Lesson Plan 1

KLA: Science Stage of 4 Year 8 Lesson 60

Learner: Group: Duration: minutes
Safety N/A Printing / Worksheet (3 pages x
Considerations: Preparation: 30)

Knowledge and Living World Working Scientifically Processing and

Understanding(K&U)
Strand:
K & U outcome(s): Relates the structure
and function of living
things to their
classification, survival
and reproduction SC4-
14LW
K & U context LW5 Science and
statement: technology contribute
to finding solutions to
conserving and
managing sustainable
ecosystems.
K& U content Construct and interpret
descriptor(s): food chains and food
webs, including
examples from
Australian ecosystems
Describe interactions
between organisms in
food chains and food
webs, including
producers, consumers
and decomposers
(ACSSU112)
(WS) Strand(s): Analysing Data and
Information
WS outcome(s): Processes and analyses
data from a first-hand
investigation and
secondary sources to
identify trends, patterns
and relationships, and
draw conclusions SC4-
7WS
WS context WS7.2 Students analyse
statement(s): data and information
by:
WS content Using scientific
descriptor(s): understanding to
identify relationships
and draw conclusions
based on students' data
or secondary sources
(ACSIS130, ACSIS145)

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Students are to construct logical food webs and Students will be able to construct logical food webs
food chains and interpret interactions between and food chains using examples from the
organisms. Australian ecosystem as well as marine organisms.

1
 Students are to define key terms and interpret Students will be able to define key terms and
interactions between organisms within a food interpret interactions between organisms within a
chain or web. food chain or web.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Deep Deep understanding is evidenced within this lesson as students are asked to define and
understanding understand key terms and concepts. Students build on these key terms by using this knowledge
to understand interactions between organisms.
2.2 Engagement Engagement is evidenced within this lesson with the initial group mind- mapping activities and
discussion. Engagement is also promoted through the use of hands-on activities and visual
representations associated with the worksheets.
3.3 Knowledge Knowledge integration is evidenced within this lesson as previously gained knowledge of
integration
organism interactions is incorporated into understanding these key concepts. Students should
have an understanding of terms such as carnivores and herbivores prior to this lesson which they
connect to terms such as primary consumers and secondary consumers.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Mark Roll Students are to enter the
min Instruct students to get room and unpack their
out their equipment and belongings during this
take their seats. time

15 The teacher to Students are to develop

min introduce lesson topic a mind map with the
and write lesson layout help of the teacher
on the board: regarding their current
knowledge on food
- Mind map
exercise
2
 - Food Chain chains using key words
Video provided by the teacher.
- Worksheet 1 Any words and
- Worksheet 2 definitions that students
are not familiar with
The teacher is to direct
should be written in their
students to develop a
mind map amongst their notebooks.
table group using either
a pen and paper or their
devices.
The teacher is to prompt
students using words
such as “producer’,
‘consumer’,
‘decomposer’, ‘food
chain’, ‘food web’.
During this time the
teacher should deliver
definitions and terms on
words that students are
not familiar with. The
teacher should also
incorporate previous
knowledge on
herbivores, carnivores
and omnivores and
explain the relationship
between those terms
with those they will be
hearing during this
lesson.
Body of Lesson:
Time Teacher Activity Student Activity Resources
5 The teacher is to Students are to watch https://www.youtube.com/watch?v=MuKs9o1s8h8
min instruct students to the video and write (3 min 30 sec)
watch a short video on down any key words.
food chain and energy
transference.
Teacher to instruct
students to write down
key words in their
notebook.
15 The teacher is to hand Students create their Worksheet 1 (Teacher created)
min out worksheet 1 on food own food chains using See page 7-8
chains and instruct worksheet and pictures
students to use the provided.
provided pictures and
construct 5 food chains
with a ‘producer’,

3
 ‘consumer’, ‘secondary
consumer’, and ‘tertiary
consumer’. The teacher
to instruct students that
the first and last food
chain will not have a
tertiary consumer.
The teacher is to
monitor students and
assist with student
questions.
10 The teacher is to hand Students are to complete Worksheet 2 (Teacher created)
min out worksheet 2 on food the given worksheet on See page 9
webs. Instruct students food webs by answering
to answer the given the 6 questions on the
questions in the space food web picture.
provided in relation to
the food web picture.
The teacher is to
monitor students and
assist with student
questions.
Conclusion:
Time Teacher Activity Student Activity Resources
10 The teacher is to Students are to glue in
min instruct students to glue worksheets and pack up
worksheets into their their belongings.
books and pack up their
belongings. Students are to leave
In preparation for next books at the front of the
lesson, the teacher is to room for their
instruct students to worksheets to be
decide on their groups assessed and provide
and write their group their chosen group
member names down member names to the
on a piece of paper at teacher by writing it
the front of the room. down on a piece of
The teacher is to paper.
instruct students to
leave their books at the
front of the room for
their worksheets to be
assessed.

4
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Students will be able This will be assessed through observation during the completion of their
to construct logical worksheet activities and through the collection of notebooks at the end of the
food webs and food class. These notebooks can be reviewed by the teacher and marked to ensure
chains using the student understands the concepts presented.
examples from the
Australian ecosystem
as well as marine
organisms.
Students will be able This will also be assessed through observation during the completion of their
to define key terms tasks and through the teacher informally marking their worksheets to ensure
and interpret concept understanding.
interactions between
organisms within a
food chain or web.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
I have learnt that it is important to ensure that students are given enough
time to complete activities within the class and to give them time to
successfully complete each task opposed trying to fit too much into the
lesson.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
2.1 Content This is evidenced within the lesson through the clear and effective organisation of
and teaching content in an easy to comprehend manner. It is also shown through in depth
strategies of knowledge of the content and appropriate teaching methods.
the teaching
area
3.5 Use This is evidenced within the lesson through clear and effective classroom instruction
effective and communication by the teacher.
classroom
communication
References
For any lesson resource that is not a web-link, you need to list it here in APA format.

Image 1: Grass http://nobacks.com/photos/nature/grass/ Accessed on: 01/08/17

Image 2: Shark http://moyuk.com/cartoon-mean-shark Accessed on: 01/08/17

5
 Image 3: Ant https://www.fotolia.com/tag/%22red%20ant%22 Accessed on: 01/08/17
Image 4: Fox https://au.pinterest.com/pin/397864948307731274/ Accessed on: 01/08/17
Image 5: Octopus https://www.jamiesale-cartoonist.com/free-cartoon-octopus-clip-art-vector/ Accessed
on: 01/08/17
Image 6: Carrot https://au.pinterest.com/pin/401101910541870660/ Accessed on: 01/08/17
Image 7: Rabbit https://au.pinterest.com/pin/406731410084000322/ Accessed on: 01/08/17
Image 8: Cat http://www.carcanyon.com/cartoon-cat-on-
google_KtHS6%7Cu6YzAQkuhvgazzbbsy36JPcrVdUA%7C6vdDORyk/ Accessed on: 01/08/17
Image 9: Seaweed http://worldartsme.com/seaweed/?order=downloads Accessed on: 01/08/17
Image 10: Grasshopper https://www.vexels.com/png-svg/preview/136066/grasshopper-cartoon
Accessed on: 01/08/17
Image 11: Bird https://au.pinterest.com/explore/cartoon-birds/ Accessed on: 01/08/17
Image 12: Blue Tongue Lizard http://raroabookclub.weebly.com/blue-tongue-lizard--harpy-eagle-
page.html Accessed on: 01/08/17
Image 13: Berries http://hddfhm.com/clip-art/berries-clipart.html Accessed on: 01/08/17
Image 14: Crab http://www.clipartpanda.com/categories/crab-clip-art-cartoon Accessed on: 01/08/17
Image 15: Dingo https://www.mystorybook.com/books/44100 Accessed on: 01/08/17
Image 16: Possum https://www.pinterest.se/nkoangel/possums/ Accessed on: 01/08/17
Image 17: Brown Snake https://www.123rf.com/stock-photo/snake_cartoon.html Accessed on:
01/08/17
image 18: Bacteria
https://www.wpclipart.com/medical/microscopic/bacteria/bacteria_cartoon/bacteria_cartoon_green.p
ng.html Accessed on: 01/08/17
Image 19: Sun https://www.fotolia.com/tag/%22sun%20cartoon%22 Accessed on: 01/08/17
Worksheet 1: Teacher Created, Developed on: 29/7/17
Worksheet 2: Teacher Created, Developed on: 29/7/17
Video 1 https://www.youtube.com/watch?v=MuKs9o1s8h8 Accessed on: 03/08/17

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

6
 Worksheet 1
Complete the following food chains using the pictures below:

Producer Consumer Secondary Consumer

Producer Consumer Secondary Consumer Tertiary Consumer

Producer Consumer Secondary Consumer Tertiary Consumer

Producer Consumer Secondary Consumer Tertiary Consumer

Producer Consumer Secondary Consumer

7
 Grass Shark Ant

Fox Octopus Carrot

Rabbit Grass Cat

Seaweed Grasshopper Bird

Blue Tongue Crab Berries

Lizard

Dingo Possum Brown

Snake
8
 Worksheet 2

Dingo Fox

Brown Snake

Bird
Bacteria

Cat
Cricket
Rabbit

Carrot
Grass

Sun
Question 1: List the Producers and their interactions within the food web
_______________________________________________________________________________________
_______________________________________________________________________________________

Question 2: List the Primary, Secondary and Tertiary Consumers and their interactions within the food web
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Question 3: Identify the Decomposer and their interaction within the food web
_______________________________________________________________________________________
_______________________________________________________________________________________

Question 4: Complete the following sentences

The ________________ eats the Rabbit and the Rabbit eats the ______________
The ________________ eats the Grasshopper and the Grasshopper eats the_______________
The ________________ makes its own food, so does the _________________

Question 5: what is a food web designed to show?

_______________________________________________________________________________________
_______________________________________________________________________________________

Question 6: which living thing(s) in the food web has the LEAST amount of energy available to consume?
Why?
_______________________________________________________________________________________
_______________________________________________________________________________________

9
 Lesson Plan 2
KLA: Science Stage of 4 Year 8 Lesson 60
Learner: Group: Duration: minutes
Safety N/A Printing / Worksheet ( 2 pages x
Considerations: Preparation: 30)

Knowledge and Living World Working Scientifically Conducting

Understanding(K&U)
Strand:
K & U outcome(s): Relates the structure
and function of living
things to their
classification, survival
and reproduction SC4-
14LW
K & U context LW5 Science and
statement: technology contribute
to finding solutions to
conserving and
managing sustainable
ecosystems.
K& U content Describe examples of
descriptor(s): beneficial and harmful
effects that micro-
organisms can have on
living things and the
environment
(WS) Strand(s): Investigations
WS outcome(s): follows a sequence of
instructions to safely
undertake a range of
investigation types,
collaboratively and
individually SC4-6WS
WS context WS6 Students conduct
statement(s): investigations by:
WS content collaboratively and
descriptor(s): individually conducting
a range of investigation
types, including
fieldwork and
experiments, ensuring
safety and ethical
guidelines are followed
(ACSIS125, ACSIS140)

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Students are to define and understand basic key
terms associated with microorganisms.
Students are to determine the places in which
these microorganisms can be located in the
environment.
Student are to follow the given instructions to
prepare agar samples for incubation and analysis.
Students will be able to define and understand
basic terms such as microorganism, Bacteria,
Alage, Fungi, Protozoa and Virus.
Students will be able to identify places in which
these microorganisms can be located in the
environment.
Students will be able to prepare samples in agar
for incubation and analysis.

10
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.6 Substantive Substantive communication is evidenced within this lesson as students are asked to work closely
communication with their chosen group and communicate effectively to determine the environment they would
like to test as well as the objects found within that environment. Students are to communicate to
decide on who will perform which task. Substantive communication is also evidenced during the
initial portion of the lesson during the class discussion.
2.5 Students’ self- Students self-regulation is evidenced within this lesson as students are encouraged to decide on
regulation
their own environment to test and the objects to test within that environment. They are
encouraged to test an environment which they find interesting to investigate and are
encouraged to choose their own variables.
3.4 Inclusivity Inclusivity is evidenced within this lesson as students are encouraged to work as a group to
achieve their goal. All members of the group are encouraged to actively discuss and participate
with the practical investigation.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 min Mark roll Students are to enter the room
Instruct students to get out their and unpack their belongings during
equipment and take their seats. this time
10 The teacher is to introduce lesson Students are to research the given
min topic and write lesson layout on words when prompted by the
the board: teacher and write down the
definitions into their workbooks.
- Definitions
- Class discussion
- Experiment
- Writing task
The teacher is to prompt students
to use their devices to research the
definitions of the following
11
 microorganisms; Bacteria, Alage,
Fungi, Protozoa and Virus. The
teacher is to instruct students to
determine where these types of
microorganisms can be seen in the
environment. The teacher is to ask
randomly selected students for
their definitions/understanding of
these terms and write these on the
board and instruct all students to
write them down in their
notebooks.
Body of Lesson:
Time Teacher Activity Student Activity Resources
10 The teacher is to introduce the Students are to participate in the Experiment
min lesson and lead a class discussion discussion and make predictions Worksheet (Teacher
on the experiment they will be regarding the questions on the Created)
undertaking. worksheet. See page 15
The teacher is to hand out the Students are to write their answers
Experiment Worksheet at this on the sheet provided.
time.
Ask students to write their group
member names at the top of the
sheet and answer the inquiry
questions in the first box on the
worksheet. Advise students that
these answers are predictions and
may or may not be correct.
20 Students are to form groups of 3-4 Students are to form their groups
min (the groups that were decided and decide on the environment
upon in the previous lesson) and they wish to test.
decide on a location within the Students are to collect their agar
school that they wish to test i.e. plates and instruction sheet and
Lab, Classroom, Library, Bathroom follow the experiment instructions
ect. given.
The teacher is to instruct students
to collect 5 agar plates and 5 clean
swabs.
Instruct students to follow to
directions on the worksheet
provided.
10 The teacher is to instruct students Students place agar plates in the
min to place their sealed agar plates in incubator for next lesson.
the incubator. Students are to write their
The teacher is to instruct students equipment and methods section in
to leave their Experiment their notebook.
Worksheet at the front of the
room for next lesson.
The teacher instructs students to
return to their desk and write their
12
 equipment and methods section in
their notebook.
Conclusion:
Time Teacher Activity Student Activity Resources
5 min The teacher is to instruct students Students are to research Beneficial Homework task
of their homework task in which and Harmful bacteria, fungi, worksheet (Teacher
they will need to research protozoa as home work for the Created)
beneficial and harmful next lesson. Students are to write See page 16
bacteria/fungi/protozoa. the names of these
microorganisms and what they do
in their notebook.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Students will be able to
define and understand basic
terms such as
Microorganism, Bacteria,
Alage, Fungi, Protozoa and
Virus.
Students will be able to
identify places in which these
microorganisms can be
located in the environment
Students will be able to
prepare samples in agar for
incubation and analysis.
This will be assessed through informal discussion and observation during
the initial portion of the lesson. The teacher will ask questions of
students to determine their level of understanding surrounding these
terms.
This will also be assessed through informal discussion and observation
during the initial portion of the lesson. Randomly selected students will
be asked for their interpretation and understanding of where these
microorganisms can be located.
This will be assessed informally through observation of the groups agar
plates post incubation. The teacher can observe the plates and provide
students with feedback on how to improve their technique for the
future.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
During the preparation of this lesson I have learnt that it is important to
ensure students have clear instructions when conducting practical
experiments, lack of clear instruction can lead to the students wandering
and not completing the tasks they should be. Therefore the worksheet
provided has clear instructions on how to undertake their experiment.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

13
 Graduate Evidence within this lesson
Standards
4.1 Support This is evidenced within this lesson through the use of group work and collaboration in
student which students much actively participate and engage with the activity.
participation
4.2 Manage This is evidenced within this lesson through the clear organisation of student activity and
classroom the ability to provide clear instruction.
activities

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

Experiment Worksheet: Teacher Created, Developed on 2/08/17

Homework Worksheet: Teacher Created, Developed on 8/08/17

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

14
 Experiment Worksheet
Group Member Names: ___________________________________________________________________

Inquiry Questions:
1. What environment they expect to find the most bacteria/fungi?
____________________________________________________________________________________
2. What type of microorganisms they expect to find most commonly?
____________________________________________________________________________________
3. Which do they expect to produce more bacteria/fungi, the environment swabs or a cheek swab?
____________________________________________________________________________________
4. In a given environment i.e the bathroom where would you find the most bacteria (toilet, sink,
floor etc)?
____________________________________________________________________________________

Method:
• Collect 5 agar plates and 5 clean swabs from the Laboratory.
• Move to your testing environment (Lab, Classroom, Library, Bathroom ect).

• Chose 4 different objects to swab, using a clean swab each time, rub the swab over the surface
of the first object and gently rub the swab onto the agar plate. Write the name of the object
swabbed on the bottom of the agar plate.
• Repeat this for all 4 objects, writing the name of each object on the bottom of the agar plate.
• Using the 5th clean swab, swab the inside of your cheek and gently rub the swab onto the agar
plate. Write ‘Cheek’ on the bottom of the agar plate.
• Cover and seal each agar plate. Write your group names on each plate and place them aside for
the next lesson.

Now that you’ve completed the experiment, how would you answer the Inquiry Questions?
1. What environment they expect to find the most bacteria/fungi?
____________________________________________________________________________________
2. What type of microorganisms they expect to find most commonly?
____________________________________________________________________________________
3. Which do they expect to produce more bacteria/fungi, the environment swabs or a cheek swab?
____________________________________________________________________________________
4. In a given environment i.e the bathroom where would you find the most bacteria (toilet, sink,
floor etc)?
____________________________________________________________________________________

15
 Homework Task

Microorganism common name:

______________________________________________________________________________________

Scientific Name:
______________________________________________________________________________________

Is this microorganism beneficial or harmful?

_______________________________________________________________________________________

Where can this microorganism be found?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

What does this microorganism do?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

16
 Lesson Plan 3
KLA: Science Stage of 4 Year 8 Lesson 60
Learner: Group: Duration: minutes
Safety N/A Printing / N/A
Considerations: Preparation:

Knowledge and Living World Working Scientifically Processing and

Understanding(K&U)
Strand:
K & U outcome(s): Relates the structure
and function of living
things to their
classification, survival
and reproduction SC4-
14LW
K & U context LW5 Science and
statement: technology contribute
to finding solutions to
conserving and
managing sustainable
ecosystems.
K& U content Describe examples of
descriptor(s): beneficial and harmful
effects that micro-
organisms can have on
living things and the
environment
(WS) Strand(s): Analysing Data and
Information
WS outcome(s): processes and analyses
data from a first-hand
investigation and
secondary sources to
identify trends, patterns
and relationships, and
draw conclusions SC4-
7WS
WS context WS7.1 Students process
statement(s): data and information
by:
WS content using a range of
descriptor(s): representations to
organise data, including
graphs, keys, models,
diagrams, tables and
spreadsheets

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Students are to develop graphs based on the data
they obtain from the investigation.
Students are to analyse the data they obtained and
answer the 4 given inquiry questions
Students are to describe examples of beneficial
and harmful microorganisms and what effects they
can have on their host/environment.
Students will be able to create graphs based on the
data they obtained from the investigation.
Students will be able to analyse their data to draw
logical conclusions and answer the 4 given inquiry
questions.
Students will be able to describe examples of
beneficial and harmful microorganisms and what
effects they can have on their host/environment.

17
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.4 Higher-order Higher order thinking is evidenced within this lesson as students have to use their class data to
thinking create appropriate graphs, Synthesize and analyse their results to answer the 4 inquiry
questions.
2.2 Engagement Engagement is evidenced within this lesson as all students are required to actively participate
within their group to analyse data and determine answers to the inquiry questions.

3.3 Knowledge Knowledge integration is evidenced within this lesson as students are required to use the
integration knowledge they gain from both their research and practical task to propose reasons for the
bacteria’s presence in the environment and connect this knowledge to viruses/algae.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 min Mark Roll Students are to enter the room
Instruct students to get out their and unpack their belongings
equipment and take their seats. during this time

The teacher is to introduce lesson

topic and write lesson layout on
the board:
- Analysing your data
- Class Data
- Research task overview
- Writing task
Body of Lesson:
Time Teacher Activity Student Activity Resources
25 min The teacher is to instruct students Students are to collect their agar
to collect their agar plates and plates and return to the class.

18
 draw what they see on their 5
agar plates in their notebooks.
Using their devices students are
asked to record their data and use
excel to create 3 graphs using
their own group data. Graph one
should depict what type of
microorganism was found most
commonly over the 5 plates.
Graph 2 should depict where in
their chosen environment they
found the most bacteria. Graph 3
should depict whether their
environment swabs or cheek
swabs developed the most
bacteria.
Class discussion on why these
bacteria/fungi may have been
present and what purpose they
serve.
10 min As a class, on the interactive
whiteboard the teacher should
ask for the class data one at a
time and create a graph depicting
which environment developed the
most microorganisms. The
teacher to prompt students to
discuss differences in class data to
individual data.
The teacher encourages students
to think about ways the
experiment could have been
conducted better or have been
improved.
15 min The teacher is to prompt students
to discuss their research task on
harmful and beneficial
bacteria/fungi. Students are to
discuss with the class their
researched bacteria/fungi and its
role in the environment/body.
The teacher to prompt students
with discussion on viruses/algae
and their difference to
bacteria/fungi, and their role.
Conclusion:
Time Teacher Activity
5 min Teacher to prompt students to
pack up their belongings in
Students are to draw what they
see on each plate in their
notebooks, ensuring they record
what the object tested was
beneath the picture.
Students are to record their data
by counting the bacteria colonies
and create a series of graphs to
represent what they found.
Students are to provide their
class data to the teacher who will
develop a class data graph.
students are to discuss
differences in class data to
individual data.
Students are also to indicate ways
in which they could have
improved their experiment.
Students are to discuss with the
class the chosen bacteria/fungi
they researched as homework
and answer the questions
indicated on the homework
sheet.
They are then to participate in
class discussion regarding
viruses/algae, their difference to
bacteria and their role in the
environment.
Student Activity Resources
Students are to pack up their
belongings.
19
 preparation for the end of the
class.
Instruct students to glue their
homework sheet into their books
and leave their notebooks at the
front of the class for assessment.
students are to glue their
homework sheet into their books
and leave their notebooks at the
front of the class.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Students will be able This will be assessed through informal discussion between students and the
to create graphs teacher during the class in which the teacher will aid students in creating graphs
based on the data that accurately represent their data. The teacher is monitor and discuss with
they obtained from each group during this process.
the investigation.
Students will be able This will be assessed through informal discussion between students and the
to analyse their data teacher during the class in which the teacher will ask students to interpret their
to draw logical results and discuss what they found.
conclusions and
answer the 4 given
inquiry questions.
Students will be able This will be assessed through informal discussion between students and the
to describe examples teacher during the class. It will also be assessed at the conclusion of the class at
of beneficial and which point the teacher will collect the students notebooks and review them
harmful before the next lesson.
microorganisms and
what effects they can
have on their
host/environment.
Reflection:
What have I learned about I have learnt that numeracy is an important aspect of science education
teaching and learning and it can be incorporated into science lessons through data analysis of
processes when preparing experimental results, which can aid student understanding of a given
this lesson? concept.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
2.5 Literacy and This is evidenced within this lesson through the incorporation of literacy and numeracy
numeracy tasks such as those which require students to write explanations or the making of
strategies graphs for analysis
20
 2.6 Information This is evidenced within this lesson through the use of technology incorporated to
and produce graphs for data analysis.
Communication
Technology
(ICT)

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

21
 Justification
Emily Hodge
17479921
There are many pedagogical models that can be employed with in a lesson to aid student learning and
engagement. Once such model is the Inquiry Based Learning approach (IBL). IBL is an important
pedagogical model which can be employed in schools across all curriculum areas. This model is designed to
ensure student centered learning is prominent within a classroom opposed to teacher centered learning.
Inquiry based learning has been seen to improve student engagement and consequently student results
(Pedaste et al., 2015). In these three lesson plans, inquiry based learning is a strong focus and evidenced
within the practical experiment portion of the lessons. In these lessons students are asked to conduct an
investigation in order to determine answers to a set of inquiry questions.

The 5 E’s model is also an important aspect of these lessons. This model is based on a constructivist
approach in which students form connections between prior and new knowledge. The first step is ‘Engage’,
this is achieved within these practical lessons using inquiry questions designed to stimulate thinking.
Students then ‘Explore’ these inquiry questions using experimental skills to determine the presence of
microorganism in the environment. Students are then asked to ‘explain’ their findings in the form of graphs
and figures and theorise why these microorganisms may be present in these environments and whether
they are beneficial or harmful. They can ‘elaborate’ during the discussion regarding their research task in
which they apply their knowledge on bacteria in the environment and discuss the presence of viruses.
Students then ‘evaluate’ their experiment and propose ways in which they can improve in future. This
model has been seen to be effective in science education and improve students’ knowledge, attitudes and
interest with the topic when employed. It also promotes greater problem solving skills and higher order
thinking compared to other methods of teaching (Jun et al., 2013).

Collaborative learning and group work also play a large role in these lessons. Collaborative learning has
been seen to be highly effective in supporting students diverse learning needs as it provides peer support
for students struggling with concepts or ideas and allows students to depend on each other to achieve a
common goal. The use of collaborative learning has shown positive effects within a classroom, increasing
both performance and behavior (Ruys, Keer & Aelterman, 2011). This has been incorporated to allow
students with differing skill sets to work together to achieve the same goal and students are strongly
encouraged to work with their groups in order to support each other’s learning.

22
Howard Gardners theory of multiple intelligences states that everyone learns in a different way, ranging
from students who learn more effectively through visual means to those who learn better through reading
or writing. Therefore, a mix of multimedia is an important aspect in any classroom to aid student learning
(Helding, 2009). This differentiated instruction has been achieved throughout these 3 lesson plans by
ensuring students have a range of media to learn from. The resources used within these three lesson plans
have been chosen to provide engagement and interest with the lesson and are simple yet ensure the
student is satisfying the syllabus criteria.
The use of video media, Kahoot and the use of pictures/graphics, has been incorporated to benefit
students who learn more effectively through visual means. These visual aids and representations are
effective methods of conveying ‘construct’ content descriptors and help strengthen understanding. Mind-
mapping activities are also used to benefit students who learn via linguistic means (reading and writing).
Numeracy tasks have been incorporated to aid students who prefer mathematics, while hands on practical
activities have been used in lesson two and three to benefit those who learn kinesthetically.

Literacy, numeracy and ICT skills are a vital aspect of all classroom settings. The role of the skills in the
science curriculum can be explored in depth, as they have a large role in science instruction. Skills learnt
within the mathematics curriculum have been seen to link well with numeracy skills within science
education. Aspects of numeracy embedded in the science curriculum are not required to be complex
problems or concepts, but instead should aid in building a foundation of numeracy knowledge to aid all
curriculum areas (Brown, Watson & Wright, 2011). In these three lesson plans, numeracy skills can be
evidenced within the final lesson in which students are asked to analyse the data they have obtained from
their experiments in order to draw logical conclusions and determine patterns. Literacy plays a smaller role
throughout these lessons and is evidenced within the group mind mapping activities in which students are
asked to visually represent their thoughts and ideas surrounding the topic of food chains. Literacy skills are
also developed within the second lesson in which students undertake a small writing task which asks them
to write a logical and structured few paragraphs regarding the equipment and methods they used to
undertake their experiment. ICT is evidenced throughout all lessons as technology plays a pivotal role in
modern education. Technology is used strongly within the last lesson, partnered with numeracy skills, in
developing several graphs and plots that the students will use to analyse their data.

Formative assessments have been seen to be advantageous as they provide a teacher with ongoing
feedback regarding a student’s progress which enables that teacher to make better informed decisions
regarding how to modify his or her teaching methods. It has been shown to greatly improve student
achievement and should be conducted on a regular basis. Compared to summative assessments, formative
23
assessments allow teachers and students to improve continually throughout a unit of work (Yan & Cheng,
2015). For these reasons, formative assessment has been included in these lesson plans by the use of class
discussions and questioning, which allows a teacher to determine a student’s current knowledge level on a
given topic. Formative assessment can also be seen with the use of teacher observation and monitoring
throughout the lesson and through the collection and review of student worksheets and notebooks which
allow the teacher to provide a student with continual feedback.
A wide range of pedagogical models and approaches can be used within lessons to aid in achieving the
syllabus goals. These strategies are designed to assist a variety of students with differing needs and
teaching methods should be creative and vary to ensure student engagement with the content.

24
References

Brown, N., Watson, J., & Wright, S. (2011). Science and numeracy in the Australian curriculum:
Measurement activities for the middle years. Teaching Science, 57(1), 50 – 58

Helding, L. (2009). Howard Gardner's Theory of Multiple Intelligences. Journal of Singing, 66(2), 193 – 199

Jun, W., Lee, E., Park, H., Chang, A., & Kim, M. (2013). Use of the 5E Learning Cycle Model Combined With
Problem-Based Learning for a Fundamentals of Nursing Course. Journal Of Nursing
Education, 52(12), 681-689.

Pedaste, M., Mäeots, M., Siiman, L., de Jong, T., van Riesen, S., & Kamp, E. et al. (2015). Phases of inquiry-
based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.

Ruys, I., Van Keer, H., & Aelterman, A. (2011). Student teachers’ skills in the implementation of
collaborative learning: A multilevel approach. Teaching And Teacher Education, 27(7), 1090-1100.

Yan, Z., & Cheng, E. (2015). Primary teachers' attitudes, intentions and practices regarding formative
assessment. Teaching And Teacher Education, 45, 128-136

25