Lesson Plan

Day: M T W T F Date: Time: Year:

Learning
Lesson Area: Science of
number (if the lesson is one in a sequence of lessons)

Topic: Animal adaptions

Australian Curriculum Content Description: (see ACARA or SCASA)

Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Aboriginal and Torres Strait Islander Asia and Australias engagement

Cross-curriculum priorities: histories and cultures with Asia
Sustainability

Critical and Ethical Personal and Intercultural

General capabilities: Literacy Numeracy ICT
creative thinking behaviour social capability understanding

Students prior knowledge and experience:

(Briefly outline what the students already know about this topic from previous lessons/experiences. Note any particular skills
needed.)

They have done several different lessons on animal adaptations.

Students have done adaptations in the structure of animals and trees.
Students have done research into animal behavioural adaptations. Commented [D1]: On reflection when I discussed this section
with my mentor, it is not detailed enough there needs to be more
specifics about what the students have done in the lessons leading
Teaching purpose: (What is the broad purpose of the lesson? What are you teaching and why?) up to this.

To show students some of the animal or coral adaptation that happen around the reef.
To introduce the concept of phycological adaptations to the students.

Learning objectives: (What will students know and be able
to do at the completion of the lesson specific, concise and
attainable objectives. Use relevant taxonomies.)
On completion of this lesson, students will be able
to:
Assessment: (For each learning objective, state how you will
assess the degree to which the objective has been achieved.
What will be the evidence of the learning? Consider formative
and, if appropriate, summative assessment strategies)
Observation in the class & final work sheet

Students will understand what a physiological
feature is and differentiate it from a structural
objective.
Students will understand how these different
types of adaptations can work together to help
the animal in its environment.
Did the student correctly label their animal?
Did the student find a physiological adaptation?
Did the student find a structural adaptation?
Did the student find a behavioural adaptation?
Did the students understand the difference
between a physiological adaptation and a structural
feature?
 Was the student able to explain how two of their
adaptations where able to work together?

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

The sheet to draw their animal on needs to be printed and photocopied

The students need access to digital devices to find and research their animal

The introduction video needs to be found and set up ready to go before the lesson

Catering for diversity (detail any adjustments or considerations for educational/resource adjustments)
There are not students who need anything in particular to assist them

Students who finish early have their plant adaptation sheets to fil out from the previous day (no student got
more than half way)
Extended students will be asked to combine three different animal adaptations for the second question
instead of three.
Students struggling can find just a physiological adaptation for the animal. Commented [D2]: Many student did not really understand
what a physiological adaptation yet and this was an introduction to
physiological so maybe a structural goal would have sufficed.
Timing Learning experiences
Introduction: (How will you engage the learners and set the scene for the lesson?)

15 Bring students in to the class and sitting on the matt.

If they are still buzzing after lunch, then we can do ten minutes of silent reading.

Show students video on the coral reef.

Stop video talk about the animals and the adaptations shown and ask the students to see if they
can spot them before revealing.

Leave slide on physiological adaptations on the screen

This is a slide I made up myself with an easy definition of a physiological adaptation Commented [D3]: This should have been included in resources
20
Sequence of learning experiences: (What learning experiences will help the students achieve the learning objectives?
What instructional strategies will be used?)

Tell students that they have a work sheet to fill out and that they must think about how the three
types of adaptations work together to help the animal survive.

Go through the work sheet with the class briefly and ask students for questions
 Walk around and assist students and provide clarity and guidance throw-out the lesson

Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?)

5-10
If there is time bring students back to the mat and ask no more than 4 (for time constraint)
students to share their animal with the class.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? Only complete this section if you
actually taught the lesson)

Was the final work sheet to hard or to easy? Commented [D4]: I dont think it was to hard but it could have
used more explanation beforehand.
Do I think that students actually understand what a physiological adaptation is? Commented [D5]: I actually asked some of the students what a
physiological adaptation was after the lesson and only one was able
Did the students understand the difference between a physiological adaptation and a structural feature?
to tell me affectively.

Was the student able to explain how two of their adaptations where able to work together? Commented [D6]: This was hard for a lot of the students to
grasp.
Where the students on task?
Was my video effective in introducing the topic and motivating the students? Commented [D7]: I think the students where really engaged by
the video, but it didnt do much toward introducing physiological
adaptations.