Lesson Plan format for beginning teachers

Student Teacher: David King, Hazana Razak Lesson Topic Science - Magnets Year Level: 4 Class size: 6 School: Wantirna South Primary Date: 26/04/2012 Time of Lesson: Science Duration of Lesson: 60 min

Teaching Focus:
Questions and discussion to facilitate prior knowledge of previous lessons, following e5 pedagogical model structure.

Student Learning Focus:

Understanding the unseen force of magnets.

Background knowledge:
Students have prior knowledge now of push/pull, friction, gravity.

VELS:
Students design their own simple experiments to collect data and draw conclusions. They describe the purpose of experiments they undertake, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected. They design and build simple models and write an account of the science that is central to explanation of the model. They use diagrams and symbols to explain procedures used when reporting on their investigations

Student differences:

Resources:
Magnets, iron filings, paper, various items.

Stage of lesson

Classroom

Activities and

Student action:

Teacher action:

Intro TEACH new skill Body APPLY new skill taught Closure ASSESS new skill

organisation and duration: Whole class? Small group? High Achievers? Struggling Students?

tasks:

What will students be doing?

What will you be doing? What will you be saying?

Lesson Introduction and elaboration:

How will I:
engage and interest students? explain the purpose and aim of the lesson? explain/model/ demonstrate new content knowledge? connect the lesson to previous learning?

Groups of two

Students to have time to use and explore two magnets and the relationship of their 'unseen forces'. Students to attempt to document this by drawing.

Students will have time to play with magnets and will, with partners, sketch the unseen forces.

Teachers will be demonstrating activity with students so that students may follow.

Students will draw up table, recording each item and then recording if it is magnetic, and the strength of magnetism. Groups will engage with sets of two magnets - they are to experiment with magnetic attraction and repulsion. Students will then draw a picture of what they imagine the invisible magnetic field would look like. Students will then make list of random items that will be tested for magnetism.

Body of the Lesson:

Practising and applying new knowledge
What learning tasks or learning centres will I have? What instructions will I give to students? Will I lead a small group? How will I conference with individual students?

Recording of scientific data. Students will have lesson demonstrated and then asked to work in pairs.

Students making predictions and justifying them prior to testing. Why have they made the predictions they have? Is there a pattern (misconception) to these predictions?

Lesson Closure
Review and sharing time
How will I select students to share? How will I encourage students to articulate what they have learned? How will I celebrate student achievements?

Students explain their drawings. How did they come to draw it this way? What were they surprised at re items magnetic/ not magnetic.

Assessment:
What assessment methods will I use to determine whether my aims for the lesson have been achieved? How does the assessment criteria relate to VELS progression points?

Self Evaluation:
What did I observe about student learning? What did I do well in teaching this lesson? What problems occurred in teaching the lesson? What would I do differently if I taught the lesson again? How successful was I in working on my teaching focus?

Supervisor evaluation:

VELS see VELS top page.

Different kids in group so much of lesson in recap to previous. Unable to successfully integrate further exploration discussion to lesson.