Lesson plans
Assessed Lesson Plan, April 2014
Our task was to produce an assessed lesson plan. We were to fill in a Learning Management Plan and its eight questions to cover all the key areas needed to be thought of when planning a lesson.The curriculum document I have used is Science Years 7-10 Syllabus produced by the Board of Studies New South Wales. Between one to three curriculum outcomes should suffice. Consider what is likely to be achievable in a single learning encounter, then further estimate the time required to mange in the one-to-many social ratio of most regular classrooms. Spend time refining the learning objectives stemming from the curriculum outcomes. Ensure to use active and specific verbs in which to describe what the students will be able to know, understand and do by the end of the lesson. Consider differentiation - how to ensure all levels of learners are catered for int he learning objectives, learning and assessment activities. Ensure the learning objectives are matched by assessment activities that clearly capture evidence of learning or difficulty. Remember the main learning focus to decide what to take out and what to leave in.
Our task was to produce an assessed lesson plan. We were to fill in a Learning Management Plan and its eight questions to cover all the key areas needed to be thought of when planning a lesson.The curriculum document I have used is Science Years 7-10 Syllabus produced by the Board of Studies New South Wales. Between one to three curriculum outcomes should suffice. Consider what is likely to be achievable in a single learning encounter, then further estimate the time required to mange in the one-to-many social ratio of most regular classrooms. Spend time refining the learning objectives stemming from the curriculum outcomes. Ensure to use active and specific verbs in which to describe what the students will be able to know, understand and do by the end of the lesson. Consider differentiation - how to ensure all levels of learners are catered for int he learning objectives, learning and assessment activities. Ensure the learning objectives are matched by assessment activities that clearly capture evidence of learning or difficulty. Remember the main learning focus to decide what to take out and what to leave in.
Task 2: Lesson Plan
Making written meanings Learning Area: The different states of matter
Year Level : 7
Class Size: 11 students (4 prac groups)
Topic: Water
Curriculum Connections: NSW Curriculum
Intended learning outcomes
The focus of the lesson will be:
1. observing changes seen during the experiment
2. taking accurate temperature measurements
3. recording observations and measurements
4. working collaboratively within their prac group
Assessment
I will know these outcomes have been achieved by seeing the results and observations recorded in their prac books. I will also be able to encourage observations by asking questions and having discussions with students by moving around and speaking to each prac group during the session.
I will collect responses to questions and samples of discussions as evidence of their learning.
Prep (negotiation)
A recap of the previous lesson and then an open discussion on the prac we are going to do I can get a good idea of what the students already know. I can build on their knowledge and experiences through encouraging them to tie today’s observations in with the previous learnings of the Fire and Air topics.
Procedure
Engagement: To start the lesson, we will recap the previous lesson where we began the write up of the prac. We will talk about where we see ice, water and water vapour and talk about what happens when particles gain energy. I will go over the method they wrote to confirm what they will be doing.
Learning experiences: I will need to talk about safety, and will do this by asking them what aspects of the prac are likely to have potential danger and what things we should and shouldn’t do with equipment.
Classroom organization: The prac groups will be formed by the students at each bench and each group will set up at one of the gas outlets along the bench.
Dialogue: During the prac I will move amongst the students and ask them what they are seeing, encourage them to write down their observations, and if necessary ‘lead’ them to observations by questions such as ‘what is happening to the surface of the water?’ Students will be able to ask questions as I am moving among them.
Closure: Once the prac is complete, students will return to their desks and work together so that all students have the results and observations in their books. We will then together prepare the results table and again moving among the students make sure that everyone is able to complete a graph. The end of the lesson will be a discussion on writing a conclusion, and I will ask them to have a go at doing this for homework. We can then us that as the starting point for tomorrow’s class. I will ensure all prac equipment has been put away, the board cleaned and chairs pushed in so the room is ready for another class.
Resources
Resources and equipment: Bunsen burners, matches, tripods, gauze mats, beakers, ice, stirring rods, thermometers. I will ensure all of this is available during the break before the class.
Questions
‘What temperature did all of the ice disappear?’
‘What happened to the surface of the water as it started to boil?’
‘What else did you see?’
‘What happened to the temperature readings when you stirred the solution? Why do you think this happened?’
I can encourage students to ask questions whilst moving among the prac groups.
Reflection
I can ask students to talk about how we see water in these three states of matter in everyday life and in nature.
Evaluation
Moving among the students worked really well. Getting the students to allocate one member of each group to take temperature measurements, one to time the intervals and one to record the results/observations worked really well. They then had to collaborate back at their desks to share the information for the write up.
Making written meanings Learning Area: The different states of matter
Year Level : 7
Class Size: 11 students (4 prac groups)
Topic: Water
Curriculum Connections: NSW Curriculum
Intended learning outcomes
The focus of the lesson will be:
1. observing changes seen during the experiment
2. taking accurate temperature measurements
3. recording observations and measurements
4. working collaboratively within their prac group
Assessment
I will know these outcomes have been achieved by seeing the results and observations recorded in their prac books. I will also be able to encourage observations by asking questions and having discussions with students by moving around and speaking to each prac group during the session.
I will collect responses to questions and samples of discussions as evidence of their learning.
Prep (negotiation)
A recap of the previous lesson and then an open discussion on the prac we are going to do I can get a good idea of what the students already know. I can build on their knowledge and experiences through encouraging them to tie today’s observations in with the previous learnings of the Fire and Air topics.
Procedure
Engagement: To start the lesson, we will recap the previous lesson where we began the write up of the prac. We will talk about where we see ice, water and water vapour and talk about what happens when particles gain energy. I will go over the method they wrote to confirm what they will be doing.
Learning experiences: I will need to talk about safety, and will do this by asking them what aspects of the prac are likely to have potential danger and what things we should and shouldn’t do with equipment.
Classroom organization: The prac groups will be formed by the students at each bench and each group will set up at one of the gas outlets along the bench.
Dialogue: During the prac I will move amongst the students and ask them what they are seeing, encourage them to write down their observations, and if necessary ‘lead’ them to observations by questions such as ‘what is happening to the surface of the water?’ Students will be able to ask questions as I am moving among them.
Closure: Once the prac is complete, students will return to their desks and work together so that all students have the results and observations in their books. We will then together prepare the results table and again moving among the students make sure that everyone is able to complete a graph. The end of the lesson will be a discussion on writing a conclusion, and I will ask them to have a go at doing this for homework. We can then us that as the starting point for tomorrow’s class. I will ensure all prac equipment has been put away, the board cleaned and chairs pushed in so the room is ready for another class.
Resources
Resources and equipment: Bunsen burners, matches, tripods, gauze mats, beakers, ice, stirring rods, thermometers. I will ensure all of this is available during the break before the class.
Questions
‘What temperature did all of the ice disappear?’
‘What happened to the surface of the water as it started to boil?’
‘What else did you see?’
‘What happened to the temperature readings when you stirred the solution? Why do you think this happened?’
I can encourage students to ask questions whilst moving among the prac groups.
Reflection
I can ask students to talk about how we see water in these three states of matter in everyday life and in nature.
Evaluation
Moving among the students worked really well. Getting the students to allocate one member of each group to take temperature measurements, one to time the intervals and one to record the results/observations worked really well. They then had to collaborate back at their desks to share the information for the write up.