Lesson Plan



Lesson Plan

|Practicum Lesson Number|3 |Time of Lesson | |Duration of Lesson |2hr |

|Learning Focus |

|Today’s lesson will involve learning about traditional aboriginal food in a desert setting and how the use of fire improves the availability of food from both a short-term and long-term perspective. This is|

|called the spinifex cycle and the students will be asked to contribute to the class discussion on the spinifex cycle after the PowerPoint presentation has been concluded. There will be an extended |

|conclusion discussion today to make sure students are aware of the dramatic change between the aboriginal diet now and from what it was before Europeans arrived. |

|Resources and Materials |

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| Powerpoint Presentation |

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|The fire book: |

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|Student Teacher Focus |

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|Clear and effective explaining |

|Questioning while explaining to promote student involvement and thinking |

|Encouraging student participation in discussion |

|Context of Lesson |

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|AUSVELS: Science scope and sequence: |

|Level 9- Biological sciences: Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems |

|Stage of Lesson |Tasks |Time |Student Action |Teacher Action |

| | | |What will students be doing? Explain how |What will you be doing during this time? What prompting questions may you |

| | | |the students are expected to work. |need to prepare? How will you monitor student progress and needs? What |

| | | | |preparation have you made for early finishers so that they will be extended |

| | | | |in a relevant and interesting way? |

|Stage 1 Introduction | |10mins | | |

|How will you engage and stimulate |Introduction of todays | |Students are expected to be listening |Introduce the task for the today’s lesson talk about previous lessons and how|

|the interest of the students? |lesson | |attentively and asking questions if they |they relate to this lesson. |

|Include possible questions that | | |need clarity | |

|you may choose to use, | | | | |

|Demonstrations etc. | | | | |

|Stage 2 Body | |60minsmins | | |

|Describe each distinct task in the|PowerPoint presentation on | |Students are expected to be listening |Delivery of today’s content with use of PowerPoint presentation. Teacher to |

|order to be undertaken. Start a |bush food and how fire | |attentively and contributing to discussion.|focus on clear explanation of key concepts and constantly relate the content |

|new task each time the teacher or |affects its availability | |Raised hands if they have questions |back to the topic to build students understanding. Focus on questioning also |

|students behave in a different | | | |during presentation. The aim will be to get the students to give the answers |

|manner. State an estimated length | | | |and the teacher can just repeat them and put them into more accurate terms. |

|of time for each task. | | | |Also rephrasing of student’s responses for effect. |

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|Ensure that there is some sort of | | | | |

|prompt or reinforcements available| | | | |

|for students. | | | | |

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|What preparations have you made | | | | |

|for early finishers? | | | | |

| |Continuum game where |20mins |Students are to stand on the continuum line|Play the continuum game where students are asked to stand at either the |

| |students stand in a line | |at the place that corresponds where their |‘strongly agree’ or strongly disagree end of a continuum line or somewhere in|

| |with their level of | |level of agreeance with the teacher’s |between depending on their agreeance with the question the teacher will ask. |

| |agreeance on the question | |question. Students will be called on and |All questions will be designed to get students to think about the content of |

| |asked. Teacher will ask for| |explain the reasoning for their position on|the powerpoint. Not only this but it should get the students to think about |

| |reasons for their position | |the line |how the need for food by the aboriginal people has affected our environment |

| | | | |permanently. They should also challenge the students to think about how the |

| | | | |aboriginal peoples’ diets have changed since the arrival of Europeans and the|

| | | | |affect this has had on the environment as a result of this lack of a need for|

| | | | |fire. |

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|Stage 3: Conclusion |Summary of today’s lesson |25mins |Students are expected to be listening |Summarise the lesson and explain the importance of today’s lesson in relation|

|How will you draw the findings of | | |attentively and asking questions if they |to the topic of fire. Try to emphasise the dramatic change in food sources |

|the lesson together so that the | | |need clarity. Also be active in discussion |from a historical point of view and with those available to the aboriginal |

|students can evaluate what they | | |and responsive to the teachers questions |people now. Try to promote discussion on how the loss of these traditional |

|have learnt? | | |and hints. |burning and eating practices have contributed to loss of aboriginal culture |

| | | | |or at least the effect it has had on it. |

|Stage 4: Closure |Details of the next lesson |5mins |Students are expected to be listening |Explain details of the next lesson and instructions for students in terms of |

|Do you need to prepare the |and instructions for | |attentively and asking questions if they |what they need to do to prepare for the next lesson. Ask students how they |

|students for handing over to |students in terms of what | |need clarity |are going with their web based research tasks. Field any questions on it and |

|another teacher, or another |they need to do to prepare | | |remind them of what to include and the due date. |

|subject? |for the next lesson | | | |

|Reflection on Student learning What did you observe about student learning? |

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|Comments of future lesson directions Are there areas you need to go over or move beyond? |

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|Reflection on Lesson How was the timing or flow? What other observations did you make? |

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|Reflection on Student teacher outcomes Did you meet your own focus objectives? Can you improve on that aspect? Were there other areas to concentrate on in future? What were the positives of the lesson? |

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