Lesson Plan- Living & non-living things 2 (6/2/15)

Time of Lesson

Session 5

Duration of lesson

Around 45 mins

Class Size

Topic and Focus

Living and non-living things: exploration in yard and characteristics

Learning Focus:

Introduction to the concept of living and non-living and categorising common objects into each.

23

Year Level

1/2

Supervisor

Kathy Lawson

AUSVELS Strands Level: 3/4

Domains

Dimensions

Key elements of standards to which lesson is focussed

Discipline based learning

Science

Science Understanding

Living things can be grouped on the basis of observable features and can be distinguished from non-living
things (ACSSU044)

Discipline based learning

Science

Science Understanding

Living things grow, change and have offspring similar to themselves (ACSSU030)

Discipline based learning

Science

Science Inquiry Skills

Compare observations with those of others (ACSIS213)

Discipline based learning

Science

Science Inquiry Skills

Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)

Assessment Criteria and Method of Evaluation

How will you identify what they have learnt and how will you record or note this

Standard

Assessment Criteria (Ability to: )

Evidence

Observing and applying

knowledge

Ability to use their observational skills in an effort to gain information

relating to the topic. This knowledge can then be applied to another
task.

Discuss observations with students, refer to their completed worksheets and their
ability to engage in the completion of the poster.

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?
This is students second lesson on this topic. According to AusVELS, in foundation level students focussed on living things and their basic needs. The first lesson highlighted the notion of things
either being living or non-living and categorising common objects into either group. Students appeared to have a good understanding of this idea.
Resources and Materials
What materials and resources will you need to have prepared?
-Nature walk worksheet x23
-Pencils
- Board to lean on
-Integrated books
-Poster with grid on it
-Marker
Student Teacher Focus
What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?
-Time management
-Providing a clear explanation. Not rushing- detail!
-Managing behaviour and flow between inside/outside activities.
Stage of lesson

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

Tasks

-Go over what a living and non-living thing are- ask for an
example from their house.
-Nature walk activity- we will be going outside and students
will be observing a section of the school yard for things that
are living and non-living. They need to identify which one it
is. ** Ensure I tell students that the drawings dont need to
be detailed, only a rough sketch. Theyre field notes.
-Give students a worksheet each. Ask them to collect a
pencil, board to lean on and put their hat on.

Time

10 mins

Student action

Teacher action

What will students be doing?

Explain how the students are
expected to work.

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?

Students will be sitting on

the floor as a whole
group. They are expected
to be engaged in the
introduction and answer
the prompting questions.

I will be facilitating the brief discussion asking any prompting

questions:
-What is a living/non living thing?
-Can you think of an example of a L/NL thing at your house?
-How can you tell if something is living or non-living?

They will then collect their

equipment and line up at
the door.

I will then instruct students to collect the appropriate equipment

and give them each a worksheet.

-Line up in pairs at the door.

Stage 2 Body of lesson

-When outside we will complete the nature walk activity.

10-15 mins Students are to work in

As students are walking around conducting their observations I

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?

Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the students
can evaluate what they have
learnt?
Stage 5: Closure
Do you need to prepare the
students for handing over to
another teacher, or another
subject

pairs/small groups to
sketch 4 drawings of
things they find in the
school-yard.

will be supervising the class as well as engaging with individual

students. They need to be reminded to keep the noise down.
-What have you observed? Is it living or non living?

Facilitate a reflection on what the students found, inviting a

couple of students to share.

-We will come back inside and have a reflection on what we

observed outside. Students will then go and stick the
worksheet in their books and pack up- including putting
their chairs up and bags under tables.

10 mins

Students will sit in a circle

and share some of their
observations.
Students should pack up
quickly, ensuring the room
is tidy and everything is
put away.

-Complete poster. As a group students are to provide

answers (yes/no) to whether certain things are L/NL and the
their characteristics.

15 mins

Students will come back to

the mat and sit as a whole
group and will engage in
the completion of the
poster.

Poster activity acts as conclusion to lesson.

Dismiss students.

I will be writing on the poster. Start by explaining that there are

things called characteristics, which determine whether
something is L or NL. Fill out poster step by step and lastly
based on the information do they think each thing is L or NL?
-Can relate to original question of how do we know if
something is L or NL- because of these characteristics.