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Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 4 Time: 11:15 -12:15 pm Date: 19/10/2018 Students’ Prior Knowledge:
Friday
Previous lessons
Learning Area: Science Introduction to endangered reptiles and their
Strand: Science Understanding habitats (whole class incursion).
Research own endangered reptiles and their
Sub-strand: Biological Science habitats (group).
Topic: Reptiles and their habitats.
English
Content Descriptor: Living things depend on each other Article about Giant Frogs and their habitat.
and the environment to survive. Poem about Giant Frogs.
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Assessment:
Student’s work samples
Rubric (green slip) x 23
Teacher’s checklist
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achieving student?
Which sketch displays the work from a low achieving
student?
What do we notice about the different sketches?
5. Teacher will then explain the steps in detail and sketch an
example of a design on the whiteboard (low achievement
example) – Refer to slides. Slide 6
Whiteboard and markers
i. Read over chosen endangered reptile and their habitat.
ii. Using your ESTE books, brainstorm ideas (chosen
animal, location, needs for example watering hole,
materials needed for example toilet rolls).
iii. Have brainstorm looked over by me before commencing
next step.
iv. Use a new page and sketch a rough design of your
shelter (layout, label sketch, list materials).
v. Show draft to me before writing your summary.
vi. Write two-four sentences to explain the relationship
between your endangered reptile and their environment Line paper
that assist their survival.
6. Answer questions and concerns.
Give ticks away for positive behaviour.
Ensure to give rewards or breaks when needed.
We do
7. Encourage students to participate in the ‘we do.’ Example on whiteboard
8. Discuss the value of the sketch (excellent achievement or low
achievement?)
Why would it be awarded a low achievement grade?
How could I improve my sketch?
Who would like to volunteer to help me finish labelling
my sketch?
Give ticks away for positive behaviour.
Ensure to give rewards or breaks when needed.
You do
9. Students will discuss with their shoulder buddy about the task.
To gain students full understanding of the task, the teacher will
allow them to discuss with their shoulder buddy about what an
excellent achievement design displays and what a low
achievement design displays.
10. Teacher can use this time to answer final questions and
concerns.
Give ticks away for positive behaviour.
Ensure to give rewards or breaks when needed.
Instructions:
1. Teacher will then explain the instructions.
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iii. Next lesson, you will be placed back into your groups to
collaborate and communicate ideas for your final draft before
commencing construction.
2. Teacher will dismiss students to lunch in small groups for
example hair colour.
Assessment:
o Work samples will be glued into ESTE books and marked by a rubric.
o Rubric (green slip) x 23 ESTE books
o Teacher’s checklist Rubric (green slip) x 23
Teacher’s checklist