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Appendix I lesson planP2 University of Manchester Lesson Plan Subject: ScienceClass: 3Date: 01/12/14Lesson contextChildren’s learning from previous lesson S2b, S6bProvision for inclusion (SEN, EAL, G&T, Beh, GRT, LAC...) (S5d, S5b)Children have learned that some objects give out light. Today we will be learning about how objects can allow light to pass through them completely, how objects can cause light waves to scatter, and how some objects block light completely. We will investigate what materials would make the best curtains for Ug's bedroom. This is the children's second session this year on light. Children have learned that light sources can be safe/ dangerous/ natural/ artificial (man-made). They have sorted objects into these categories, and have learned that reflective objects are not sources of light. Multi-sensory approach Modelling each activity to set example/ expectations.LO/ SC stuck into books. Mixed ability groups - collaborative learning.Real-life activity/ task/ investigation - links to Ug topic/ prehistoric man. Discovery dodo - model. Objective: what do I want the pupils to learn and how I will know they have learnt it?Lesson objective (To…)Success criteria: To be successful pupils willDifferentiation (who will do what?) – link each activity to the success criteria on the left (S5a)To investigate what materials would make the best curtains for Ug the cave-boy. 1. I can test materials and say that they are transparent, translucent or opaque. 2. I can choose an appropriate material to make curtains for Ug. Mixed ability groups - collaborative learning. Vocab on board and on worksheets - so spellings available. Subject knowledge: what do I need to know in order to teach this lesson?Concepts I will explain: S3aI will model: Transparent/ translucent/ opaque materialsBest/ most appropriate material for the job. Scientific vocabulary Date/ title/ LO/SC on board.Discovery Dodo. How to conduct investigation. Using data loggersPlenary activity.Vocabulary I will use: S3aPedagogy: teaching strategies I will use (S2d): eg talk partners, investigation, active learning, games, collaboration, IT.Light sourceReflects/ reflection/ reflecting/ reflectiveEyeTravels in waves/ straight linesDarkObservationInvestigationSafe/ dangerousMaterialsMost/ least suitableTransparent/ translucent/ opaqueInvestigationCollaborationActive learningTalk partnersRandom name selectorRoles within group eg scribe, resources manager, data logger, reporter etcResourcesSafety S1aweblinksTorchesWhat I know/ what I would like to know/ what I learned today. Discovery dodo sheets and results tablesData loggers?FeltTin foilCottonWoolPlastic sheetBubble wrapCardboard boxesColoured tissue paperTransitions tables/ carpetExpected behaviour during investigationUse of resources during investigation.Formative assessment and feedback (S6)To challenge and extend the pupils my questions are: S1b, S6bWhat materials would make the best curtains? Transparent/ translucent/ opaque? Why? What would make the worst curtains? What do we need to think about when we are designing things - purpose and audience/ client. What do we need to do to make sure that the test is as fair as possible? What techniques and strategies am I using to assess the learning? (S6b)Elicitation - chn's predictions Investigation - how are chn working? Systematically? Logically? Fair testing? Can they draw conclusions from their results?Assessing how chn work together in groups. Is everyone contributing? Plenary - sharing ideas - addressing misconceptions How and when we I give oral/written feedback to the pupil against the success criteria so that they can respond? (S6d, S2a)Oral feedback: starter - investigation/ plenaryWritten feedback: Investigation in booksTeaching and learning sequence: How will I teach this lesson? What will I do? The guide to my lesson (S6a, S4 and S7) (Think about behaviour management, timings, transitions and assessment leading to feedback) Behaviour/timings/assessment leading to feedback What the teacher is doing What the pupils are doing0-3030-4545-5555-1hr101hr10-1hr451hr45-2hrsTidy up and plenary2hrs- 2hrs15PM register - show that a letter has come for Class 3 that we will read later (from Ug). Quiet reading activities. Books away, come to carpet.Intro: Recap. What did we learn last week in science? Light sources. Dark is absence of light.On your tables you have torches and a variety of materials. You will notice that some materials let light through really easily, some let it through a little bit and some don't let any through at all. Model. Science words - transparent/ translucent/ opaque. Go to tables, have a little play, and look at what category you think each material might belong to.Ten mins to experiment with torches and materials. Back to carpet. Letter from Ug - read out. Introduce investigation. We need to find the most suitable material for Ug to make his curtains out of. Model investigation.Introduce Discovery Dodo. Model how to fill in together. Introduce results table. Stick small square of material and label on sheet. Mark each material out of 10 prediction/ result so can be ranked at end of investigation. Using data loggers.Investigation as tables - different roles within group - stickers? Halfway. You should have... You need to... You have 15 minutes left. Reminder of scientific vocab.Tidy up, sit on carpet with results table. Who wants to share results? Did they match your predictions? Why/why not? How could we improve/ change our investigation? What could we do next?Fill in sheet at tables and stick into books. Reminder of science words transparent/translucent/opaque. Tidy up tables and put PM trays away. One table at a time to carpet, read story, hand out any letters.Chn come in from lunch, carpet, PM register. PM tables for quiet reading activities.Books away, come to carpet. Hands up, respond. Chn to PM tables, experiment with torches and materials. Any questions? Working at PM tables. Fill in discovery dodo investigation template and results sheet.Carpet. Hands up, respond, share results. Discussion - random name selector? Fill in sheet. Stick into books. Tidy up, sit on carpet, story. End of school day - line up outside classroom/ cloakroom. ................
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