Lesson plan - Session: 2

Name and Surname: Alexandra Blake S00152997

Section 1
Learning outcomes:
Students will understand what compost is and what it is used for.
Students will learn to recognize what materials can and cannot decompose.
Students will have the opportunity to predict and hypothesise the outcomes of
their composts.
Links to the curriculum:
Everyday materials can be physically changed in a variety of
ways (ACSSU018)
Pose and respond to questions, and make predictions about familiar objects
and events(ACSIS024)
Represent and communicate observations and ideas in a variety of
ways (ACSIS029)
Rationale:
A large amount of the students from the school that we will be teaching at are ESL
students. This lesson plan was designed so that students that may struggle to
comprehend the content that is being presented to them is being explained in a way
that is easily understood whilst using a range of teaching strategies to ensure that they
are engaged and involved in the lesson. According to Case (2002), science is
particularly hard to comprehend for a student that is of a non-ESL background as it is
like speaking a whole different language due to the many linguistic demands that
science requires. Therefore it is especially important that ESL students are
accommodated to in the science classroom so that the concepts can be fully
understood. Our lesson provides the students a variety of ways to develop
understandings and then demonstrate that they have understood the content that has
been represented to them. Case (2002) agrees that allowing students to draw or use
pictures to demonstrate their understanding is a useful way to scaffold the students
responses in the classroom. We are purposely imbedded pictorial and drawing tasks
in this lesson so that the students are given the chance to establish their
understanding of the content knowledge.
The lesson also uses an individual writing task to demonstrate student content
knowledge. Although we have acknowledged that these students may struggle with
the scientific language

How does this lesson plan connect and is consistent with the unit
of work?
This lesson is clearly linked to the other 2 lessons in the unit of work in
multiple ways. In the first lesson, the students are given the
opportunity to discuss what they think compost is and why we use it.
Then they are able to make their own composts and predict what they
think will happen to their composts over the next week. This is then
linked with our lesson (lesson 2) as we will be evaluating what has and
has not changed in the composts from lesson 1 and the students are
given the chance to update their original predications from lesson 1
stating whether or not they think each of their materials in their
composts will decompose. These predications may have changed as
this lesson not only revisits the discussion that took place in lesson 1
but it also provides a more in-depth discussion and investigation about
what compost is and why we have it. Finally, this lesson (lesson 2) is
linked to the third lesson as they are able to once again revisit their
predictions about their composts whilst also drawing conclusions
regarding what decomposes and what does not. The third lessons
conclusion will draw on all of the ideas that were discussed through
the duration of the unit work.
How does the sequence of activities in this lesson plan reflect a
learning process rather than a series of tasks?
The Sequence of the activities in this lesson plan reflects a learning
process rather than a series of tasks as it utilizes the concept of
scaffolding throughout the duration of the lesson to then releasing the
responsibility to the students where they are able to take control of
their own learning. The lesson begins with a whole class discussion
allowing for a teacher initiated discussion whilst

due to their language background, Case (2002) ensures that ESL students should be
given a writing opportunity as it can be used as important evidence, representing the
newly developed content knowledge whilst still using the individual educational
backgrounds of the students.
This lesson plan takes advantage of technology by using an interactive
whiteboard/projector. This was deliberately utilized as the students are able to get a
visual representation of the content that is being explored. Not only are the students
given images and videos as sources of information but the students are also provided
with a visual representation of the scientific language that is being used as we have
made PowerPoint slides with the prompting questions that we will be asking the
students during class discussion. Stein (2000) assures that a visual image can
produce a deeper understanding that cannot be reduced to a linguistic description.
Therefore, ensuring that visual representations and explanations are imbedded into
the unit of work is essential for meaning making to occur.
To help accommodate ESL students, we have given the students the opportunity to
participate in collaborative activities with their peers. Kasper & Saundra (2005)
encourages the use of a collaborative learning environment as it inspires the students
to take more charge of and assume more responsibility for their own learning. It also
motivates the students to view themselves and their peers as effective sources of
knowledge therefore the students are able to participate in a diverse community of
learners working together to achieve the same goal to construct meaning and
knowledge. Allowing the students to work collaboratively with their peers not only
helps guide their understanding of the content knowledge, but it also encourages
teamwork and communication to take place therefore creating an open and safe
environment for discussion and confidence to thrive.
By ensuring that all of these strategies are applied throughout the duration of the
lesson, the students will be sure to really engage with the content, their peers and
their educators allowing a successful lesson for all.

allowing the students ideas to be shared with their peers. Whole

group discussions allow for student engagement as it is interactive and
also interesting as they are learning not only through peer discussion
creates greater opportunities for deeper understanding of concepts as
they are being explained in a range of ways. Following the class
discussion, the students are provided with some information using a
visual source informing them of knowledge about compos that they
might not have already known. Probing questions are used by the
educators so that the students are utilizing the content knowledge
appropriately. Students are given the opportunity to work
independently whilst completing tasks using the information that was
given to them previously, therefore giving the students full control of
their own learning.
How are the activities appropriate for the age group and diversity
of learners?
This lesson plan accommodates to the diversity of the learners in this
class through a range of techniques. According to Allen & Park (2011),
many students may not have the proficiency in reading skills to
comprehend the material they read in science therefore, this lesson
plan utilises visual prompting to promote discussion from those that
struggle to comprehend the concepts being presented to the class.
Allen & Park (2011) also acknowledges that educators should
accommodate to all learners by allowing students multiple
opportunities to demonstrate their learning. In this lesson we allow the
students to use a cut and paste activity and drawing opportunities so
that students without great English skills can showcase their individual
understanding of the topic.

References:
Allen, H., & Park, S. (2011). Science Education and ESL Students. Science Scope, 35(3), 29-35
Kasper, F., & Saundra, W. (2005). Building ESL students' linguistic and academic literacy through content-based interclass collaboration. Teaching English in
the Two Year College, 32(3), 282-297. Retrieved from http://search.proquest.com.ezproxy1.acu.edu.au/docview/220956312?accountid=8194
Stein, P. (2000). Rethinking resources in the ESL classroom: rethinking resources: multimodal pedagogies in the ESL classroom. TESOL Quarterly, 34(2), 333
336. http://doi.org/10.2307/3587958
Case, R. (2002). The intersection of language, education, and content: science instruction for ESL students. The Clearing House: A Journal of Educational
Strategies, Issues and Ideas, 76(2), 71-74. http://dx.doi.org/10.1080/00098650209604952

Lesson plan- Session: 2

Name(s) and Surname(s): Ayse Alanci (S00143285) and Alexandra Blake (S00152997)
Section 2
Specific and detailed activities (600 words)
Materials needed:
Interactive whiteboard
Online timer (http://www.online-stopwatch.com/)
Stationary (including: scissors, glue, colouring in materials)
Plain a4 paper (for workstation 1)
Sequence worksheet (for workstation 2) (appendix 2)
Cut and paste worksheet (for workstation 3) (appendix 3)
Colouring in worksheet (for workstation 2) (appendix 4)
Butchers paper
During the lesson:
Students will be able to recognise if there are any changes in the compost.
Students will be able to label the different levels of a compost.
Students will be able to hypothesise on what will happen to their compost during the upcoming week.
Students will be able to respond on what does and does not go into a compost.
Introduction: 10 minutes.
Please note: During this section of the lesson, appendix one will be used throughout our discussions and questioning.
Students will be asked, on what they already know about compost (answers will be written on butchers paper, for students to be able to use it as a
future reference)
Questions that will be asked to generate discussion and provide content knowledge:
o Why do we make compost bins?,
o What can we put in a compost bin?,
o What cant we put in a compost bin?
Students will then watch a video (https://www.youtube.com/watch?v=cBkBwVFFEWw) followed by a discussion of:
o What they learnt,
o What they have found interesting,
o What bugs/critters did they see.
Development of the lesson: 10 minutes
Once the discussion has ended the educators, will then explain each workstation and that after 10 minutes the groups will then rotate, until each
workstation is complete.
First workstation:
o Students in this workstation are expected to draw their own compost bug/critter.

o The bug that is drawn can be either from what they have seen in the video, or an imagined bug.
o Using 1 or 2 sentences write down what this bugs job is in the compost.
Second workstation:
o Using the composts that were created the previous session, check for any similarities or differences.
o Students to go over their initial hypothesis and check if it has been proven or disproven thus far.
o Using appendix 2, students will draw a sequence of what their compost looked like in session 1, what their compost now looks like, and what
they think it will look like in session 3. Students will be advised to label the different levels of compost and the changes that they see.
Third workstation:
o Using appendix 3 and 4, students must colour in and cut out the pictures (appendix 4) and decide if these items are either compostable or
recyclable and then paste it in the table (appendix 3)
o Extension: students can draw additional items that can be either composted or recycled
Students will be given an opportunity to ask questions, that needs to be clarified.

Consolidation, practice, extension: 30 minutes

Students will then be grouped into mixed ability (groups of 4 or 5 depending on the class size)
Students will then be given 10 minutes to work at each workstation (students will know how long they have left, with the use of an online timer, displayed
on the IWB)
As there are six pre-service teachers, 3 of them will be assigned a workstation to stay at and assist students whom need help, one will be taking
photographs of the students work, whilst the other two will be roving and assisting for any additional support.
Closure: the conclusion of this lesson will be for 10 minutes.
Students then will be asked to pack up their workstations, and sit at their tables.
The last group at each station will need to share what they have completed students can decide whether they want one or two people to share their
work in each group.
Students will then have a class discussion on:
o What they have enjoyed the most,
o What they have learnt and,
o Something that was interesting.

Attachments:
Teacher resources:
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). Level 1. Accessed
from http://www.australiancurriculum.edu.au/
Allen, H., & Park, S. (2011). Science Education and ESL Students. Science Scope, 35(3), 29-35
Davis, J., & Effeney, G. (2013). Education for Sustainability: A Case Study of Pre-service Primary Teachers' Knowledge and Efficacy. AJTE,
38(5). http://eprints.qut.edu.au/59938/1/59938A.pdf
Do the Rot Thing: A teachers guide to compost activities: http://www.cvswmd.org/uploads/6/1/2/6/6126179/do_the_rot_thing_cvswmd1.pdf
Jabareen, Y. (2011). Teaching sustainability: A multidisciplinary approach. Creative Education, 2(4), 388-392. Retrieved from
http://search.proquest.com/docview/914451057?accountid=8194
Online timer: http://www.online-stopwatch.com/
Santone, S. (2003). Education for Sustainability. Educational Leadership, 61(4), 60.
Wilson, S. (2012). Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education. Australian Journal of
Environmental Education, 28(1), 42-56. http://dx.doi.org.ezproxy2.acu.edu.au/10.1017/aee.2012.5
YouTube video: https://www.youtube.com/watch?v=cBkBwVFFEWw

Appendix 1: PowerPoint presentation will be used throughout the introduction of the lesson.

Learning resources (for students):

Appendix 2: Will be used in workstation 2 as a template for students to draw in.

Stages of compost!

In each stage, draw what your compost will look like:

Stage 1: What did your compost look
like?

Stage 2: What does your compost

look like?

Stage 3: What do you think your

compost will look like?

Appendix 3: This t-chart will be used in workstation 3, where the students will be able to paste/draw their pictures.

Cut and paste the pictures into the table where you think they belong.

What things should be put into a compost bin?

Compost!

What things should not be put into a compost bin?

Recycle!

Appendix 4: This will also be used in workstation 3, for the students to cut out the pictures and add it on to their t-chart.