Lesson Plan 9

Day: M T W T F Date: 15th October 2018 Time: 8:50 – 9: 50 am

Year: 6 Lesson number 3 of 4 (if the lesson is one in a sequence of lessons)

Learning Area: Health & Physical Education & Science.

Topic: The effects of smoking on being active

Australian Curriculum Content Description:

Content Descriptor:
• Participate in and contribute to discussions, clarifying and interrogating ideas,
developing and supporting arguments, sharing and evaluating information, experiences
and opinions (ACELY1709)

Elaboration:
• Using strategies, for example pausing, questioning, rephrasing, repeating, summarising,
reviewing and asking clarifying questions.

Content Descriptor:
• Use comprehension strategies to interpret and analyse information and ideas,
comparing content from a variety of textual sources including media and digital texts
(ACELY1713)

Elaboration:
• Using prior knowledge and textual information to make inferences and predictions.

Content Descriptor:
• Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)

Elaboration:
• Proposing and implementing opportunities to increase their physical activities levels at
school and at home.

Content Descriptor:
• With guidance, pose clarifying questions and make predictions about scientific
investigations (ACSIS232)

Elaboration:
• Applying experience from previous investigations to predict the outcomes of
investigations in new contexts.

Cross-
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement
curriculum Sustainability
and cultures with Asia
priorities:

Critical and
General Ethical Personal and
Literacy Numeracy ICT creative Intercultural understanding
capabilities: behaviour social capability
thinking

Students’ prior knowledge and experience:

Prior lesson knowledge:

The students have participated in two lessons about the effects of smoking on the body prior
to this lesson. The students have knowledge of the effects of smoking, and understand that
smoking effects how active someone can be.

Lesson 1: In this lesson the students began drawing a diagram and labelling the short term and
long term effects on the body. The students also discussed in groups their findings and brought
their ideas to a classroom discussion, and end of lesson quiz. There diagrams were marked and
placed in their smoking stinks file for future reference.

Lesson 2: In this lesson the students began sketching a large scale diagrams of the effects of
smoking on the body. They also ordered smoking effects cards into their organs, and labelled
them short and long term effects. These were then stuck in the diagram and placed around the
classroom.

Prior experience of group work:

The students’ desks have been placed into groups of four, this has been the same since the
beginning of the year. The students have ‘shoulder partners’ and ‘face partners’ that they use
for think-pair-share and other discussion approaches. The students also work in their groups
during discussions before they contribute to the class.

Prior knowledge of ‘rabbits, hares, foxes and farmers’:

The students have played the fitness game ‘rabbits, hares, foxes and farmers’ prior to this
lesson. The students know the rules and how the game works. The students will easily be able
to play the game, with the twist of breathing through the straws once they have got to the
other side.

Prior knowledge of plenary activities:

The students have been completing plenary exit tickets at the end of most lessons during the
year. The students all know and have come to understand what is expected of them, and that
this exit card is required for them to participate in recess, lunch or fitness play.

Skills needed:

The students will need to work effectively in group and classroom discussions, which is a
standard they need to meet for Year 6. The students will also need to demonstrate their focus
and engagement with the task. All students will participate in physical activity, and link this is
the health effects of smoking on being fit and active. All students will need to be able to write
predictions and reflections which are required of them as one of the Year 6 Science standards.

Teaching purpose:

The purpose of this lesson is for students to experience an authentic context, so they can begin
to understand how and why smoking effects being active. The students will need to apply their
prior knowledge to predict and reflect on their results.

Learning objectives: On completion of this Assessment:

lesson, students will be able to:
1) Apply: Implement current
understanding to make
predictions of the experiment.
2) Analyse: Examine the reasons
why smoking effects someone
being fit and active into 66 words.
3) Evaluate: Critique the predictions
and results as to why you felt this
way during the experiment.
1. Teacher observation of student
participation through marking of the
predictions and results of the
experiment.
2. The teacher will observe and mark the
students ’66 words’ summary activity.
3. The teacher will mark each students’
reflection of the experiment as the
plenary and exit card to go to recess.

Preparation and Resources:

Classroom:
The classroom desks will be set up into groups
so the students can participate in group
discussions and brainstorming. All the desks
will be able to easily access and view the smart
board, the white board and the educational
posters around the classroom. Each of the tables have a set of white boards and white board
markers, that the students can use to brainstorm and have group discussions. The teachers
desk will be placed in the top left hand side, so that the teacher can watch over the students.
Resources:
The teacher will need to print out the prediction, results and reflection charts for each student.
The students will need to glue the chart into their writing books, and bring this down to the
basketball court, along with a pen or pencil. The students will also receive a 66 words writing
sheet for their summaries which they will also glue into their writing books.
Catering for diversity:
Social Learning:
The students will be working in mixed ability groups and therefore will be assisting each other
for the activities. The students have prior experience working with mixed people from the
class, and the ‘asking a friend’ approach before coming to the teacher for questions.
Catering Needs:
Regarding, those students who need extra assistance during the lesson, the teachers will know
who these children are. There will be two teacher available to float around the classroom, and
pose questions to students and assist with learning. Some of the students struggle with their
writing skills, the teachers will assist them with this.
• In regards to Regan, he is dyslexic and struggles to read and write. The teachers will
keep a close eye on him, and assist him with his spelling and sentence structure. They
will also have small discussions with him to check his comprehension of the activities.

Timing Learning experiences

 Introduction:
* Teacher invites students to the lesson *
Teacher: “Ready to rock D3?” Students: “Ready to roll!”
8: 50 am
(Allow 5 Teacher Statement:
minutes)
“Good morning D3, I hope you had a good weekend and are ready to start this
week off with some experimenting and morning fitness. Can everyone please
collect a ‘predict, result, reflect’ sheet from the front of the classroom”.
• Allow the students to collect the paper and put their name on it.
• They will need to write predictions for each of the aspects of the activity.
• AWARD dojo points to the first 3 groups ready to rock.

Sequence of learning experiences:

Activity 1:
8: 55 am
Teacher Statement:
(Allow 5
minutes) “Last week we discussed the effects of smoking on the body and about what
happens to the lungs when someone smokes. For the first activity we will be going
to be experimenting with science, physical education and health”.
• Take the students out to the basketball court to complete the first activity.

The Activity: The students will need to answer their results after each section. [resting,
9:00 am exercise, exercise with one straw, & exercise with two straws].
(Allow 20 Formative Assessment: (Questioning):
minutes)
• How is your breathing? Slow, fast, hard, easy?
• How do you feel? Sweaty, out of breath, dizzy, tired, aching?
• Is it harder to breathe with the straws?
• AWARD dojo points to the students who contribute.

9: 20 am • Once the activity has been completed bring the students back inside to complete
(Allow 5 the second activity.
minutes)

Activity 2:
Teacher Statement:
9: 25 am
(Allow 5 “To gain a deeper understanding of the straw experiment we are going to watch a
minutes)
few videos, and use the fact sheet. Using our findings from the experiment, the
videos and the factsheet, I need you to fill out 66 words associated with smoking
and its effects on being active ”.
• Give the students time to get their 66 words sheet ready.

VIDEOS:
• https://www.youtube.com/watch?v=AQwIDiL8gOM
• https://www.youtube.com/watch?v=1KVYalOWmzQ
9: 30 am
(Allow 15 • https://www.youtube.com/watch?v=uqqGf7xNMVE
minutes)

The students will need to write in their tables during the three video.

Lesson conclusion:
Activity 3:
Teacher Statement:
9: 45 am “Using this knowledge I need you to write the reflections in the chart about why
(Allow 5
minutes) you felt a certain way during the experiment”.
• Allow for students to discuss their findings and do their reflections. (Exit
9: 50 am Card)

End of lesson:

SCHOOL OF EDUCATION
 Lesson Evaluation Checklist
(For Pre-service Teachers)
LESSON: The effects of smoking CLASS: 8:50– DATE: 15th Oct
on being active 9:50 am 2018
1. What I intended Students to learn during this lesson
• I intended for my students to learn three things during the
lesson:
1. Apply: To Implement current understanding to make
predictions of the experiment.
2. Analyse: To Examine the reasons why smoking effects
someone being fit and active.
3. Evaluate: To Critique the predictions and results as to why
you felt this way during the experiment.

• I also intended for my students to explore working in groups for

discussions and brainstorms. The students were also to explore
to practice summarising through the 66 words activity.
• The final lesson of this lesson was for students to understand
that the reflections had to be completed as a exit ticket for
recess.
4. Changes I made to the lesson plan during the lesson
and why
• One of the changes I made to my lesson plan during the lesson
was in giving the students more time to explore the straw
experiment during the fitness activity. Throughout the game
some students didn’t have much chance to explore the straw
activity, as they were tagged straight away. I changed the
lesson to give all students a fair go.
• Another change I made to the lesson was in doing some of 66
words together as a class, as some of the students were
confused by this activity. As a class we brainstormed some of
the words to give the students a clear example of what was
expected of them.
5. How the Students responded to the lesson
• All of the students responded really well to the physical
education fitness activity at the beginning of the lesson. Many of
the students have a passion for sport, so I incorporated this
common interest into my planning.
• Most of the students were engaged in the ‘predict, result,
reflect’ sheet. However, some students became disengaged and
began rushing through their answers. I used simple
encouragement and questioning techniques to spark more in
depth answers from these students.
• During the 66 words activity, most of the students lost their
focus and I could see that many were not comprehending the
activity. As soon as we become to work together as a class, this
gave the students a starting point and they all finished the
activity focused and engaged.
6. What I think Students learned from this lesson and
how I know

• Most of the students demonstrated their understanding of why

smoking effects how active and fit someone is. This was
identified in the reflective section of the sheet completed
throughout the lesson. The students use scientific vocabulary,
and clear explanations of how the straw activity linked into how
smoking effects how active we are.
• All of the students established their knowledge of how to
describe how their breathing and body felt after doing exercise
and breathing through either one straw or two joint straws. The
students all expanded their vocabulary to explain how ‘smoking’
effected their levels of fitness.
7. What I could have done differently to improve the
outcomes for Students
 • If I were to do this lesson again, I would plan for a different
fitness game to be played where every student is constantly on
the move. This way, the student outcome of how out of breath
and tired ‘smoking’ makes exercise, could have been
experienced by everyone.
• Another way I would improve my lesson would be through
planning to work through a few examples of the 66 words
activity, before allowing the students to work on this
individually.
8. What I learned from this lesson

• Regarding, my personal learning from this lesson, I know

understand that I need to make sure I model ‘I Do’, ‘We Do’,
‘You Do’, as a way to check comprehension and facilitate
learning.
• I also learnt to be more thoughtful in my planning for a back-
up plan if things don’t follow how I wished them too. This was
an importing learning experience, as even though my
improvisation worked, it would have been more efficient if I had
carefully planned about plan B.
• The biggest learning experience from this lesson would be how
to use better classroom management. I effectively began using
the 1-2-3 magic with one of the students, which kept him
focused. I used wait time much more efficiently, and made sure
all the students understood the topic or activity, before moving
to the group or individual work.

Appendix 1: Fact Sheet Example

Appendix 2: ‘Predict, Result, Reflect’ Chart Activity Example
Appendix 3: 66 Words Activity Example
Appendix 4: 66 Words Activity Example
Appendix 5: 66 Words Activity Example