Lesson Plan

Day: Thursday Date: 9nd March Time: 12.17pm (Session 4) Year: 9

Learning Area: Science Topic: Biology Infectious Diseases

Curriculum content description:

Multi-cellular organisms rely on coordinated and interdependent internal systems to respond

to changes to their environment. (ACSSU175).

Advances in scientific understanding often rely on technological advances and are often
linked to scientific discoveries (ACSHE158).

People use scientific knowledge to evaluate whether they accept claims, explanations or
predictions, and advances in science can affect peoples lives, including generating new
career opportunities (ACSHE160).
Students prior knowledge and experience:

Students have covered;

Central nervous system
The endocrine system
Diseases and pathogens, inc. bacteria, fungi, virus and parasite
Previous years science curriculum

Learning purpose:

To allow students to differentiate between contagious and non-contagious diseases,

recognise the factors involved in spreading disease and how to mitigate risk of contagion.
Differentiate between types of pathogens, list key bodily defence mechanisms and describe
a parasitic life cycle.

Learning objectives: Evaluation:

On completion of this lesson, students Written feedback from students (filled

will be able to: out worksheets).
Verbal feedback to teacher and
Differentiate between contagious and
peers.
non-contagious diseases.
Group exercise designing a parasites
Describe primary bodily defence
life cycle, indicating understanding of
mechanisms against disease.
key characteristics of parasites.
Describe the key factors in the spread
of diseases.
Describe the life cycle of a parasite.
Preparation and Resources:

Desks to form groups of 4

Worksheets (1 per group)
Powerpoint presentation hardware
Internet connection for online videos

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)

Visual cues and videos for visual learners

Groupwork with a high level of student feedback
Verbal and written instructions provided
Staff assistance on-hand to provide direct instruction/clarification if required
Lesson does not require a prohibitive level of physicality, will be accessible to all
students regardless of physical ability.

Timing: Learning Experiences:

1. Introduction:
Class will be seated in pre-arranged groups of 4

Quick verbal re-cap of previous lessons, inc. asking for feedback on disease types
5 mins to ascertain level of retention from previous lessons. Distribute question sheets to
groups, and select a scribe.

Begin powerpoint and explain the lesson outline (shown on slide 2)

5 mins 2. Sequence of learning experiences:

Powerpoint presentation focuses on contagion, methods of disease transfer and
the 4 types of pathogens, aligning with the first 2 questions on the worksheet.

10 Parasite section, including pause for class discussion regarding ticks, leeches etc,
mins and parasites on pets. Move into 5 min video on cat parasites, ties in with next 3
questions on worksheet.
5 mins
Look at tapeworms as an example of human parasite, and the Greenland Shark
as example of animal parasite.
7mins Virus slides, which tie into next 2 questions on worksheet. 5 min video on the
5 mins transfer and reproduction of virus inside host cells.

Barriers against disease and immunity slides cover final 2 worksheet questions.
End with asking for an answer for a question on sheet from each group.
15 Design a fictional parasite, including host, life cycle, symptoms, treatment etc.
mins
Discuss in groups, this provides evidence of understanding of characteristics of
parasite.

Conclusion:

Present fictional parasite design to class, with description of life cycle, hosts and
reproduction methods. End with quick mention of parasites in dinosaurs.

Lesson Evaluation:

The lesson began well, with strong engagement and quite a few thoughtful/inquisitive
questions from students. Extended conversation with the student body pushed the planned
timeline back, and as such the design a fictional parasite portion was completely skipped.

The presentation and accompanying videos went down well, however I was not sufficiently
structured in getting student feedback for worksheet answers. This led to a deterioration in
behaviour and a general lowering in the class attentiveness as I worked on one or two
groups to complete their worksheet, and the other groups were able to become disruptive.

Had I better planned the feedback system, I may have been able to better hold the
attention of the class, and streamlining this section of the lesson may have allowed enough
time to work through the design-a-parasite.

I find myself inclined to answer student questions to the entire class, and promote
discussion and feedback as a group. This lesson the discussion was on-topic but drifted
away from the exact material that was being presented. I find these discussions valuable, as
they seem to engage the whole class and indicate genuine interest in the topic, but also can
eat into the lesson time and, as was the case with this lesson, result in entire tasks being
omitted due to time pressures. I need to plan and conduct the lesson In such a way that I
can keep to a stricter timeline and cover all topics while also being able to elaborate on
questions and promote interactive feedback.

Significantly more planning was required with regard to working through worksheet
answers, as the loosely structured method employed today was ineffective. In some groups,
the work was done primarily by 1 or 2 students, and other groups were disruptive while
others were giving feedback. More structure and prior thought given to this may have
resulted in a much better outcome.