Original Lesson Plan 1

Day: M T W T F Date: 16/02/2018 Time: 2.00pm Year: 8

Learning Area: Science Topic: Cellular Organisms

Curriculum content description: (from SCSA or ELYF)
Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
- Student understand the basic definition of cells
- Understands that the human body and plants are made of cells
- Knows there are different types of cells
- Students understand that cells reproduce via cell division
- Knowledge of working in groups

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Understanding the importance of cells and cellular organisms.

Learning objectives: Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective has
able to: been achieved / monitor student learning)
(What will students know and be able to do at the 1. Students will demonstrate an understanding
completion of the lesson – specific, concise and of the cell structures when they can identify
attainable objectives) different cell structures and functions.
1. Identify structures within cells 2. Students will further demonstrate this
2. Describe the cells structures function understanding by drawing a cell with the
different structures in it, with labels
explaining what that structure/ function
does.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)
Students will need:
 Pencils and coloured pencils
 Workbook
Teacher will prepare:
 Worksheet
 YouTube video on cell structure: https://www.youtube.com/watch?v=URUJD5NEXC8
 Worksheets provided by this website: https://www.teacherspayteachers.com/Product/Plant-Cell-Color-
Page-Worksheet-and-Quiz-Ce-2-136370
Catering for diversity (Detail any adjustments considerations for educational/resource adjustments)
How will you support struggling students?
How will you extend capable students?
How will you modify your lesson to respond to individual student requirements, eg students with special needs,
limited English skills, lack of self-efficacy, previously absent students and so on?

Group work when completing the worksheet

Know the students who may need more help
Will have an extra activity- eg cross word for student who finish early which is based on cell structure

Timing: Learning Experiences:

Introduction:
(How will you engage the learners?
How will you emphasise the value of the lesson and its relevance to students’ lives?
How will you express the format of the lesson?)

5
Get students to be seated in the class room at the desks
I would introduce the lesson by asking the students why cells are important and make a list of all
the organisms that have cells.

Sequence of learning experiences:

(What will you do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in to help achieve the learning objectives?
Can you make lessons as realistic as possible?
How can you include ways to develop general capabilities and metacognition?
How will you manage student behaviour and resources?
How will you scaffold learning?
How will you ensure clarity?)

30 Play a youtube video explaining cells https://www.youtube.com/watch?v=URUJD5NEXC8

Get students to label and complete the cell- activity sheet
10 If students finish early I would get them to try and draw their own cell based on memory
of the activity and label/ explain why that structure of the cell is important.

Lesson conclusion:
(How will you summarise the learning and relate it to the lesson objectives, emphasising its value?
Are you able to link to the next lesson?
How can you finish on a positive note?)

Ask the students if there is anything else they can think of when they are outside of the class room
5 that would have cells?
Ask students what they know about the structure of cells and why they are important?
Ask students why they think cells are important and why they are in many things?
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
The introduction engaged students to learn about cells, as they would identify living organisms because they
had cells and that the human body is composed of lots of cells. The students were not too sure what the lesson
was going to consist of so were a little detached as they didn’t know what to expect. The next time I would add
into the introduction to the lesson plan/structure and let the students know what I expect of them.

The video was really good the students were engaged and took lots of notes. Next time I would have questions
already prepared so I could focus on pausing the video for students to take notes.

The students found the video and the worksheet really helpful and the information they got from the video
they were able to apply to the worksheet.
Strengths:
 Learning evaluation and objectives are clear
 Follows the learning from the Australian curriculum
 Easy to follow and clear
Weaknesses:
 I had just listed what I was going to do and didn’t have any other information
 Had little information on how I was going to lay out the tasks and resources to the students
 Catering for diversity could be expanded on a bit more
 Focus questions could be added to help prompt discussions in the class
 Improved Lesson Plan 1

Day: M T W T F Date: 16/02/2018 Time: 2.00pm Year: 8

Learning Area: Science Topic: Cellular Organisms

Curriculum content description: (from SCSA or ELYF)
Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
- Students understand the basic definition of cells
- Understands that the human body and plants are made of cells
- Knows there are different types of cells
- Students understand that cells reproduce via cell division
- Knowledge of working in groups
- Students know how to brainstorm
Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Understanding the importance of cells and cellular organisms.

Learning objectives: Evaluation:

On completion of this lesson, students will be (Explain how you will know that lesson objective have
able to: been achieved / monitor student learning)
(What will students know and be able to do at the 1. Students will demonstrate an understanding
completion of the lesson – specific, concise and of the cell structures when they can identify
attainable objectives) different cell structures and functions.
3. Enables students to Identifying structures 2. Students will further demonstrate this
within cells and understanding by drawing a cell with the
4. describe the cells structures function different structures in it, with labels
explaining what that structure/ function
does.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will be required)
Students will need:
 Pencils and coloured pencils
 Workbook
Teacher will prepare:
 Worksheet
 Laptop/ computer
 YouTube video on cell structure: https://www.youtube.com/watch?v=URUJD5NEXC8
 Worksheets provided by this website: https://www.teacherspayteachers.com/Product/Plant-Cell-Color-
Page-Worksheet-and-Quiz-Ce-2-136370
Catering for diversity (Detail any adjustments considerations for educational/resource adjustments)
How will you support struggling students?
How will you extend capable students?
How will you modify your lesson to respond to individual student requirements, eg students with special needs,
limited English skills, lack of self-efficacy, previously absent students and so on?

Group work when completing the worksheet

Know the students who may need more help
Will have an extra activity- eg cross word for students who finish early. This will be based on cell structure
Timing: Learning Experiences:

Introduction:
How will you engage the learners?
How will you emphasise the value of the lesson and its relevance to students’ lives?
How will you express the format of the lesson?)

Get students to be seated in the class room at the desks

I would introduce the lesson by asking the students why cells are important and make a list of all
the things that have cells. (Brainstorm instead of list)
Engaging the students by allowing them to participate in the brainstorm
Express the importance of cells and how we as human beings are made up of many different types
10
of cells and that they are important for everyday living things.
Tell students that we are watching a video first, followed by some text book work and then an
activity sheet.

Sequence of learning experiences:

(What will you do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in to help achieve the learning objectives?
Can you make lessons as realistic as possible?
How can you include ways to develop general capabilities and metacognition?
How will you manage student behaviour and resources?
How will you scaffold learning?
How will you ensure clarity?)

Using the projector/ smartboard or TV I will have already set up to play a YouTube video
explaining cells https://www.youtube.com/watch?v=URUJD5NEXC8. I will get the
10
students seated at their desks and ask them to get their notebooks and pen out so they
are ready to take notes. I will be watching the video with the students and writing
questions down related to the video. I will also have a quick walk around to make sure the
students are writing notes and paying attention.
What are the three things in common that all cells have?
What are the similarities and differences of the 2 categories of cells?
Example of eukaryotic cell?
15
Example of prokaryotic cell?

After watching the video, I will ask the students to tell me in their words what they had
learnt from the video and have a discussion about the video.

I will then ask the students to open their textbooks and ask them to write down the different cell
structures and functions, so they have detailed notes on this topic. While the students are
completing their notes, I will be walking around the class room so students can ask me
 questions if they need and to make sure everyone is on task completing their work.

Questions: what is a nucleus and why is it important? etc

10
After completing note taking from the text book I will ask the students as a whole if they have any
question and answer any questions if needed.

As students are already seated I will hand out the worksheets to the first student of each
row so they can pass the worksheets along to the students (saving time). I will then ask
students to label and complete the cell- activity sheet using the notes they have taken
down from the video. https://www.teacherspayteachers.com/Product/Plant-Cell-Color-Page-
Worksheet-and-Quiz-Ce-2-136370.
While the students are completing their worksheets, I will be walking around the class room
so students can ask me questions if they need and to make sure everyone is on task
completing their work

After everyone has finished the worksheet I will ask the students if they can discuss the answers
they got on the worksheet.

If students finish early I would get them to try and draw their own cell based on memory
of the activity and label/ explains why that structure of the cell is important.

5
Lesson conclusion:
(How will you summarise the learning and relate it to the lesson objectives, emphasising its value?
Are you able to link to the next lesson?
How can you finish on a positive note?)

Ask the students if there is anything else they can think of when they are outside of the class room
that would have cells?
Ask students what they know about the structure of cells and why they are important?
Ask students why they think cells are important and why they are in many things?
Explain next lesson we will be looking at cells under a microscope and drawing what we see.