Lesson Plan

Day: M T W T F Date: 18/10/2018 Time: _____________ Year: 7 G&T

Learning Area: Science Topic: Classification

Curriculum content description: (from SCSA or ELYF)
There are differences within and between groups of organisms; classification helps organise
this diversity (ACSSU111)
Students’ prior knowledge and experience:
(Outline what the students already know about this topic)
 Taxonomic levels of classification (KPCOFGS)
 Scientific Names & Common Names
 Binomial Nomenclature
 Students have

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
 Constructing Dichotomous Keys

Learning objectives: Evaluation:

On completion of this lesson, students will be
able to:
(What will students know and be able to do at the
completion of the lesson – specific, concise and
attainable objectives)
 Students will be able to construct a
dichotomous key from supplied instructions
(Explain how you will know that lesson objective have
been achieved / monitor student learning)
 The students are creating their own key within
groups.
 There are 2 supplied worksheets that get
students to construct similar keys.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

 White board markers

 Students should bring in pens and pencils
 A3 and A4 plain paper will be supplied *I know we have blank a4 but we should be able to get a3 right?*
 Laptop For projector.
 Activity’s up on seqta, Governors Dinner party & Alien classification. Mine labelled “Backup”
Catering for diversity (Detail any adjustments considerations for educational/resource adjustments)

 Every student in the room has devices that they can use to access the digital copy however I do have the
worksheets on my laptop so if this go wrong I can put the document up the projector.

Timing: Learning Experiences:

Introduction:

Before letting them in, make sure they have their pens and pencils. Get them to get out their notes
from last week when they did a dichotomous key activity with their pencil case. Make sure the
correct information showing on the projector *The governor’s dinner party*.

Before starting the lesson, alerting them to what they will be doing today, in order of events.
 We will do part of governors Dinner together, this serves as revision and gets them thinking
5-10 about the key. Emphasis on the no subjective language, eg short, tall, strong and cute.
 Then I split them into groups of 6 to conduct the group activity.
 Once completed the group activity, they have to finish the governors.
 If there is still time and they have blazed through the previous activities there is my back up.

Sequence of learning experiences:

Once the introduction has been completed (I will show them how to use a list key
and walk them through it by going over the governor’s dinner (alien identification
sheet that they have been assigned to do. I will only do 1 to show them how to use a
list key they will have to finish after the group work.
They’re split into groups for this part.
10-20
In which they will construct a dichotomous key for a “stranger” so if they were given
their key they would be able to identify who they are, from the key alone.
***Get them photograph and paste in one note***

Once finished they will move back onto the governor’s dinner and finish it, they have access through
10-20 Seqta.

10-20 If students complete all the previous work, give them the “Backup (Labelled: Classification. Hard)”.
 Management of behaviour:
 All quiet please, 3,2,1: works fine, rooms quiet before I have gotten to 1 in the past,
followed by further instruction.
 So long as they’re not bored no further management actions are needed.

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?)

Working them to the bell, unless they have homework they need to
hand in or be given out.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)

I would not be exaggerating if I said this class is both my favourite and hardest
class. Everything in this lesson worked, there were no behaviour issues, students
had more than enough work to go on with. If there was anything I think needed
to change, I would say the whiteboard marker…. Nothing like using a crappy
whiteboard marker and not knowing the students cant see the writing AFTER I
completed what I was on the board….