Major Lesson Plan - Primary

Day: M T W T F
mins
Year: 4

Date: 31/08/16

Time: 40

Learning Area: Science

Topic: Biology
Curriculum content description:
Living things depend on each other and the environment to survive
(ACSSU073)

Students prior knowledge and experience:

Lifecycles and how the life cycle of one thing can depend on another.

Learning purpose
Environmental factors that can positively and negatively affect a life cycle.

Learning objectives:
On completion of this lesson,
students will be able to:

Students will know how different

settings in an environment will affect
a living thing and will be able to
explain this to a buddy.

Evaluation:
I will know that the lesson purpose
has been achieved by questioning
the students as a collective on things
that we have learnt on the day. This
will show me how much the students
have understood the lesson and what
they have got out of it.

Preparation and Resources:

-Science Department pencil/pen boxes.
-A2 sheets of paper
-Pieces of A4 paper (filled in with the a table created by myself)
- Science department textas/ highlighter box.
- Images of Australian mammals, insects birds and plants.
- Focus Questions to ask children
- Blue Tac

Catering for diversity

- Difference in their level of knowledge.
-ESL children who are not very strong English speakers (For this group, I
must ensure that I elaborate on science terms to standard English)
- One who child who is diagnosed with Autism (ensure I touch base with him
after instructions are given).
- 3 children who are defiant together (behaviour) (Ensure they are in
separate groups from one another.

Timi
ng:

5
min

Learning Experiences:
1. Introduction:

To begin, I will give a brief introduction of what we are learning in

this lesson and what the students will need to do. I will engage
them by being enthusiastic and energetic in my speaking. Ask the
students also about any previous knowledge.
(5 minutes)
2. Sequence of learning experiences

12
min

5
min

8
min

5
min
5
min

- We will do a graffiti activity where there will be 4 stations set up

around the room (mammals, plants, insects and birds) Students will
be broken up into 5 different groups based on a particular setting of
the environment (drought, plague, fire, flood and good crops0. In
these groups students will write down on pieces of paper what
would happen to that particular animal in that environment (Graffiti
style)
(12 minutes)
-This will then lead into a guided discussion on how the different
environments will affect the animals and whether this will increase
or decrease their life cycle)
(5 minutes)
- After this, students will create their own graffiti sheet, which they
are able to put into their science workbook.
(8 minutes)
-Next, students will share with their buddy/classmate the
information that they have included in their graffiti sheet and
explain why they chose this.
(5 minutes)
3. Lesson conclusion:

To conclude the lesson, I will question the students so that they

may summarise what they have learnt during the lesson. I will also
answer questions that they may have about aspects that they are
unsure about.
(5 minutes)

Lesson Evaluation:
During the lesson time was kept very well and students were
easily engaged and eager to learn. The way that this lesson was
structures, made it fun and informative for the children. It also
gave them a task that they needed to constantly do throughout
the lesson to minimise the level of distraction.
Grouping the children was difficult as I was informed that I had to
be cautious of who I could and could not put together at the
teachers request. The teacher also explained how I could not
make it obvious that I was not grouping certain children together.
Overall, I felt the lesson was a success and the children learnt the
information they needed whilst still having a fun learning
experience.