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Elaboration:
• Using strategies, for example pausing, questioning, rephrasing, repeating, summarising,
reviewing and asking clarifying questions.
Content Descriptor:
• Use comprehension strategies to interpret and analyse information and ideas,
comparing content from a variety of textual sources including media and digital texts
(ACELY1713)
Elaboration:
• Using prior knowledge and textual information to make inferences and predictions.
Content Descriptor:
• Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)
Elaboration:
• Proposing and implementing opportunities to increase their physical activities levels at
school and at home.
Content Descriptor:
• With guidance, pose clarifying questions and make predictions about scientific
investigations (ACSIS232)
Elaboration:
• Applying experience from previous investigations to predict the outcomes of
investigations in new contexts.
Cross-
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement
curriculum Sustainability
and cultures with Asia
priorities:
Critical and
General Ethical Personal and
Literacy Numeracy ICT creative Intercultural understanding
capabilities: behaviour social capability
thinking
Lesson 1: In this lesson the students began drawing a diagram and labelling the short term and
long term effects on the body. The students also discussed in groups their findings and brought
their ideas to a classroom discussion, and end of lesson quiz. There diagrams were marked and
placed in their smoking stinks file for future reference.
Lesson 2: In this lesson the students began sketching a large scale diagrams of the effects of
smoking on the body. They also ordered smoking effects cards into their organs, and labelled
them short and long term effects. These were then stuck in the diagram and placed around the
classroom.
The students’ desks have been placed into groups of four, this has been the same since the
beginning of the year. The students have ‘shoulder partners’ and ‘face partners’ that they use
for think-pair-share and other discussion approaches. The students also work in their groups
during discussions before they contribute to the class.
The students have played the fitness game ‘rabbits, hares, foxes and farmers’ prior to this
lesson. The students know the rules and how the game works. The students will easily be able
to play the game, with the twist of breathing through the straws once they have got to the
other side.
The students have been completing plenary exit tickets at the end of most lessons during the
year. The students all know and have come to understand what is expected of them, and that
this exit card is required for them to participate in recess, lunch or fitness play.
Skills needed:
The students will need to work effectively in group and classroom discussions, which is a
standard they need to meet for Year 6. The students will also need to demonstrate their focus
and engagement with the task. All students will participate in physical activity, and link this is
the health effects of smoking on being fit and active. All students will need to be able to write
predictions and reflections which are required of them as one of the Year 6 Science standards.
Teaching purpose:
The purpose of this lesson is for students to experience an authentic context, so they can begin
to understand how and why smoking effects being active. The students will need to apply their
prior knowledge to predict and reflect on their results.
The Activity: The students will need to answer their results after each section. [resting,
9:00 am exercise, exercise with one straw, & exercise with two straws].
(Allow 20 Formative Assessment: (Questioning):
minutes)
• How is your breathing? Slow, fast, hard, easy?
• How do you feel? Sweaty, out of breath, dizzy, tired, aching?
• Is it harder to breathe with the straws?
• AWARD dojo points to the students who contribute.
9: 20 am • Once the activity has been completed bring the students back inside to complete
(Allow 5 the second activity.
minutes)
Activity 2:
Teacher Statement:
9: 25 am
(Allow 5 “To gain a deeper understanding of the straw experiment we are going to watch a
minutes)
few videos, and use the fact sheet. Using our findings from the experiment, the
videos and the factsheet, I need you to fill out 66 words associated with smoking
and its effects on being active ”.
• Give the students time to get their 66 words sheet ready.
VIDEOS:
• https://www.youtube.com/watch?v=AQwIDiL8gOM
• https://www.youtube.com/watch?v=1KVYalOWmzQ
9: 30 am
(Allow 15 • https://www.youtube.com/watch?v=uqqGf7xNMVE
minutes)
The students will need to write in their tables during the three video.
Lesson conclusion:
Activity 3:
Teacher Statement:
9: 45 am “Using this knowledge I need you to write the reflections in the chart about why
(Allow 5
minutes) you felt a certain way during the experiment”.
• Allow for students to discuss their findings and do their reflections. (Exit
9: 50 am Card)
End of lesson:
SCHOOL OF EDUCATION
Lesson Evaluation Checklist
(For Pre-service Teachers)
LESSON: The effects of smoking CLASS: 8:50– DATE: 15th Oct
on being active 9:50 am 2018
1. What I intended Students to learn during this lesson
• I intended for my students to learn three things during the
lesson:
1. Apply: To Implement current understanding to make
predictions of the experiment.
2. Analyse: To Examine the reasons why smoking effects
someone being fit and active.
3. Evaluate: To Critique the predictions and results as to why
you felt this way during the experiment.