important as well. For the child to feel a growing sense of competence, they must learn and cope with the ability to manage academics, group activities and friends, in this case to understand to move onto the second Task if there is too many students trying to erect the rain gauge.

Kristen Whittingham - 700262628

Task 2 Students observe the area surrounding the designated school area and the classroom for rainwater causeways and erosion pointsAP7. Students complete the Resource Working Sheet with their findings.

10 min

Working together as a team to complete the task as required.

To ensure that the worksheet is well understood and filled out appropriately, I shall assist the students with this, answering any questions they may have. Ensure the task operates smoothly with all students working together as a team to achieve the outcome. Encourage and intervene where and when needed. Assist with observing land erosions and water runways pointing out anything that may appear to be missed by the students. Assessing the students abilities to verbalise to the group the responses to the Resource Working Sheet. Observing and monitoring the students enthusiasm to the lesson. Observing the students willingness to participate in reflection of the lesson and discuss their likelihood of undertaking the tasks within their own time.

Stage 3: Conclusion

Return to the classroom. Have the students report their answers to the Resource Working Sheet. Ask the students to find a weather report overnight so as they can establish when the next rainfall is due. Open the students minds to discussing uses for knowing rainfall data. Ask the question of the students if they would install a rain gauge in their own backyards and look for rainwater causeways and catchments in their own homes to better understand where rainwater in their communities or street might pool to. Ask if this would be useful for when planting a garden, or any other times this would be useful (this leads into the next lesson that is based on rain water tanks and storage). Task 3 Should there be time remaining, students can access the Internet game The Water Cycle Puzzle.
Stage 5: Closure

5 min

Using interdisciplinary skills to communicate their findings in the school ground of the resource worksheet. Discuss the likelihood of the students doing these activities at home.

Arrange 6 pictures in sequence of the water cycle.

Observing their accuracy and note which students can correctly align the puzzle on their first attempt.

This lesson leads into the next lesson within this unit, water saving solutions, which shall be taught the next day. As this is the final lesson for the day, students are requested to start to pack up their desks and can continue at the computer The Water Cycle Puzzle until the bell rings.


Concrete Operations (7 11/12 years) the ability to represent events mentally. The children must be able to visualise the erosion that can be caused by rainwater running along the ground.

Kristen Whittingham - 700262628

REFERENCES Biomes: Freshwater, Seawater 2005, video recording, Discovery School, Silver Spring, United States of America, MD. Bureau of Meteorology 2008, Average annual and monthly rainfall, Commonwealth of Australia, retrieved 1 May 2008, Central Intelligence Agency The World Fact book 2008, Rank order area, Central Intelligence Agency, retrieved 21 April 2008, Global perspectives a statement on global education for Australian schools 2007, Curriculum Corporation, Carlton South, Vic. Goulburn Broken Catchment Management Authority 2008, Floodplain Management, Goulburn Broken Catchment Management Authority, retrieved 21 April 2008, 2000, How much water is there on Earth?,, retrieved 21 April 2008, Krause, K, Bochner, S & Duchesne, S 2006, Cognitive development, Educational Psychology for Learning and Teaching, 2nd edn, Thomson, South Melbourne, pp. 42-78. Melbourne Water 1968, Melbourne Water, Melbourne Water, Melbourne, Victoria, retrieved 30 April 2008, Our Water Our Future A Victorian Government Initiative 2007, The water cycle puzzle, Victoria State Government Department of Sustainability and Environment, Melbourne, Victoria, retrieved 30 April 2008, Our Water Our Future A Victorian Government Initiative 2007, Teacher Resources Planit Water Part C Waterclopaedia, Victoria State Government Department of Sustainability and Environment, Melbourne, Victoria, retrieved 30 April 2008, Victorian Curriculum and Assessment Authority 2005, Victorian Essential Learning Standards, Victorian Curriculum and Assessment Authority, East Melbourne, Victoria, retrieved 30 April 2008, Victorian Curriculum and Assessment Authority 2005, Victorian Essential Learning Standards, Victorian Curriculum and Assessment Authority, East Melbourne, Victoria, retrieved 30 April 2008, Woolfolk, A & Margetts, K 2007, Personal, social and moral development, Educational Psychology, Frenchs Forest, NSW, pp. 70-97.

Kristen Whittingham - 700262628