^{Appendix 1}

LESSON ORGANISATION

LESSON PLAN

SCHOOL OF EDUCATION

Students’ Prior Knowledge:

Year Level: 3

Date: Week 8.

Time:

1:15pm-1:35pm

-

Students have an understanding of nocturnal

animals and non-nocturnal animals.

Learning Area: Science

-

The students have been exposed to nocturnal

animal’s habitats from the zoo excursion.

-

The students have had prior experiences of

iPad use and other technological devices.

Strand/Topic from the Australian Curriculum:

Living things have basic needs, including food and water

(ACSSU002).

Critique needs or opportunities for designing and explore

and test a variety of materials, components, tools and

equipment and techniques needed to produce design

solutions. (ACTDEP014).

Plan a sequence of production steps when making design

solutions individually and collaboratively (ACTDEP018)

General Capabilities (that may potentially be covered in the lesson)

Literacy

Numeracy

ICT

Critical and

Ethical

Personal and

Intercultural

creative thinking

behaviour

Social

understanding

competence

competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander

histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Proficiencies:(Mathematics only)

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:



. Recognise QR codes in their school environment and collect key facts using the iPads





Create a picture drawing of a chosen nocturnal animal.

Use chatterpix to upload photo of drawn animal, habitat, text and sound.

1

Teacher’s Prior Preparation/Organisation:		Provision for students at educational risk:
	Habitats uploaded on iPads
	White chalk	- Extra support and assistance for the child with
	28 x Black paper	autism.
	QR codes
	Pictures of animals (laminated)	- Students who are easily distracted by their peers will be seated with an educator nearby.
	8 x iPads
	Keys facts on each nocturnal animal	- Students who struggle to use the devices will
	Checklist and anecdotal notes.	be provides extra support by educators.
	Blue-tac.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

			Resources/References
Time	Motivation and Introduction: 1. Students will make their way to the mat in order to start the lesson.		Align these with the segment where they will be introduced.
	2. Teacher will brainstorm the word ‘nocturnal’ onto the whiteboard and assess student’s prior knowledge.		Whiteboard
	3.	The teacher will then tell the students the purpose of the lesson and what they should be able to achieve by the end of the lesson.	Whiteboard marker
	Lesson Steps (Lesson content, structure, strategies & Key Questions):
	1. The teacher will direct the students to capture photos of the QR codes that are located around the school environment. The students will then read the 3 keys facts each nocturnal animal.
	“Today we have created a very exciting activity for you all. We have placed 11 QR codes around your outdoor school environment. Your job today is to find all the QR codes and take a photo of each using your iPad. Once you have taken the photo your will then need to read the 3 key fact based on each animal and choose your favourite one.”		QR Codes
			Pictures of laminated

2

			nocturnal animals.
	2. The students will then draw a picture of their chosen nocturnal animal onto a piece of black card using white chalk. The students will		8 x iPads
	effectively do this by using the information described on each of the QR codes.		White chalk
	“Once you have chosen a favourite nocturnal animal you must read the key facts about the animal and draw a picture of the animal onto black card using white chalk. Don’t forget to add all the special features that are described in the key facts.”		Black paper
	3. Once the students have created a drawing of their chosen nocturnal animal they will then capture a photo of their picture using the iPads.
	“Now that our drawings and done and they all look fantastic we are going to take a photo of our drawings using the iPads.”
	4. The students will then upload the photo of their drawings onto pic collage, ensuring they have snipped around the outside of the photo.
	“We are now going to upload our photos onto an app called pic collage. Once your photo is uploaded, we then need to snip around the outside of the drawing.”
		5. Students will then find a background picture of the habitat that their favourite nocturnal animals lives in. These pictures will be located on the iPads in pictures.
		6. For early finishers, the students will be directed to upload a sound that their animal makes and write one key fact about the animal that they have learnt in a text box on the app.
	Lesson Closure:(Review lesson objectives with students)
		1. To conclude the lesson, teacher calls a 5 minute pack-away warning.
		2. Once the students have packed away the students will make their way to the mat.
		3. Think-Pair-Share on what they learnt and describe their nocturnal animals.
		4. Teacher questions 3 students to see what they have learnt.
	Transition: (What needs to happen prior to the next lesson?)
		1. Students return to their desk quietly and sit and wait for further instructions.
	Assessment: (Were the lesson objectives met? How will these be judged?)
	-	The teacher will assess one group at a time using a checklist and by
		writing anecdotal notes to see who could complete the tasks.

3

4