Lesson Plan format for beginning teachers

Student Teacher: David King Lesson Topic Science - Effects of Air on movement Year Level: 4 Class size: 6 School: Wantirna South Primary Date: 29/03/2012 Time of Lesson: Science Duration of Lesson: 60 min

Teaching Focus:
Questions and discussion to facilitate prior knowledge of previous lessons, moving towards P.O.E model.

Student Learning Focus:

That air is a gas, and one that pushes up against falling objects. Shape and orientation of an object can influence how it falls. Objects can float and sink in air just like in water.

Background knowledge:
Previous lessons involve floating/sinking exercises with water, and push/pull objects.

AusVELS:

Science Level 4 - Science Understanding: Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) Science Level 4 - Science as a human endeavour: Science involves making predictions and describing patterns and relationships (ACSHE061) Science Level 4 - Science Inquiry Skills: With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064) Science Level 4 - Planning and conducting: Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066) Science Level 4 - Processing and analysing data and information: Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Science Level 4 - Evaluating: Reflect on the investigation; including whether a test was fair or not (ACSIS069)

Student differences:
Students will be kept in group of six for majority of lesson, only to be broken up into two groups of three of one exercise. Students have already shown proclivity for subject, as such no special approaches for individual students are necessary.

Resources:
Exercise books, pencil case, balloons, hankerchief 'parachute', plastic bags, copter outline

Stage of lesson
Intro TEACH new skill Body APPLY new skill taught Closure ASSESS new skill

Classroom organisation and duration: Whole class? Small group? High Achievers? Struggling Students?

Activities and tasks:

Student action: What will students be doing?

Teacher action: What will you be doing? What will you be saying?

Lesson Introduction and elaboration:

How will I:
engage and interest students? explain the purpose and aim of the lesson?

After discussion of previous lesson, introduction will be made that today we will be investigating air. We saw how a solid

Words that we associate with air. Where can we find air? Where is there no air? Is air a "thing"? If we can't see it, how do we know it's there?

Students will be active in discussion. One student can be taking notes on the whiteboard.

Teachers will initiate and facilitate discussion, and guide it through to first activity.

explain/model/ demonstrate new content knowledge? connect the lesson to previous learning?

object fell to Earth last week, but why do some objects take longer to fall? How can air influence the movement of object in defiance of gravity?

Word wall activity. Students will be broken up into two groups and told to 'catch' as much air in their plastic bags as possible. How do we know there is a lot of air in the bag?

Bag activity. Teachers to supervise and actively observe activity.

Body of the Lesson:

Practising and applying new knowledge
What learning tasks or learning centres will I have? What instructions will I give to students? Will I lead a small group? How will I conference with individual

Now we know air is present and can be 'captured', each student will blow up a balloon and drop it off a certain height. Students will try this with balloons that are blown to different sizes. Is there a difference? Using an air pump, students will try and keep the balloon off the ground for s long as

Students will draw How they believe the air is moving around the balloon as it falls. They will also draw the motion of air when the air pump has been introduced. What is happening here?

Again teachers to facilitate and guide activity. Gauge predictions. Will note P.O.E chart on whiteboard.

students?

possible. Is this possible? Will then introduce helicopter activity. Students to present drawings and explain what they mean. Introduce parachute exercise. Based on what we now know, can we make a successful parachute?

Lesson Closure
Review and sharing time
How will I select students to share? How will I encourage students to articulate what they have learned? How will I celebrate student achievements?

Assessment:
What assessment methods will I use to determine whether my aims for the lesson have been achieved? How does the assessment criteria relate to VELS progression points?

Self Evaluation:
What did I observe about student learning? What did I do well in teaching this lesson? What problems occurred in teaching the lesson? What would I do differently if I taught the lesson again? How successful was I in working on my teaching focus?

Supervisor evaluation:

Explain- P.O.E. After student input, repeat copter activity a few more times to recognise air movement influence on paper. Questioning to check if concepts understood and synthesised. Changes to copter design? Extra weight?

Some students a little more taken with activity than science behind it. Bridging gap between activity and science to make to make easier understanding, Students engaged, interested, invested.

More time for elaborate, explore.