LESSON PLANNING TEMPLATE

Date: 13/05 Student group: 5

Supervising Teacher: Deb Keighting School:

Duration of the lesson: 45 mins Class size: 23

Title of lesson/activity: Now you see me

Intended Learning Outcomes:
students will learn how light reflects in a straight line
Students will understand how light reflects on different objects and shapes
Students will hopefully be able to predict how the light will reflect off different shapes
Developing writing science reports.
students are currently learning about light as a subject of their science this term.
students will be partially relied on for answers to theory, also responsible for their learning
during the activity as the teacher will act as a guide through the activity.

Prior Learning and Experiences:

students will know that if you hold a mirrored material in front of them, they should see their
own reflection
Also a bit of knowledge of writing science reports.
this knowledge will help to explain how if light isnt reflecting evenly off the object, there will
not be a reflection.

Teaching Strategies:
the ideas of the lesson will be introduced by asking if anyone has looked in a mirror today.
We will then go through how light reflects in straight lines.
we will be teaching both audio-visually and kinesthetically. We will demonstrate on the board
how light reflects, and then get the students to predict the outcomes one the used objects.
the students will be required to listen to the theory and cooperate in the activity with the foil,
otherwise the experiment will not work.
we will start on the floor, using the whiteboard and keeping the class together. I will go
through all instructions before letting the kids go. Keeping instructions very simple. I will
then use the closest tables to keep the class together during activity.
I will keep an eye on students that I know struggle and separate any trouble students to avoid excessive
distraction throughout the task. Myself and another teacher will be available for help throughout the lesson.
What difficulties will need to be anticipated?
How will you ensure the students are on-task and what strategies will you use to manage
difficult behaviours?
How will you draw ideas together and conclude the lesson?
Prepare a brief timeline for the class?
Resources, Materials and Organisation:
What additional human and physical resources will be required for this activity?
What specific teaching materials will need to be prepared?
How will ICT be utilised in the lesson?
What OH&S factors will need to be considered for this activity?
Assessment:
How will you assess what the students have learnt?
What strategies will you use to encourage students to build on their learning?
How will you record details of assessment and feedback for students?
Evaluation:
How will you know if the lesson has been successful?
What aspects of the lesson worked most effectively?
What aspects of the lesson could be improved and how could they be
improved?
What follow-up will be required from this lesson?

Supervising Teacher/s Evaluation

The following question can be used as a guide for providing structured
feedback to student teachers:
Has the student utilised teaching strategies that reflect an understanding of
how students learn and factors that influence their learning?
Has the student sought to build on students prior learning and experiences?
Has the student engaged the class through active learning strategies?
Has the student utilised appropriate teaching materials and resources?
Does the student demonstrate a suitable knowledge of the content area and
skills required to teach this knowledge?
Is the lesson material relevant to the students and has it been presented in
an interesting way?
Has the student drawn on appropriate curriculum documents for the
lesson (VELS, VCE, VET, VCAL)?
Has the student demonstrated effective communication in explaining tasks
and ideas?
Has the student demonstrated adequate planning and set achievable
goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students and drawn
together with an effective conclusion?
Are the assessment activities clear and appropriate?
Has the student been able to create a suitable and safe learning
environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
Has the student used appropriate strategies to manage difficult
and challenging behaviours?
Has the student used group work and individual tasks with success?
Has the student planned for flexibility and contingency in the lesson?
Is the students voice and body language suitable and effective in
directing the learning activity?
Is the classroom layout suitable for learning?
Has the student been effective in the use of questions and answers?