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Background provided
It is expected that this background information is reflected in the lesson plan
below.
School context
This is a high achieving school as reflected in recent NAPLAN results.
This is a school which is above average for a metropolitan school with a high Index of
Community Socio-Educational Advantage (ICSEA). It is a school where 65% of the
student population are considered to be within the higher socio-economic banding used
by ACARA.
All students have access to an iPad and are very confident digital learners.
Class information
Year 5
25 students
Multicultural, diverse range of students.
Fairly balanced gender mix.
Many students in the class respond well to visual material.
2 students have allergies relating to animals.
Science Understanding
Living things have structural features and adaptations that help them to survive in their
environment (ACSSU043)
Science as Human Endeavour
Important contributions to the advancement of science have been made by people from
a range of cultures (ACSHE082)
Science Inquiry Skill (select one skill you will address within this lesson, complete
below)
Technology links
You must include a link to digital technology, this link may be referred to within the
broader learning sequence and does not have to form the basis of the lesson
Lesson
sequence
Introduction
The pedagogy used within this lesson uses the 5Es instructional model
(10 minutes)
2014). This lesson focuses on the explore phase within this model
The previous lesson was within the engage phase of the 5E model
it refreshes their memory and establishes the learning goal for the
McGill, Moss, Nagel, Nicholson and Vick, 2011). Emphasizing the key
information at the start of the lesson also relies on the principal of the
primacy effect meaning that its the content that is most likely to be
animals.
-The teacher will ensure that all of the
The background
beneficial for them (Bravo, Amante, Simo, Enache & Fernandez, n.d).
Lesson
(40 minutes)
visually for the class (Batshaw, Pellegrino & Roizen, 2007). A verbal
instruction will also be provided for those students that are more verbal
be told that this research will be used as part of their research products
in the next session. This research fits into the explore phase of the 5E
science.
Conclusion
Re-iterating the main focus of the lesson relies on the key information
(10 minutes)
being retained due to the recency effect (Westen, Burton & Kowalski,
2006).
Introducing the next lesson prepares the students for what they will be
next learning about which helps to link the lessons and their learning
within the 5E instructional model (NASA, 2013). As this lesson fits into
an inquiry unit using the 5E instructional model the next lesson will focus
Training, 2014).
Safety Risks
The main safety risk for these students is with cyber safety. The school
A further safety concern is with the two students who have animal
allergies leading up to the school camp. Given that the school is from a
high socio-economic background, the two students will be given the
opportunity to attend the aquarium instead with an Educational Support
Officer if their parents give them permission.
The strength of the lesson is with the use of digital technology in catering
for visual and verbal learners (Paul, 2007). A negative of this lesson plan
is that it doesnt cater for students with other learning needs such as
kinesthetic (Baker, 2014).
Year 1
32 students
Many students in the class respond well kinesthetic activities.
25 % of this class are currently receiving additional academic support for literacy
and numeracy.
Most of the students are not confident using digital technology.
Science Understanding
Everyday materials can be physically changed in a variety of ways (ACSSU018)
Science as Human Endeavour
Science involves asking questions about, and describing changes in, objects and events
(ACSHE021)
Science Inquiry Skills
Use informal measurements in the collection and recording of observations, with the
assistance of digital technologies as appropriate (ACSIS026)
Technology links
This lesson must include links to digital technology
Lesson
sequence
Introduction
Having the class sit on the floor facing the teacher helps them to be
(15
minutes)
Seifert, Burton Smith & Hine, 2010). It is important for the teacher to
introduce the focus for the lesson so that the class is aware of what they
The students have had previous lessons learning how to record on their
iPads which means they should be able to complete this task with
support.
is likely that both the teacher and the students would be interested in
the task especially for those students who have literacy difficulties (Paul,
2007).
(30
minutes)
class responds well to kinesthetic activities which means they are more
There are 32 students in the class which means they can be equally
the experiments.
the lesson (Woolfolk & Margetts, 2010). These groups should be chosen
freezer
by the teacher so that those students who have lower literacy and
numeracy skills are placed with higher achieving students so that they
microwave
(Sincero, 2011).
materials increases their knowledge base and shows them the diversity
information states that the students are not confident using digital
technology and their iPads are only new which means they are likely to
need support within the lesson which is why the buddy system will be
used (Department of Education and Training, 2013). Because there are
support every single student. Many schools use a buddy system and
given that this school only has 200 students it is likely that the Grade
ones will know and be comfortable with the older students who can
period.
requires the students to use their iPads when collecting data and
Reporting Authority, n.d). This experiment does not require the use of
internet because most of the students do not have internet in their home
environment.
seconds.
minute period.
Conclusion
their knowledge and understanding about the lesson they have just
(10
completed. Getting them to sit with their group allows them to come to
minutes)
made
Explaining what they will be doing in the next lesson is an effective way
to link lessons together (Churchill et al, 2011). The class will continue
building their knowledge about how materials can change and how to
References
Amsel, S. (2015). Adaptations of the Owl. Retrieved from
http://www.exploringnature.org/db/detail.php?dbID=5&detID=16
Australian Curriculum Assessment and Reporting Authority. (n.d). Science Inquiry
Skills, Planning and Conducting. Retrieved
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSHE082&level=5
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 1, Science as
a Human Endeavour, Nature and Development of Science. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSHE021&level=1
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 1, Science
Inquiry Skills, Planning and Conducting. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSIS026&level=1
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 1, Science
Understanding, Chemical Sciences. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSSU018&level=1
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 5, Science as
a Human Endervour, Nature and Development of science. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSHE082&level=5
Australian Curriculum Assessment and Reporting Authority. (n.d). Year 5, Science
Understanding, Biological Sciences. Retrieved from
http://www.australiancurriculum.edu.au/science/curriculum/f-10?
layout=1#cdcode=ACSSU043&level=5
Baker, F. (2014). Kinaesthetic learning style in children. Retrieved from
http://www.kidspot.com.au/schoolzone/Learning-styles-Kinaesthetic-learningstyle-in-children+4052+391+article.htm
Batshaw, M., Pelle
grino, L., & Roizen., (2007) Children with Disabilities 6th edition. Brooke: Baltimore
References
Bergin, C. C. & Bergin D. A. (2012). Child and adolescent development in your
classroom. USA: Cengage Learning.
Bravo. E., Amante.B., Simo.P., Enache.M., Fernandez. V., (n.d). Video as a new
teaching tool to increase student motivation. Retrieved from
https://upcommons.upc.edu/e-prints/bitstream/2117/12717/1/bravoamante.pdf
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay,
J., McGill, M., Moss, J., Nagel, M., Nicholson, P., & Vick, M. (2011). TeachingMaking a Difference. Milton, Qld: Wiley.
Cyber Smart. (2015). Resources and Lesson Plans. Retrieved from
http://www.cybersmart.gov.au/schools/teacher%20resources.aspx
Davies, D. (2010). Child development: A practitioners guide. (3rd ed.). New York:
Guildford Press.
Department of Education and Training. (2013). Buddy System. Retrieved from
http://www.education.vic.gov.au/school/parents/health/pages/buddy.aspx
Department of Education and Training. (2014). The e5 Instructional Model. Retrieved
from http://www.education.vic.gov.au/school/teachers/support/Pages/e5.aspx
Etherington, M. (2011). Investigative Primary Science: A problem-based learning
approach. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?
article=1550&context=ajte
Hoffnung, M., Hoffnung, R., Seifert, K., Burton Smith, R., & Hine, A. (2010).
Childhood (1st Australian ed). Milton, Qld: Wiley.
Johnson, D., & Johnson, R., n.d. An Overview of Cooperative Learning. Retrieved
from http://www.co-operation.org/home/introduction-to-cooperative-learning/
List 25. (2014). 25 Animals with Insane Survival Adaptations. Retrieved from
https://www.youtube.com/watch?v=wNqiclBUxdY
NASA. (2013). 5Es Overview: "The 5E instructional model". Retrieved from
http://www.nasa.gov/audience/foreducators/nasaeclips/5eteachingmodels
Owens, R. (2008). Language Development- An Introduction 7th Edition. Pearson:
Boston
References
Paul, R. (2007). Language Disorders from Infancy through AdolescenceAssessment and Intervention 3rd Edition. Mosby Elsevier: Missouri
Roberts, D. (1997). How to Use Problem-Based Learning in the Classroom.
Alexandria Virginia: Association for Supervision and Curriculum Development.
Sincero, S. M. (2011). Social learning theory. Retrieved from
http://explorable.com/social-learning-theory.html
Skamp, K. (2015). Achievement standards and learning outcomes. In K. Skamp & C.
Preston (Eds.), Teaching primary science constructively (5th ed. pp. 275-301).
South Melbourne, Vic: Cengage Learning.
Westen, D., Burton, L., & Kowalski, R. (2006). Psychology Australian and New
Zealand Edition. Milton: Wiley
Woolfolk, A., & Margetts, K., (2010). Educational Psychology 2nd edition. Frenchs
Forest: Pearson
Appendix A:
Adaptation in the Owls
Adaptation in a population of living things happens as a result of an adaptive
trait. This is any inheritable trait that increases its survival rate so that it can live
longer, reproduce longer, and have more offspring (that also have that trait).
Adaptive traits can improve animals find food, make a safer home, escape
predators, survive cold or heat or lack of water.
Owls have many adaptations for their life in the forest. They have totally silent
flight from fringed flight feathers that muffle the sound of air passing through their
feathers. This helps them sneak up on prey. Their excellent hearing allows them to
sense small prey rustling in the leaves on the ground. They have large eyes set
forward on their heads for great depth perception for hunting. The retinas of their
eyes are packed with low light sensitive rods to see in low light. Their sharp talons
are great for grabbing prey on the fly. All these physical adaptations help the owl
to survive in its habitat (Amsel, 2015).
Appendix B:
(Amsel, 2015).
Appendix C:
For Discussion and Critical Thinking:
The owl has adaptive traits that helps it survive in its habitat.
1. Name two of the owls adaptive traits and how it helps it survive:
1. __________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
2. _________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. Name two other animals from your yard, local parks or wild areas who are
nocturnal like the owl and an adaptation they have to help them survive.
1. __________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
2. _________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. How might an owls hunting senses differ from a hawks, who hunts during the
day?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
(Amsel, 2015).