Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 8 Time: 9-9:55 Date: 08/03/2017 Students Prior Knowledge:

Learning Area: - All organisms are made up of cells.

Science / biology
Basic computer skills,
- How to screenshot
- Basic knowledge of slidely (shown in
prior lesson)

Strand/Topic from the Australian Curriculum

Cells are the basic units of living things

(ACSSU149)
General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural

competence creative behaviour Social understanding
Yes No
Yes thinking No competence No
Yes Yes

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australias engagement with Sustainability
histories and cultures no Asia No
No

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action
verb)

As a result of this lesson, students will be able to:

List differences between bacterial, animal and plant cells
Label a cell diagram
List the organelles present in each type of cell

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

Ensure students have login to slidely ! in Bring larger keyboards for vision
lesson prior impaired students
Ensure class set of laptops is charged with Ensure student with ADHD and is easily
solid connection to the internet distracted isnt paired with friend

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LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Was the lesson enjoyable? (Was it interesting?)
Was there enough information to keep students engaged?
Was there enough content to fill the 55 minutes?
Was it to simplistic?
Did the students learn the structures of the cell?

Teacher self-reflection and self-evaluation:

Did I give every student a chance for input and to do his or her best? (E.G. Not picking the
same students to answer questions)
Did I help the students that needed it and extend the ones who found it easy? (E.G. More/
different examples of the same topic, having more work to do once finished)
Was I clear in my instructions and clarified properly if there were any problems (E.G Were there
many students asking what to do/ how to do it)
Did I cater for all the students different learning styles in someway? (E.G. Use of audio, visual,
written, social, ICT examples)
Did it seem like children enjoyed the topic/ lesson? (Was there positive energy in the
classroom? Were students engaged and happy?)

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

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Time Motivation and Introduction: Resources/References
https://
9 YouTube clip www.youtube.com/
9:10
Class discussion on what they already know about cells ! (use to watch?v=cpcxwf5lzns
determine previous knowledge)

Lesson Steps
Go over parts of cell ! organelles
910-9 Point out differences between bacterial, animal and plant cells
:45
Nucleus brain of cell
Endoplasmic reticulum highway transport through the
cell
Mitochondria power house of cell
Lysosomes breakdown of food
Ribosomes RNA translation
Golgi apparatus protein store
Cell membrane keeps organelles inside cell
Cell wall rigid outer layer of plant and bacterial cells http://
Cytoplasm jellylike substance that surrounds organelles www.sheppardsoftware.
Peroxisome contains enzymes com/health/anatomy/
cell/index.htm
Centrioles used in cell division https://slide.ly
Nucleolus contains DNA
Get students to pair up and label diagrams on website
Take screenshots of the final product
- Add to slidely with un-copyrighted music
- Let them find and list differences between the three cells

Lesson Closure:(Review lesson objectives with students)

Have students play slidelys and walk around to view other students
Get the students slidely presentations from students, to ensure the
understanding of content.

Transition: (What needs to happen prior to the next lesson?)

Ensure organelles are remembered for next week
Create free login with thinglink website ! set homework to watch
minute long video

Assessment: (Were the lesson objectives met? How will these be

judged?)
Viewing slidelys and determining depth students have gone into,
whether diagrams are correctly labelled

9:45-
9:50

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