LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 2:00 2:45 Date: Students Prior Knowledge:
17/05/2017

Learning Area: Science

Strand/Topic from the Australian Curriculum Yr 2 Science inquiry skills: Science involves observing,
asking questions about, and describing changes in,
With guidance, identify questions in familiar contexts that
objects and events. Pose and respond to questions,
can be investigated scientifically and make predictions and make predictions about familiar objects and events
based on prior knowledge (ACSIS053) Yr 3 Science unit completed on Chemical Sciences.
Heat can be produced in many ways and can move from
one object to another (ACSSU049)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
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:

Describe familiar contexts where heat can be felt.
Explain existing ideas about how to stay warm.
Discuss ideas about how heat moves.

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

Student science workbooks Verbal and visual presentation of instructions and
Physical Science cover sheet information.
Ideas map worksheet
Warming up Powerpoint Opportunities for drawing as well as writing to engage
Interactive whiteboard projector. more creative learners.
Primary Connections teacher background information
Blackboard.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Work samples:
Ideas maps yielded good range of answers, got students thinking about a range of different experiences with heat and
warmth.
Teaching points for future use of ideas maps - all writing should be up the same way so that you dont need to turn the
page to read, value of neatness/presentation in the scientific method, how to categorise ideas.
Observations:
During class discussion students could identify the different visual aids for animals staying warm. Students came up
with a range of ideas across the categories for people to warm up.
Discussion showed some incomplete understanding of how heat moves, what are heat sources. Most students could
explain what they thought certain things/places helped you to get warm but did not always correctly explain the

concept.
Given the example of a blanket in the lesson closure one student was able to identify that the blanket itself is not
warm but warms you up by trapping your own body heat.

Teacher self-reflection and self-evaluation:

Good engagement in discussion and task individual work was completed to a good standard. A number of typically
weaker students completed the task with very good results.
Less requests for individual help instructions were understood and task was set at an appropriate level.
Stopped class successfully to address noise and to refocus. Area of improvement identify teaching points during the
lesson so that students get instant feedback and can apply straight away.
Some students complained about colouring and/or produced messy results.
Incorporated discussion of scientific method method, prediction, need for trial and error to learn, materials,
brainstorm. Some concepts were new to students but had a good effect on students being willing to use their own
ideas rather than asking for a lot of teacher guidance. Materials time and preparation time took time to organize but
did reduce out of seat behaviour once students started working on their Ideas Maps.
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Resources/References
Time Motivation and Introduction:
2:00 1. Students assemble on mat Student workbooks,
2:05 cover sheet and
2. Introduction to science Science involves making predictions and worksheet on desks.
describing patterns and relationships. What does prediction mean?
What does this mean for us? Sometimes in science you need to
predict something that you dont know! The best scientists in history
didnt know what would happen but they did it anyway.
3. Introduction to topic physical sciences, heat. What is heat? [a Powerpoint slide 1.
process of energy transfer] Primary connections
teacher background
information

Lesson Steps (Lesson content, structure, strategies & Key Questions):

2:05 4. Show powerpoint slide 2 for class discussion. What are these animals Powerpoint
2:20 doing? Why? How will this help them keep warm?
5. Show powerpoint slide 3. Ask all students to imagine scenario 1 while
seated. Ask back half of group to stand and act out scenario 2. Ask
front half to stand and act out scenario 3. Reseated, stop and regain
focus. Class discussion questions raise hand to answer: What did
you do when you acted like it was extremely hot/cold? Why do you
think you acted that way? Have you ever been very hot/cold before?
Why do you think that happened?
6. Show powerpoint slide 4 introduce the Ideas Map. Ideas maps help
us to brainstorm and display our ideas about a topic. It includes the
title in the centre, ideas are arranged around the centre with arrows
linking similar ideas. An ideas map might include colours, pictures and
symbols.
7. Show powerpoint slide 5 introduce the materials list. Why is it so

important in a scientific investigation to be organised?

8. Set behaviour expectations For this lesson you need to be seated
and working quietly. If you have a question please raise your hand but
stay in your seat. Scientific method needs to be precise if an
investigation is carried out incorrectly or unsafely the results can be
affected or people can be hurt.

2:20 9. Transition mat to seats When you get back to your seat you are Students individual
2:40 going to have 30 seconds to assemble your materials on this list. As materials.
soon as you have the materials on your desk, hands on head. Girls
stand up, centre and ground yourself, okay moving quietly back to
your seats. Boys stand up, centre and ground yourself, okay moving
quietly back to your seats.
10. Show powerpoint slide 6 instructions. Students use worksheet to
create their own ideas map. Use categories as shown on slide. Use
lines/arrows and colour coding to link similar ideas. Check for
understanding Does anyone have any questions about what you
need to do?
11. Early finishers colour Physical Science cover sheet. Answer Discussion questions on
discussion questions. blackboard

Lesson Closure:(Review lesson objectives with students)

2:40
2:45 12. Students post completed workbooks and assemble on mat.

13. Class discussion to reflect on lesson and link to next lesson. Raise
your hand to answer: Why do you think a heater is hot? How do you
think a blanket keeps you warm? Why do people need heat? How do
we measure heat?

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

14. Spelling books posted and students assembled on mat.

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

Work samples: Did students categorise their ideas appropriately in the ideas
map? Did students demonstrate a range of different ideas about warmth?
Observations: What was the quality of answers to discussion questions? Did
students need additional prompts in discussion and/or individual work? Did all
students participate in discussion? Could students explain how heat moves?

References:

Australian Academy of Science. (2013). Primary Connections: Heating Up. Retrieved from:
https://www.scootle.edu.au
Ideas map work sample: