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Table of Contents
Overview.................................................................................. 2
Sequence of Lesson Plans..........................................................3

Lesson 1; Living and Non-living in school garden (Inquiry model)

LITERACY........................................................................................3
Lesson 2; Life cycle of Alfalfa (E5 model) ICT....................................6
Lesson 3; Alfalfa Planting (E5 Mode) NUMERACY...............................9

Samples of Student Work........................................................12

Lesson 1.......................................................................................12
Lesson 2.......................................................................................13
Lesson 3.......................................................................................14

Action Based on Annotations of Student Work..........................15

What would you do next to develop student understanding?...........15

How would you assess student knowledge of the topic?..................15
What would you do in regards to your planning and teaching
approach to improve your teaching?...............................................15

References.............................................................................15

Overview
St Liborius Primary School follows the Walker Learning approach and implements
this as a school teaching pedagogy. For this reason, all the following lessons will
be underlined by this pedagogy as well as the individual teaching strategies I
employed. The students in my 1/2 class had not yet completed any science
lessons as they normally do not start formal science lessons until grade 3.
Therefore, my lessons were starting at the very beginning of the topic Living
and Non-living. The science lessons also incorporate the use of literacy through
reading and writing specific subject terminology, numeracy through counting and
estimating resources and ICT through the use of IPads as a research aid.

Sequence of Lesson Plans

Lesson 1; Living and Non-living in school garden (Inquiry model) LITERACY

Name: Jenna Tonkes

Topic: Living and non-living things
Lesson:
School Garden (1)
School: St Liborius Primary School
Duration:
30 min
Date: 19/10/16
Year level:
1/2 GM (24 Students)
Learning intention
After the lesson, students will be able to recognise and identify living and nonliving elements to the school garden. They will be able to apply this knowledge
to different contexts of life.
Success criteria
Students will be successful by creating a table in their book and correctly
identifying five living and five non-living elements of the school garden.
Teaching Model: Inquiry Based
Additional Curriculum areas: Literacy skills; students will use science
terminology to describe the features found in the garden.
Student prior knowledge
Students have visited the garden before and have knowledge of some of the
features of the garden. They have not had any subject specific exposure to
living and non-living things.
Links to AusVels
Level 1
Living things have a variety of external features(ACSSU017)
Living things live in different places where their needs are met (ACSSU211)
Respond to and pose questions, and make predictions about familiar
objects and events (ACSIS024)
Participate in different types of guided investigations to explore and answer
questions, such as manipulating materials, testing ideas, and accessing
information sources (ACSIS025)
Use a range of methods to sort information, including drawings and
provided tables (ACSIS027)
Through discussion, compare observations with predictions (ACSIS212)
Compare observations with those of others (ACSIS213)
Write using unjoined lower-case and upper-case letters(ACELY1663)
Level 2
Living things grow, change and have offspring similar to
themselves (ACSSU030)
Respond to and pose questions, and make predictions about familiar
objects and events (ACSIS037)
Participate in different types of guided investigations to explore and answer
questions, such as manipulating materials, testing ideas, and accessing
information sources (ACSIS038)
Use a range of methods to sort information, including drawings and
provided tables (ACSIS040)
Through discussion, compare observations with predictions (ACSIS214)
Compare observations with those of others (ACSIS041)
Write legibly and with growing fluency using unjoined upper-case and lowercase letters (ACELY1673)
Resources:
Whiteboard
Blank paper (24)
Clipboard (24)
School Garden
Magnifying Glasses (12)
Pens, Pencils, Ruler (24)
Assessment
Formative assessment will be conducted throughout the lesson using
Questioning.

Lesson 2; Life cycle of Alfalfa (E5 model) ICT

Name: Jenna Tonkes

Topic: Living and non-living things
Lesson:
Alfalfa Life Cycle (2)
School: St Liborius Primary School
Duration:
30 min
Date: 24/10/16
Year level:
1/2 GM (24 Students)
Learning intention
After the lesson, students will be able to recognise the different steps in the life
cycle of Alfalfa. They will be able to identify the key elements needed for Alfalfa
to grow.
Success criteria
Students will be successful by correctly identifying the different steps in the life
cycle of Alfalfa and presenting this, hand drawn, in their work books.
Teaching Model: E5 Model
Additional Curriculum areas: ICT; students will use Ipads as a research aid.
Literacy skills; students will use science terminology to describe the features
found in the garden.
Student prior knowledge
Students have visited the garden before and have knowledge of some of the
features of the garden. They recognise the different elements needed for a
living thing.
Links to AusVels
Level 1
Living things have a variety of external features(ACSSU017)
Living things live in different places where their needs are met (ACSSU211)
Respond to and pose questions, and make predictions about familiar
objects and events (ACSIS024)
Participate in different types of guided investigations to explore and answer
questions, such as manipulating materials, testing ideas, and accessing
information sources (ACSIS025)
Use a range of methods to sort information, including drawings and
provided tables (ACSIS027)
Through discussion, compare observations with predictions (ACSIS212)
Compare observations with those of others (ACSIS213)
With some assistance, students use ICT to locate and retrieve relevant
information from a variety of sources.
Level 2
Living things grow, change and have offspring similar to
themselves (ACSSU030)
Respond to and pose questions, and make predictions about familiar
objects and events (ACSIS037)
Participate in different types of guided investigations to explore and answer
questions, such as manipulating materials, testing ideas, and accessing
information sources (ACSIS038)
Use a range of methods to sort information, including drawings and
provided tables (ACSIS040)
Through discussion, compare observations with predictions (ACSIS214)
Compare observations with those of others (ACSIS041)
With some assistance, students use ICT to locate and retrieve relevant
information from a variety of sources.
Resources:
Whiteboard
Blank paper (24)
Clipboard (24)
IPads (12)
Pens, Pencils, Ruler (24)
http://thegardenlearningprogram.weebly.com/lessons-how-to-growyour-own-sprouts.html

Lesson 3; Alfalfa Planting (E5 Mode) NUMERACY

Name: Jenna Tonkes

Topic: Living and non-living things
Lesson:
Alfalfa Growing (3)
School: St Liborius Primary School
Duration:
30 min
Date: 31/10/16
Year level:
1/2 GM (24 Students)
Learning intention
After the lesson, students will have successfully planted their Alfalfa seeds and
will be able to demonstrate their knowledge of their growth by caring for their
plants over the next week.
Success criteria
Students will have successfully grown their Alfalfa seeds and cared for them for
one week.
Teaching Model: Instruction Model
Additional Curriculum areas: Mathematics; students will use numeracy
skills to count out their resources required for their Alfalfa growing. They will
count by 1s, 2s, 5s & 10s. They will also use simple addition or subtraction
to find out how many resources they require.
Student prior knowledge
Students have completed two previous lessons on living and non-living things.
One on the requirements for living things and one specifically on the
requirements of Alfalfa. They should have a strong knowledge base of what is
required for this task.
Links to AusVels
Level 1
Living things have a variety of external features(ACSSU017)
Living things live in different places where their needs are met (ACSSU211)
Respond to and pose questions, and make predictions about familiar
objects and events (ACSIS024)
Through discussion, compare observations with predictions (ACSIS212)
Compare observations with those of others (ACSIS213)
Develop confidence with number sequences to and from 100 by ones from
any starting point. Skip count by twos, fives and tens starting from
zero (ACMNA012)
Represent and solve simple addition and subtraction problems using a
range of strategies including counting on, partitioning and rearranging
parts (ACMNA015)
Level 2
Living things grow, change and have offspring similar to
themselves (ACSSU030)
Respond to and pose questions, and make predictions about familiar
objects and events (ACSIS037)
Through discussion, compare observations with predictions (ACSIS214)
Compare observations with those of others (ACSIS041)
Investigate number sequences, initially those increasing and decreasing by
twos, threes, fives and ten from any starting point, then moving to other
sequences.(ACMNA026)
Solve simple addition and subtraction problems using a range of efficient
mental and written strategies(ACMNA030)
Resources:
Whiteboard
Plastic Cups (24)
Cotton Balls (400)
Alfalfa Seeds (2400)
Spray Bottles (4)
Arts and Craft supplies to decorate cups
Assessment
Formative assessment will be conducted throughout the lesson using
observation and visual representations. The teacher will be able to judge the

Samples of Student Work

Lesson 1

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The literacy skills of this student are above av

The handwriting of this student could be neater for their abilities. However, the outdoor environment wh

The student also has well developed fine motor skills. This is shown in the ability to draw and colour the pic

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Lesson 2

This is the result

These two students had very different abilities when it came to d

These two students had a difference in understanding of the concept of growing. One student understood t

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Lesson 3

Overall, all students experience some level of succes

Action Based on Annotations of Student Work

What would you do next to develop student understanding?

Through the formative assessment completed throughout my unit I was able to
determine that the students developed a strong understanding of living and nonliving things. They were all able to successfully create a poster which showed the
lifecycle and all students experienced some success when growing their seeds.

This shows that the students had a strong enough understanding to be able to
apply their knowledge to complete a task.
To further develop their knowledge, I will move onto a research project which will
be the summative assessment task for the unit. The students will be required to
use all the skills they have learnt in the previous lessons to complete the set
task. This will enable the students to further develop their understanding and
present understanding in a formal manner. It also aligns with the Australian
Curriculum level three science outcome Living things can be grouped on the basis
of observable features and can be distinguished from non-living things (ACSSU044)
(ACARA, 2016). By using this standard, I will ensure that all the students in my
class will be ready for the move to completing formal science lessons.

How would you assess student knowledge of the topic?

My assessment strategies throughout my lessons have aligned with the view of
the Department of Education and Training (2016). The department states that
throughout a unit of work assessment should be ongoing as well as incorporate
assessment for, of and as learning in a variety of different ways. Before
commencing the topic, I completed informal diagnostic assessment of the
students. I consulted my mentor teacher as well as previous teachers of my
students to find out the knowledgebase of my class. By completing my formative
assessment throughout I was also able to monitor the progress of the students.
This meant I could set tasks accordingly and ensured that my teaching and
teaching strategy was working well with all students in the class.
To formally assess my students knowledge, I will incorporate a summative
assessment task. This will be through the use of a life cycle and inquiry research
project. This task will be designed to ensure that the students meet the
requirements of level 1 & 2 of the Australian Curriculum science strand. The
students will need to show their understanding to fulfill the requirements of a set
criteria to ensure they are meeting these requirements.

What would you do in regards to your planning and teaching

approach to improve your teaching?
Cherrington & Loveridge (2014) state that reflecting on teaching practice and
pedagogy is extremely important to improve student learning and optimize
teaching outcomes. For this reason, I am always reflecting on my individual
lessons and whole units to ensure that I am giving my students the best
experience.
If I was to do these lessons in the future I would improve on a few factors. Firstly,
I would ensure that I was always prepared with extension tasks for students to go
on with. A few times during my lessons some students were finishing earlier than
others resulting in me having to think on my feet and set a task which wasnt
necessarily the best option. In future, being prepared, I would ensure that I am
successfully enhancing and improving student knowledge through an adequately
planned task.
I would also ensure that I was leaving time at the end of my class for reflection
time. Barry & King (1998) describe reflection as invaluable and an effective tool
for cementing knowledge. I will ensure that in all my future lessons I allow time
for this to occur, even if I have not completed every planned task for the lesson.

References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016).
Australian
curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au/?
dnsi=1

Barry, K. & King, L. (1998). Beginning Teaching and Beyond. Cengage Learning
Australia.

Cherrington, S. & Loveridge, J. (2014). Using video to promote early childhood

teachers thinking and
reflection. Teaching and Teacher Education. 41, pp42-51. Retrieved from:
https://lms.latrobe.edu.au/pluginfile.php/2241575/course/section/301992/
Using%20Video%20for%20reflection%20on%20practice.pdf

Department of Education and Training. (2016). Assessment Advice. Retrieved

from
http://www.education.vic.gov.au/school/teachers/support/Pages/advice.asp
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