Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Four

Time: 50 mins Date: Term one

Learning Area:
Science Science Understanding Biological Sciences

Students Prior Knowledge:

Living things can be grouped on the basis of
observable features and can be distinguished
from non-living things (ACSSU044)

Strand/Topic from the Australian Curriculum:

Living things have life cycles (ACSSU072)
Living things depend on each other and the
environment to survive (ACSSU073)

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Define the term lifecycle and list a minimum of 2 examples of different lifecycles in class discussion

View a short video on the lifecycle of a butterfly and correctly list and order the four stages in this lifecycle

Work independently to create an online version of a lifecycle on an organism of their choice using SmartArt in
PowerPoint

Teachers Prior Preparation/Organisation:

Games website
http://www.sheppardsoftware.com/scienceforkids/lif
e_cycle/index.htm
Lifecycle of a butterfly video
https://www.scootle.edu.au/ec/viewing/L1358/index.
html
Headphones for all students
Computers for all students
Access to PowerPoint

Provision for students at educational risk:

Student with vision and hearing impairments require
seating close to the front of the class. These students
require seating at the front and centre of the group
when sitting on the mat or using computers.
Use picture and number cues for students who are still
struggling with reading.


LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
Did the students understand the term lifecycle?
Could the students list more than one example of a lifecycle?
Were students able to correctly order the stages in the lifecycle of a butterfly?
Did the students respond well to the online video?
Did the students respond well to the online games?
Did the students work well alongside each other?
Did the students work well independently?
What will the students need to work on in the next lesson?
Was the activity helpful and useful?
What tasks did the students find difficult?
Did the students respond well to the activity using PowerPoint?
Teacher self-reflection and self-evaluation
Anecdotal notes will be kept on:
Were the students interested in the lesson that you presented them with?
Were video, games and ICT activity used in this lesson engaging enough for the students?
Were video, games and ICT activity used in this lesson age appropriate for the students?
Was the class well managed through the lesson?
Were new concepts taught to the students (eg; lifecycle) delivered with confidence?
Did each student participate?
Were all objectives met?
What aspects of the lesson did the students complete?
How can this be improved?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
0-10
mins

Motivation and Introduction:

Resources/Reference
s

1. Students will make their way to the front of the class to sit on the mat in
order to start the lesson.
2. Review the previous knowledge children have on biological sciences
by questioning the class, saying
Remember last lesson when we were talking about some of the
common features of living things. Can you think of some of these
features? (Hint them with actions such as deep breathing, movement,
pointing to your mouth while talking). Can you list some examples of
living things you might see while at recess/on the weekend?
Today we are going to learn about lifecycles and we are going to focus
on the lifecycle of a butterfly.
Please return to your seats and login to todays weebly lesson:
http://franteaganairlie.weebly.com/

http://franteaganairlie.w
eebly.com/

Lesson Steps (Lesson content, structure, strategies & Key Questions):

10-20
mins

1. Teacher explains they are going to start the lesson by watching a short
video on the different stages in the lifecycle of a butterfly.
2. Using their headphones, students will individually watch the video
called Lifecycles: butterflies.
3. The teacher will run over the stages one more time at the end of the
video and the teacher will check that all the students understand by
asking them to repeat the stages of the lifecycle together as a class
after the teacher.

Video Lifecycles:
Butterflies
https://www.
scootle.edu.au
/ec/viewing/L1358
/index.html

4. The teacher asks the students if they can think of any other examples
of lifecycles by saying

Headphones

Can you think of any other examples of a life cycle?

20-30
mins

5. The teacher explains they are going to complete a fun online activity
on everything they have learned about the lifecycle of butterflies and
other organisms.
Now we have learnt about the life cycle of the butterfly, we are going to
do a fun online activity on the lifecycles of other organisms now.
6. Teachers ask students to open the link to the online games and
complete the activity at their own pace, thinking about the different
organisms they know to have a lifecycle.

30-40
mins

7. The teacher explains the students are to select an organism of their

choice (other than the ones presented to them in the video and online
activities). They are to research the different stages in the lifecycle and
create their own lifecycles demonstrating these stages using the ICT
tool, PowerPoint.

Games Link:
http://www.sheppardso
ftware.com/sciencefork
ids/life_cycle/index.htm
PowerPoint

8. Student who finishes early can research on the internet different

lifecycles or read a book such as the Very Hungry Caterpillar.
40-50
mins

Lesson Closure:(Review lesson objectives with students)

9. To conclude the lesson, teacher asks the students to save their work
and logout and calls the students together on the mat.
10. Teacher questions students in class discussion
What did we watch today? What did we learn? Who can tell me the
first stage of the butterflys lifecycle? Who can give an example of one
other lifecycle? What ICT tools did we use? Why did we use them?
What was useful about them? How could we have completed the same
acidity without them? In what ways would this be different? Who can
share their chosen organism and the stages within its lifecycle with
us?

Transition: (What needs to happen prior to the next lesson?)

Students log off and shut down and clear their desks in preparation for
the next lesson.
Assessment: (Were the lesson objectives met? How will these be judged?)
A checklist will be used to determine:
Did the students understand the term lifecycle?
Could the students list more than one example of a lifecycle?
Were students able to correctly order the stages in the lifecycle of a
butterfly?
Were the students able to work independently to create their own
online lifecycle using SmartArt on PowerPoint?
Did the students respond well to the instructions presented to them on
the Living Things Weebly?
Did students respond well to the online video presented to them?
Did the students participate well in the online Lifecycle games
presented in the class?
Did the students work well independently?
What will the students need to work on in the next lesson?
Was the activity helpful and useful?
What tasks did the students find difficult?