Lesson Plan

School: WPS Date: 4/8/16

Curriculum Area: Science

Student group: Grade 3 Size: 24

Topic: Heating up Duration: 1 hour

Pre-service Teachers Focus (what will you aim to improve on in this lesson
in your teaching? )

Keeping the students engaged and interested.

Continuing to improve behavioural manangement.
Transitioning between activities.

Learning Intention (what will the children learn: be able to know and do by
the completion of this lesson?)

Provide students with a hands-on experience to understand the concept of

heating up and to identify different heat sources.

Success Criteria ( how will I know what they learned ) see feedback
session assessment activity(s)

Their results and engagment within the explore phase of this sesson in
discovering their understanding of how heat can be produced.

AUSVELS reference (Links to AUSVELS and the school curriculum):

Heat can be produced in many more ways and can move from one object to
another. (ACSSU049).
Entering Behaviour (what do they already know about this/can already do ?
How will students prior learning and experiences be used in this lesson? )

Students have learnt some words, discussed strategies on how to keep warm
and identified some heat sources. They will enter with a brief understanding of
the topic and aim to further this knowledge in the lessons to come.

Preparation (what materials do I need for my lesson? How will ICT be

utilised?)

Candle
Hot water bottle
Kettle
Pictures of heat sources

Procedure How will I teach it ? Plan the timing of your lesson to include
your assessment activity(s)

Introduction: (How will the lesson and ideas be introduced and made
relevant to the students? How will you engage the class? Do you have
a hook or an entry ticket activity?)

Recap on the previous lesson. (look at the words they came up with, some
questions and the class science journal).
Discuss that the students will be working in teams and must collaborate.
Discuss the safety needed during the lesson, such as slowly moving a hand
towards something hot and withdrawing if it is too hot.
Introduce the large copy of the whats hot resource sheet.

Investigation/ Exploration (What specific teaching and learning

strategies will I use for the lesson?

Students are to be seated during the demonstration and groups will be

allocated accordingly. Students are allowed to explore their
surroundings to find discoveries on what is hot.

Modelling/ Trialling (What will I need to model or demonstrate? Is there

teacher and peer modelling?)

Model how to complete the whats hot table. Model the candle and hot water
bottle and how to fill that in on the table.

Ask questions such as Did you expect it to be hot? Why/Why not?

What does it need in order to be hot? Why?
Is it producing its own heat? Or by something else?
 Activities (How will I include all learners? What Curriculum and
Pedagogy adaptations or modifications will be required? )

Students are required to search for things around the building that are
hot. In groups they will complete this. Objects such as a cup of coffee, a
microwave, heater, lights, person and computers may be used. Students will
fill the chart out accordingly. Sections of the chart ask: Whats hot? How hot is
it and produces its own heat or heated by something else? Students will fill
these sections in for a discussion at the end.

Conclusion (How will I draw ideas together and conclude the lesson?
How will I conclude the learning experience/ learning findings?)
Bring the students together and discuss some findings. Create a T-chart that
has two columns (heat producers and heated by something else). A member
will then place a sticky label in the correct column that contains an object they
discovered. Discuss and revise these answers and findings.

The conclusion must include you assessment task

Assessment: Feedback to and from students: Through the answers on the

Whats hot? chart I will be able to assess where students are at regarding
their understanding of the conept. The brainstorm/T-chart at the end will also
display their understanding of the topic.

List your assessment activity(s) here:

Self Evaluation reflect on your pre-service teachers focus and to what

degree the learners succeeded in achieving the learning intention why ?

Three things that went well.

Two/Three things that need to be improved. (This can be a pre-service

teacher focus for a future lesson)

Mentor Teachers Comments

The following questions can be used as a guide for providing structured feedback to pre-
service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an
understanding of how students learn and factors that influence their learning?
 Has the pre-service teacher sought to build on students prior learning and
experiences?
Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and
resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area
and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the
lesson?
Has the pre-service teacher demonstrated effective communication in explaining
tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable
goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning
environment through the use of consistent and clearly communicated behavioural
expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and
challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in
directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in
planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and
implementing this lesson?