English / Science (Lesson 7) Class Year 2/Stage 1 Teachers signature

Topic Informative texts Date: 22/05/2017 Time 1.55 2.55

Learning Intention: The students are learning to identify the Outcome(s) Prior knowledge
features of an informative text and fill in a report consisting of facts ST1-11LW describe ways that different places in the
about earthworms. Students are investigating an earthworm habitat environment provide for the needs of living things. The students have
and making a small habitat of their own for investigation.
Success criteria: The students will be able to construct and identify Observe the different places in the local land or completed lessons on fact
an earthworm habitat. Students will also write facts about an aquatic environment where living things can be verses opinion, had a look at
earthworm habitat in the animal reports. found, eg schoolyard, pond, beach or bush.
imaginative text structures
Explore the needs of a plant or an animal in its
environment. and informative text
structures, created facts and
EN1-7B identifies how language use in their own
writing differs according to their purpose, audience started their animal reports
and subject matter. in a series of lessons that
Identify the audience of imaginative, informative look at earthworms.
and persuasive text.
Understand that different types of texts have
identifiable text structures and language features
that help serve its purpose.
Describe some differences between imaginative,
informative and persuasive texts.
Time Teaching strategies Learning strategies Groupin Space Resources
g
Intro -Teacher recaps on earthworm habitats and asks the -Students offer information Whole In front of Mentor text Earthworms.
15 mins try students what they remember about an earthworm about habitats. class IWB Whiteboard
and be less habitat. Whiteboard markers
-Teacher scribes information about habitats on the Habitat kit consisting of:
whiteboard. cup,
-Teacher used mentor text to recap on habitats. plastic top
-Teacher models making the habitat: drawing pin to put air whole
first pebbles in the plastic
second soil elastic band
 then alternate sand /soil in 2cm soil, 1cm sand. sand
newspaper and veggie clippings -Students listen to soil
cover with plastic and elastic band and place air holes instructions. newspaper
in the plastic water sprayer
-Teacher states: use your spoon and gloves, it is drainage pebbles
important not to swish your cup around we need to spoon
see the layers of the sand and soil. saucer
veggie peelings
blackout paper cover
gloves

Body -Teacher walks around the class ensuring that -Students make their Ability Desks 26 Habitat kit consisting of:
20 30 students are on task. habitats. groups cup,
mins try -Teacher directs questions to help struggling students. plastic top
and aim Having a look at my habitat what went in first for drawing pin to put air whole
for 20 drainage? in the plastic
Having a look at my habitat what went in first the dirt elastic band
or sand? sand
What goes after the sand it their more sand than dirt? soil
newspaper
-Teacher hands out animal reports while walking water
around helping students make their habitats. drainage pebbles
spoon
Worms live in habitats like damp soil. saucer
veggie peelings
Worms eat rotting leaves and dirt. gloves
(No opinions) I dont want to hear what you think we blackout paper cover
are writing fact.
Conclusion Teacher states: The habitat and diet tab needs to be -Student fill in the habitat Whole In front of
10 mins to filled out in the animal report. and diet tab in the animal Class IWB
15 mins. Give students worms! report.

Differentiation: Summative Evaluation

Questions are targeted and differentiated to individual students Through observations check that each student is able to construct a habitat and write
needs eg what went in first? What went after the pebbles? about a habitat in a factual, informative way. Check that students can recall steps of
The activity is scaffolded to give the students the tools to complete making the habitat in preparation for the next lesson that sees students write a
the activity successfully.
Students learn by doing and this task set the students up to
complete their animal reports.
Teaching notes
Focus on CBM and allocating recources in an effective way, I have
devised individual kits for students to minimise fuss. The students
will have to share a water bottle to dampen their soil, however I
have supplied 2 per table to minimise fuss.
procedural text on how to make a habitat.
Were the students engaged?
Did the teachers deliver the expected lesson?
Follow up
What students need to be followed up what material should be repeated?
This lesson is the seventh lesson of a unit of work on earthworms that see the students
make worm habitats and fill out a factual report on earthworms. The students will
recall how to make habitats and fill out a procedural step by step instruction on how to
make a habitat. The unit is working toward writing a detailed paragraph of factual
information about an earthworm.