Name & Student Number:
Curriculum (Learning) Area of Lesson or Learning Task: Science (Biological Sciences)
Specific Topic of Lesson or Learning Task: Long time ago… (Dinosaurs)
Year Level/s: Year 2
Context
The term focus will be “Long time ago…”. Throughout this unit, students will explore, observe and discuss the findings about the everyday world that surrounds them. As science is an inquiry-based learning disciplines, lessons wills be modified to the 5Es teaching and learning model.
Each lesson will adapt the 5E’s inquiry model to teach students about science.
. This lesson plan fit in towards the end of the unit. The unit last already covered. This lesson will require students to apply their knowledge and understanding of life cycles from previous lesson in order to address the big ideas of the lesson. Furthermore, students will begin the summative assessment. Students will be given their pre-assessment and ask to complete. Therefore, the learning objectives of this lesson will also be assessed through the summative assessment.
Learning Objectives
As appropriate, these should be based on the Australian Curriculum.
Student will understand that (Concepts, principles, “big ideas”. Make sure your objectives are statements that work in the form, Students will understand that…)
· Students will understand that fossils are evidence that dinosaurs existed many years ago
· Students will understand that there are many kinds of dinosaurs
· Students will understand the life cycle of dinosaurs
Students will know: (e.g. facts, vocabulary, dates, information)
· All living things live in different places (adapted from ACSSU211)
· Identify common features of living things e.g. head, leg (adapted from ACSSU017)
· Communicate and share ideas with others in multimodal ways (ACSIS012/029/041)
· Engage and compare their observations (ACSIS233/213/042)
· Identify the period in which dinosaurs existed in
Student can (do): (Skills, processes)
· Using the correct vocabulary to describe and identify dinosaurs
· Sorting and classifying the dinosaurs according to colour, size, type, special features (e.g. spikes, long neck) (adapted from ACMG022)
· Engaging in discussion to share ideas, information and questions (adapted from ACELY1656)
Essential Questions (These should help students engage with the “big ideas” or understandings)
· When did, dinosaurs exist?
· How many types of dinosaurs can you name?
· What do you think dinosaurs eat?
Pre-assessment
Describe and refer to appendices as needed. Explain when the preassessment would be administered in relation to the lesson – e.g., at the end of the previous lesson; structured observations collected over the previous week, etc. Remember that this should be a preassessment of readiness specifically related to the tiered lesson, and not a preassessment for the whole unit.
Lesson Plan
Lesson Sequence
Safety
Lesson 1-introduction to dinosaurs (what do you know about dinosaurs
Engage
Have students play a game of “Real or Make-believe.” You may wish to fill out the K-W-L chart as you read and answer questions with students.
Explore
Suggest that students create their own “Real or Make-believe” scenarios using some of the books you have collected. Encourage students to write, draw, or record their scenarios. You may wish to take dictation with pre-writers. If you haven’t done so already, have students add any relevant information to the K-W-L chart. Begin a dinosaur portfolio to use as a reference tool. Encourage students to contribute their work to the portfolio.
Explain
Elaborate
Evaluate
Lesson 2 – identifying features of dinosaurs
Engage
Explore
Explain
Elaborate
Evaluate
Lesson 3 – types of dinosaurs
Engage
Explore
Explain
Elaborate
Evaluate
Lesson 4 – what do dinosaurs eat?
Engage
Explore
Explain
Elaborate
Evaluate
Lesson 5– where do dinosaurs live?
Engage
Explore
Explain
Elaborate
Evaluate
Lesson 6 – discovery of fossils
Engage
Explore
Explain
Elaborate
Evaluate
Differentiation
-rubric will be used to see if the student successfully completed the objective
-hands-on activities
-multi-modal pathways to show their understanding
-grouping by readiness
-using assistive technology where necessary
-book with large font for student with low vision
-using simple clear language and visuals
-go over the learning outcomes with these students
-scaffold and support where necessary
-extra time to complete the task
Reinforcement strategies
Repetition and variety of ways to demonstrate the objectives
Accommodation (Differentiation)
Provide differentiated support depending on the level of readers in the reading group (ex: choral read with students who have lower reading levels).
Allow students to use an opening/closing sentence that was generated by you or the class.
Provide sentence frames for struggling writers. They can either copy the sentence frames on their own paper or they can fill in the blanks. These can be as simple as providing the appropriate sequencing words (First, ______________, Next, ________________, Then, ______________, Last (or finally)________________________. If students need more assistance forming sentences than this, I suggest working with them in a small group and writing the sentences together, modeling the process.
Peer edit or teacher edit writing before handing the paragraph in.
Let students use the previously attached worksheet for their graphic organizer instead of drawing their own.
Explanatory notes
(Why have you made the decisions you have in your planning? How are aspects of your lesson designed to cater for readiness differences? You can include brief notes here and then a fuller explanation in a paragraph at the end of your assignment.)
Science-inquiry
Cross-curriculum Links
Lesson Closure/ Check for Understanding
How will you know whether students have achieved your lesson objectives?
Explanation
Provide 1-3 paragraphs to clearly explain how your assignment is an example of a differentiated lesson or learning task designed to address student differences and what specific aspect/s of student diversity you are aiming to address. This explanation should demonstrate your understanding of the principles and application of differentiation, supported by the topic readings and materials.
Students will construct their own knowledge through hands on activities, by activating prior knowledge, by reflecting in their science journal, etc. Lessons will be connected to the student’s own lives and science will become meaningful to them in their own way.
As I created each lesson in a chronological order, I started with lesson number one and worked my way up to lesson five. I took my objectives and created the five “e’s:” “engagement,” “exploration,” “explanation,” “elaboration,” and “evaluation,” keeping in mind how I can differentiate for all students. Then, I established the extended activity, materials, and safety procedures for each lesson. As for my resources, I created the my own worksheets and PowerPoint.
Differentiation is how I will be able to connect with my students and have them, not only excel in science, but also have a passion for it.
Evidence of ongoing assessment through the lesson: pre/post assessment, informal observations, class discussion, differentiated activity task
– students will be given multiple opportunities to demonstrate their knowledge, skills and understand through formative and summative assessment. This ongoing process of assessment allows me to monitor the progress of the student’s learning. These samples of work will be collated into a folio that allows for ongoing feedback.
A multimodal approach has also been utilised…This enables students to…catering to the student’s level of readiness and learning profile
At the end of the unit, I would reflect on the successes and challenges of the unit. Students also have an opportunity to reflect on the teaching approach – questions relating to the unit are at the bottom of their pre-post assessment task. Reflection on the following questions:
-what when well in the unit?
-what were some challenged?
-how would I refine it?
-how can I build on these learning experiences?
To engage students, it is important to connect the theoretical aspect of science to real-life situations (rapp), providing choice gives the student autonomy to make decision about their learning. PowerPoints, posters, and videos provides multiple opportunities to show their science knowledge and skills
Pre-assessing the students at the
beginning of the lesson will also help the teacher understand where everyone
student is at. As the tiering strategy is discussion, brainstorming and feedback,
working with the students individually will help the teacher understand more on
where the student is at and having them in groups will give the opportunity for the
teacher to work with the students that need more help
Cross curriculum of this unit
Literacy: students will become familiar with facts and ideas about dinosaurs
The arts: students will create a dinosaur using different mediums e.g. play doh, drawing etc
Mathematics: students will sort and classify the dinosaurs according to colour, size, type, special features (e.g. spikes, long neck), completing a dinosaur jigsaw puzzle
References
Australian Curriculum, Assessment & Reporting Authority [ACARA]. (2014). Science Foundation to Year 10 Curriculum Retrieved from
Primary Connections. (2013). Watch it Grow! Year 2 Biological Sciences. Canberra, ACT: Australian Academy of Science.
School of Education, Flinders University. (2017). Workshop Materials, semester 1. [EDUC472]. Adelaide: Flinders University.
Smith, G.E. & Throne, S. (2007). Differentiating Instruction with Technology in K-5 Classrooms. Washington, DC: International Society for Technology in Education (ISTE).
Appendix 1 Pre-assessment
Our Service Charter
-
Excellent Quality / 100% Plagiarism-Free
We employ a number of measures to ensure top quality essays. The papers go through a system of quality control prior to delivery. We run plagiarism checks on each paper to ensure that they will be 100% plagiarism-free. So, only clean copies hit customers’ emails. We also never resell the papers completed by our writers. So, once it is checked using a plagiarism checker, the paper will be unique. Speaking of the academic writing standards, we will stick to the assignment brief given by the customer and assign the perfect writer. By saying “the perfect writer” we mean the one having an academic degree in the customer’s study field and positive feedback from other customers. -
Free Revisions
We keep the quality bar of all papers high. But in case you need some extra brilliance to the paper, here’s what to do. First of all, you can choose a top writer. It means that we will assign an expert with a degree in your subject. And secondly, you can rely on our editing services. Our editors will revise your papers, checking whether or not they comply with high standards of academic writing. In addition, editing entails adjusting content if it’s off the topic, adding more sources, refining the language style, and making sure the referencing style is followed. -
Confidentiality / 100% No Disclosure
We make sure that clients’ personal data remains confidential and is not exploited for any purposes beyond those related to our services. We only ask you to provide us with the information that is required to produce the paper according to your writing needs. Please note that the payment info is protected as well. Feel free to refer to the support team for more information about our payment methods. The fact that you used our service is kept secret due to the advanced security standards. So, you can be sure that no one will find out that you got a paper from our writing service. -
Money Back Guarantee
If the writer doesn’t address all the questions on your assignment brief or the delivered paper appears to be off the topic, you can ask for a refund. Or, if it is applicable, you can opt in for free revision within 14-30 days, depending on your paper’s length. The revision or refund request should be sent within 14 days after delivery. The customer gets 100% money-back in case they haven't downloaded the paper. All approved refunds will be returned to the customer’s credit card or Bonus Balance in a form of store credit. Take a note that we will send an extra compensation if the customers goes with a store credit. -
24/7 Customer Support
We have a support team working 24/7 ready to give your issue concerning the order their immediate attention. If you have any questions about the ordering process, communication with the writer, payment options, feel free to join live chat. Be sure to get a fast response. They can also give you the exact price quote, taking into account the timing, desired academic level of the paper, and the number of pages.