Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7

Time: 11:00

Date: 10/06/2016

Learning Area: Science

Strand/Topic from the Australian Curriculum
Biological Sciences
Substrand:
Interactions between organisms, including the effects of
human activities can be represented by food chains and
food webs (ACSSU112).
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT

competence

Students Prior Knowledge:

Students have learned:
The growth and survival of living things are
affected by physical conditions of their
environment.
Interaction between organisms and the
structure of food chains & food webs.
To extract relevant information from different
sources.

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures

Asia and Australias engagement with Asia

Sustainability

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:
Interpret given information and apply meaning to it in the context of human impact on ocean wildlife.
Use the given ICT tools effectively.
Devise a number of ways to reduce human impact on ocean wildlife.
Teachers Prior Preparation/Organisation:
Provision for students at educational risk:
Create a Weebly page for whole-class access
Student with reading difficulties use Aloud!
app to have the words read aloud to this
Embed YouTube video into Weebly page
student.
Find relevant, student-friendly online resources for

Student with visual impairment use large font

research
on device.
Generate QR codes providing focus questions and
relevant links. Print these and stick on classroom
walls.
Prepare Google Slides and make hyperlink
available to students.
Prepare Padlet page and embed to class Weebly
page.
Make hyperlink to SpiderScribe available to
students.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:


Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Time
4
mins

3
mins

15
mins

5
mins
10
mins

10
mins

3
mins

Motivation and Introduction:

Ask students, Have you ever wondered where all your rubbish goes?
Allow a few moments for thought, then show YouTube video Plastic
Ocean from 00:55-01:55
Lesson Steps (Lesson content, structure, strategies & Key Questions):
1. Give overview of lesson: answering focus questions on human
impacts on ocean wildlife in groups and completing answers in Google
Slides, then brainstorming preventative strategies we can personally
put in place. Finish with individual completion of an online mindmap of
human impacts on ocean wildlife. Students log into class Weebly page.
2. Teacher explains how to use iPads to scan QR codes. The teacher
then guides students through the class Weebly page to access the
hyperlink to Google Slides. This is where they will answer questions.
3. Teacher numbers students into 3 groups. Each group is assigned a
QR code on the walls around the classroom. Scanning the QR code
gives the focus questions and appropriate websites to use for their
research.
3. The questions are to be answered as a group on the appropriate
slide on Google Slides (each slide will have headings). Teacher
monitors how groups are going is everyone contributing fairly? Offer
any important information that groups are missing. If a group
4. When the slides are completed, the class will give a presentation
using the slideshow on the projector, with one member from each group
presenting their information.
5. Now that we know all about how we impact ocean wildlife, what
could we possibly do to prevent it? Take 2-3 answers from students as
a guide for activity students brainstorm this question in pairs and write
their ideas on Padlet. Teacher guides students through class Weebly
page to the hyperlink for Padlet. Demonstrate how to use Padlet.
Students are to produce at least 5 ideas, and the heading of their post
should be their name.
6. Teacher guides students through the class Weebly site to find the
hyperlink for SpiderScribe. Teacher demonstrates how to use
SpiderScribe to mindmap ideas, and leaves a sample on the projector
for students. Students complete a mindmap on Human Impacts on
Ocean Wildlife, using the information on Google Slides. This will be
extremely useful to you when studying for the upcoming biology test. If
it is not completed in class it will be homework. This will be checked
and printed (and stuck in books) in the next lesson.

Resources/References
https://www.youtube.com/watch
?v=3FVDW6Uq3cI

Weebly page:
scienceict.weebly.com

QR codes

Google Slides:
https://docs.google.com/present
ation/d/1shbdUmoplH2GZ6CPn
O6JQpPgTxTZRfjISqav7kc3Ktw
/edit?usp=sharing
Projector
Padlet:
http://padlet.com/20130210/zbq
bpz24xars

SpiderScribe:
https://www.spiderscribe.net/

Lesson Closure:(Review lesson objectives with students)

Students log off computers. In their books, students complete a 3-2-1
on the lesson:
3 things they learnt,
2 things they found interesting, and
1 question they still have.
2


Transition: (What needs to happen prior to the next lesson?)
Completion of the Human Impacts mindmap.
Assessment: (Were the lesson objectives met? How will these be
judged?)
Information presented in Google Slides will judge how well the students
were able to extract relevant information.
The completion, and timeliness, of each task will show the teacher how
well the students adapted to the use of ICT. Anecdotal records will be
taken.
Teacher can revise the Padlet to see how well each student could
critically assess what they could do to prevent human impacts on the
ocean.