Lesson

Plan (AUSVELS Levels Foundation to 10)

Practicum Lesson
Number
Topic and
Focus

Time of Lesson

11:30

Time: analogue clocks

Duration of lesson

1hr

Year Level

Supervisor

Prep

Class Size

23

Learning Focus: What will the students learn and how does it relate to curriculum documents?
AUSVELS StrandsLevel:

Domains

Dimensions

Discipline-based learning

Mathematics

Measurement

Discipline-based learning

Science

Inquiry skills

Key elements of standards to which lesson is focussed

Compare and order the duration of events using the everyday language of time (ACMMG007)

Share observations and ideas (ACSIS012)

Assessment Criteria and Method of Evaluation

How will you identify what they have learnt and how will you record

or note this
Standards

Assessment Criteria (Ability to: )

Mathematics- measurement

Science- inquiry skills

-Learn the language of oclock and half past

Evidence How will you identify what they have learnt and how will you record or
note this

-Demonstrate oclock and half past on a clock

Teacher observations, visual and verbal identification of both oclock and half
past.

-Share ideas in the discussion of clocks

Teacher observations of student discussions.

Students Background Knowledge What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing
knowledge?

This is an introduction on telling time.

Resources and Materials What materials and resources will you need to have prepared?
Demonstrations clock, paper plates, paper hands, split pins, pencils and textas.

Student Teacher Focus What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?
I will be focussing on making the lesson flow smoothly and making sure that the students have something to do at all times of the lesson.

Stage of lesson

Tasks

Introducing the students to oclock and half past,
How will you engage and By demonstrating what each time looks like and the purpose of
stimulate the interest of
the small hand and the big hand.

Stage 1 Introduction

Time

Student action

Teacher action

What will students be

doing? Explain how the
students are expected to
work.

What will you do during this time? What prompting questions

may you need to prepare? How will you monitor student
progress and needs?

10 mins

On floor listening and
contributing to discussion.

What do we use clocks for?
Why do we need them?
Where do you see them?
Why do you think there is a big hand and a little hand?
Demonstrate different oclock and half past times on clock and how
we can tell what those times are.
Do a few examples and get students to work out whether it is an
oclock or a half past.

5-10 mins

On floor or standing
depending whether they are
actively participating or
waiting for their turn.

Creating times for the students to work with and facilitating the
game.

5-10 mins

On floor listening to
instructions.
At tables creating their own
clocks.

Demonstrating and explaining the construction of the clock.

At tables decorating clocks.

Helping students finish and decorate clocks.

On floor doing a circle time,
sharing the clock they have
created and the time they
have set.

Facilitating the discussion on the floor.

the students?

Include possible
questions that you may
choose to use

What preparations have you made for early finishers so that

they will be extended in a relevant and interesting way?

Demonstrations etc

Stage 2 Body of lesson
Describe each distinct
task in the order to be
undertaken. Start a new
task each time the
teacher or students
behave in a different
manner. State an
estimated length of time
for each task.

Time game- going round the circle two students at a time stand
up and the first student to answer correctly whether the time
displayed is an oclock or a half past stays standing while the
other student sits down and another student stands up to play
again.


Demonstration on how to create your own clock.

Students are to create their own clock.

Ensure that there is some
If students finish early they can decorate their clocks.
form of prompt or

20-30
mins

10 mins

Checking out students work and assisting or guiding them as

needed.

reinforcement available
for students
What preparations have
you made for early
finishers of each task so
that they will be
extended in a relevant
and interesting way?
Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the
students can evaluate

To conclude the lesson the students will share the clocks they
have made and display on their clock either an oclock or a half
past.

10-15 mins

what they have learnt?

Stage 5: Closure
Do you need to prepare
the students for handing
over to another teacher,
or another subject

In closure ask students to display either a half past or an oclock
on their clocks, sort of like Simon says, if they are incorrect they
sit down and if they are correct they stay standing.

10-15 mins

Standing up in the middle of Facilitating the game.
the room manipulating their Mr wolf says the time is
clock to tell the right time or
sitting quietly on the
ground.