Lesson Plan Micro lesson

Day: M T W T F

Date: 03/09/2015 Time: 12:15pm Year: 7

Learning Area: Geography Topic: Representing Data

Curriculum content description: (from ACARA)
Evaluate sources for their reliability and usefulness and represent data in a
range of appropriate forms, for example, climate graphs, compound column
graphs, population pyramids, tables, field sketches and annotated diagrams,
with and without the use of digital and spatial technologies(ACHGS049)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Due to my micro lesson linking on to my full lesson, the students prior

knowledge is the same. Students have just begun an assignment which is
based on collecting, recording and representing data. My one hour lesson
was on collecting data, so that is the students prior knowledge.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

The learning purpose is for students to be able to represent data which they
have collected in the form of a graph. The purpose is to teach the students
important aspects of creating a graph.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)

On completion of this lesson students

will understand how graphs should
look, what needs to be included in a
graph and how to decided what type
of graph will be appropriate for this
task and also their assignment (e.g.
bar graphs, line graphs, column
graphs.)

I will know that the lesson objectives

have been achieved when the
students choose an appropriate
graph to use without having to ask
for help. I will also know they have
been achieved when I look at the
completed graphs and see that the
students have included all the
important things that make a graph
(titles, y axis, accurate numbering
etc.)

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

For this task students will need a ruler, pencils, coloured pencils/pens and
the table of data that they collected in my one hour lesson. They will also
need an a4 sheet of graph paper, so ensure their graphing is accurate.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

If some students in my group are quite disruptive I will need to put together
a small seating plan to ensure that they are not sitting next to anyone else
who may also be disruptive.
I will make sure everyone understands what is expected of them and if there
is anyone who is struggling or doesnt understand I will make sure I am there
to help them. If the students have trouble recording their data onto the
graph I can modify it to make it easier, however I dont think that any
students will have any trouble with this task.

Timi
ng:

Learning Experiences:
1. Introduction: (How will I engage the learners?)
First of all I will explain to my group of students that we will
be recording their data onto a graph. I will tell them that they
can make the graph as colourful and interesting as they like,
as long as the data is recorded accurately. Before I get the
students to begin I will ask them a couple of questions to
make sure they do understand what to do. For example,
what is one important part of drawing a graph? I will try ask
questions as much as I can throughout the lesson to develop
my teaching points.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)

While the students are drawing up their graphs I will be giving

them feedback on their progress and continuously ask
questions to help them achieve the learning objectives.
Rather than having the students work on these graphs
individually, I want to work on them as a group. So I will be
joining in on the activity and we will be completing the
activity step by step as a group, while everyone can
contribute and share their ideas.
We will start by ruling up our graph, while we are doing this I
will ask students what does a graph need?
Next we will start drawing our graph according to the data we
have. I will ask comprehensive questions while we are doing
this for example refer back to your data, how many bins
were in this section all together? the students will give me
their answers and we will draw it on our graph.
Once we have finished drawing our graph, I will assist the
students in adding a colour key, e.g. bins = green,
litter=black and so on.
This activity should take the full 10 minutes that I have
allowed.

3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)

To wrap up my lesson I will ask questions like, what have we

learnt from this activity? and do you think after this activity
you will be able to go to the next step of your assignment?
The students responses to these questions will tell me
whether or not I have reached the learning objectives with
this lesson. While I am finishing up this lesson I will also pick
out a few good graphs and share them with the rest of the
group.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Working as a group worked well for some students however there were still
quite a few students who liked to rush ahead and get the job done first,
although I could not stop this, I could have provided some extra activities for
those students. Next time I will be more prepared for those who finish early
and make sure I have plenty for the students to do. Much like my primary
school lesson I found it difficult to fit a lesson in such a small amount of time.
From this I have learnt that I should decrease the workload I provide when I
only have a small amount of time. Overall, my lesson still went well and all
students made sound attempts at producing their graphs, therefore I do
believe my lesson helped them achieve the learning objectives.