KLA: Science Intergrated Class: 5/6L Date: 6/6/17 Time: 2:15-3:15

Reflection in action:
The students showed engagement throughout most of this lesson. I felt confident directing the lesson even though it was my first lesson of teaching. The students
responded to me well as I used classroom PBL to set the expectations of the lesson. I began the lesson using the WALT (we are learning too) card to ensure the lesson had
direction and purpose to student development.
Reflection on action: What did the lesson achieve?
Values Teaching
The values were addressed exceedingly well during the lesson. With the key inquiry IQ:
question and the lesson activity linking directly to each other, the students Problematic knowledge is addressed throughout this lesson as students brainstorm
understood what they were learning about and why. The WALT card in the ways to solve and prevent fires.
introduction to the lesson also gave the lesson focus and importance. QLE:
Contexts Explicit teaching criteria is established as students directly address the key inquiry
The context of the lesson was enhanced with the incorporation with ICT. The videos question of the lesson. Social support is also offered to students as the use of the
related directly to the focus of the lesson and the lessons key inquiry question, bushfire prevention video offers ideas that prompt their thinking and possible
addressing the effects of bushfires and what we can do to reduce these impacts. content for their poster.
Students were working on their posters around the room and using access to design SIG:
resources such as pencils to make their posters more engaging. Tapping into students own knowledge about bushfire safety prior to watching the
Learning video was a great way to brainstorm their own ideas and see them being addressed
Most learners met the expectations of the lesson and produced a well thought out in an official government video. The soil video also made clear connections to
poster that addressed strategies to reduce bushfires. However, I needed to quickly students learning of living things.
redirect some students who I was talking over the top of during story reading, using Things to consider:
the 5/6L PBL expectation do your job. I felt as though I did this appropriately In future lessons, I need to be more explicit when asking students to take notes. Set
without taking the attention away from the rest of the class (Belinda also the standards by asking for dot points, paragraphs etc so they know their role as an
commented on this skill). I also needed to scaffold to support C and C who were not active learner. I also need to have high standards for students work found myself
participating in the lesson. I did this by questioning and linking to their prior accepting poor work from students, with this being my first lesson I feel like I was
knowledge about bush fires imagine if we had a fire at the school and you are a accepting anything and just glad they were doing the exploration I directed. I need
superhero undercover as a student here! How would you save us and what would to set high standards from the beginning to ensure students are meeting higher and
you tell us to do to prevent future fires?. more progressive goals throughout each lesson.
Reflection for action: What will I consider in planning my next lesson?
With the soil video bringing up questions as to whether fire may be a good thing in some situations, the next lesson can address this curiosity. The students have also been
learning about Aboriginal culture when Dion came to the school to perform his traditional dances and speak to the school about ATSI ways of life. Students can reflect on how fire is
used to control Aboriginal lands and sacred sites, such as Uluru. The lesson can reflect on how backburning is needed to prevent fires and allows for plants to grow more nutrient.
This will link directly to the section of the syllabus regarding the protection of Aboriginal sacred sites and too will make connections to their living world unit.