Lesson Plan Format - one lesson

Year Level: Duration of lesson: Learning area/s:

5
60 minutes Science
Relationship to Unit Plan:

4 of 10

Key inquiry question:

What is a shadow?

Year level description:

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the
expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two
strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and
detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 5, students are introduced to cause and effect relationships through an exploration of adaptations of living things and how this links to form and function.
They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. They broaden their
classification of matter to include gases and begin to see how matter structures the world around them. Students consider Earth as a component within a solar
system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for
patterns and relationships between components of systems. They develop explanations for the patterns they observe.

Year level achievement standard/s:

By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the
transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments.
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 Students discuss how scientific developments have affected people’s lives, help us solve problems and how science knowledge develops from many people’s
contributions.

Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in
ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They
compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate
their ideas and findings using multimodal texts.

Student Prior knowledge:

Last lesson, students participated in an exploring activity. Students were asked to trace their shadows at different parts of the day. Students were to write about how
their shadows changed in their Science Journals. Students also engaged in a class discussion structured with questions such as:
- What is a shadow?
- How did your shadows change over the course of the day?
- Did your shadow get bigger or smaller?
- Why did your shadow move throughout the day?
- Why is the shadow black?
- What happened to the light?

Learning intentions:

During this lesson, students will understand the concept of shadows. They will also be able to categorise objects into transparent, translucent and opaque groups.

Strands of the learning area: Content Descriptors

Strand: Science Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080 - Scootle)
Understanding - comparing shadows from point and extended light sources such as torches and fluorescent tubes
Sub strand: Physical
Sciences

Strand: Science Inquiry

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials
Skills
safely and identifying potential risks (ACSIS086 - Scootle)
Sub strand: Planning and
Conducting

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 Strand: English Literacy Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703
Sub strand: Interpreting, - Scootle)
analysing, evaluating

Cross-Curriculum Priorities and General Capabilities (only highlight those that would be explicit in the lesson)

Aboriginal and Torres Strait Islander histories and cultures Literacy

Asia and Australia’s engagement with Asia Numeracy

Sustainability ICT Capability

Critical and Creative Thinking

Personal and social capability

Ethical Understanding

Intercultural Understanding

Brief description of how you intend to embed these:

- Literacy is embedded in note taking and finding definitions

- ICT Capabilities are embedded where students watch youtube videos and take notes from websites
- Personal and Social Capability is embedded where students learn to self-regulate their behaviours whilst working in pairs

Teacher Support Notes:

The Scientific Concepts being developed in this lesson are:

- Shadows occur when light is blocked by an object
- Shadows stretch or condense depending on the positioning of the light source in relation to the object
- Opaque objects do not allow light through (BBC, 2014)
- Translucent objects let some scattered light through (BBC, 2014)
- Transparent objects let light pass through in straight lines (BBC, 2014)

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Timing Teaching Learning experiences Assessment of, for Differentiation Technologies/Reso
(mins) strategies or as learning urces

INTRODUCTION
1. Remind students of last lessons exploring shadows activity The mind map at the Multimodal Projector
10 Engaging 2. Watch through Safe Share: beginning of the explanation of Teacher computer
mins introduction https://www.youtube.com/watch?time_continue=2&v=lOIGOT88Aqc lesson allows the shadows using Internet access
activity
3. Discuss the clip teacher to gauge videos Whiteboard
Draw on 4. Mind map/class discussion: What We Know About Shadows how much students Markers
prior know
knowledge

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DEVELOPMENT
15 min Set clear 1. Website:
lesson http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/shadows Visual aids (included Student iPads
goals /read/2/ in websites and Internet access
diagrams) Science Journals
2. Students read the pages from the website and write the definitions of
Provide transparent, translucent and opaque. Students should copy the diagrams
students of each into their Journals.
with 3. Early finishers are welcome to play the educational game on the website
feedback involving photography and shadows.
5 min
4. Once definitions are written, teacher checks understanding by asking Sharing the
what everyone has written for the definition of transparent, translucent definitions of
and opaque. opaque, translucent
15
mins and transparent
5. In pairs, students use their definitions to categorise objects into before engaging in Strategic pairing Torches
transparent, translucent and opaque groups. Students write the results in the experiment, (capable students Tissue paper
their Science Journals. allows the teacher to might be paired Wood
Students make corrections if with students that Glass
work in Objects: have not yet Clear plastic water
students require
pairs as a bottle
Tissue paper grasped the
social Cardboard
learning Wood Teacher walks concept) Paper
Glass around the room Cotton fabric
Clear plastic water bottle during the Aluminium foil
experiment, Continuous
Cardboard
formatively formative
Paper
assessing students assessment (teacher
Cotton fabric
understanding of the might need to stop
5 min Aluminium foil
terms opaque, the class to make
6. Students share their results in a class discussion – students have the translucent and corrections or even
opportunity to correct any mistakes they make using a coloured pencil or transparent start back at the
pen basics if necessary.
Students who have
grasped the concept
fully might need
extension activities
such as finding
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 something
transparent,
translucent and
opaque in the
classroom to add to
their list)

CLOSURE

10 min Summarise 1. Students engage in a class discussion adding to the mind map from the The mind map Whiteboard
new beginning of the lesson that asks What We Know About Shadows additions at the end Markers
learning of the lesson assist
using a 2. Students then draw this mind map in their Science Journals Science Journals
graphic the teacher in
organiser gauging how much
students have learnt
during the lesson

References
ACARA. (2018). Science. Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/f-10-curriculum/science

BBC. (2014). Transparent, translucent and opaque materials. Retrieved from Bitesize: http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/shadows/read/2/

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Include this section from the Outline and return to the Tutor/Lecturer before you have completed your presentation.
Your Name Shannon Victory

Rate each member from 1 to 5 (5 being Excellent)

Group members Group memberGroup member Group member Was there Was each member
Names contributed attended all researched evidence enthusiastic and
equally organised topic well and of teamwork and helpful in
to presentationmeetings shared details positive group preparing
dynamics? the presentation?
1
Alex Erdeljac 5 5 5 5 5
2
Brittany Smith 5 5 5 5 5
3
Miranda McNamara 5 5 5 5 5
4
Jasmine Kay 5 5 5 5 5
5

This is to assist the Tutor/Lecturer in the marking of your presentation and is confidential. Any comments you feel will assist in the marking will be taken into account.
I had a wonderful time working with this group. Despite having an extra group member, everyone pulled their weight and made it to meetings.
People even took time off work to make the meetings, which was something I definitely appreciated.

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