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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.
How are the quality teaching elements you have identified achieved within the lesson?
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
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‘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.
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Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Reflection:
What have I learned about I have learnt that it is important to ensure that students are given enough
teaching and learning time to complete activities within the class and to give them time to
processes when preparing successfully complete each task opposed trying to fit too much into the
this lesson? 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.
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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
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Worksheet 1
Complete the following food chains using the pictures below:
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 6: which living thing(s) in the food web has the LEAST amount of energy available to consume?
Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
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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)
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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?
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
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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
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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?
Reflection:
What have I learned about During the preparation of this lesson I have learnt that it is important to
teaching and learning ensure students have clear instructions when conducting practical
processes when preparing experiments, lack of clear instruction can lead to the students wandering
this lesson? 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.
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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.
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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)?
____________________________________________________________________________________
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Homework Task
Scientific Name:
______________________________________________________________________________________
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Lesson Plan 3
KLA: Science Stage of 4 Year 8 Lesson 60
Learner: Group: Duration: minutes
Safety N/A Printing / N/A
Considerations: Preparation:
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?
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
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draw what they see on their 5 Students are to draw what they
agar plates in their notebooks. see on each plate in their
Using their devices students are notebooks, ensuring they record
asked to record their data and use what the object tested was
excel to create 3 graphs using beneath the picture.
their own group data. Graph one Students are to record their data
should depict what type of by counting the bacteria colonies
microorganism was found most and create a series of graphs to
commonly over the 5 plates. represent what they found.
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 Students are to provide their
whiteboard the teacher should class data to the teacher who will
ask for the class data one at a develop a class data graph.
time and create a graph depicting students are to discuss
which environment developed the differences in class data to
most microorganisms. The individual data.
teacher to prompt students to Students are also to indicate ways
discuss differences in class data to in which they could have
individual data. improved their experiment.
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 Students are to discuss with the
to discuss their research task on class the chosen bacteria/fungi
harmful and beneficial they researched as homework
bacteria/fungi. Students are to and answer the questions
discuss with the class their indicated on the homework
researched bacteria/fungi and its sheet.
role in the environment/body. They are then to participate in
The teacher to prompt students class discussion regarding
with discussion on viruses/algae viruses/algae, their difference to
and their difference to bacteria and their role in the
bacteria/fungi, and their role. environment.
Conclusion:
Time Teacher Activity Student Activity Resources
5 min Teacher to prompt students to Students are to pack up their
pack up their belongings in belongings.
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preparation for the end of the students are to glue their
class. homework sheet into their books
Instruct students to glue their and leave their notebooks at the
homework sheet into their books front of the class.
and leave their notebooks at the
front of the class for assessment.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this 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.
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
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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.
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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
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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.
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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
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