Sample Lesson Plan (AUSVELS Levels Foundation to 10)

Practicum Lesson Number

Time of Lesson

11:30am to 1pm

Topic and Focus

Mathematics Volume

Learning Focus:

What will the students learn and how does it relate to curriculum documents?

Duration of lesson

90mins

Year Level

Supervisor

AUSVELS Strands Level: 2

Domains

Dimensions

Key elements of standards to which lesson is focussed

Data Representation and

Interpretation

Mathematics

Statistics and Probability

Collect, check and classify data.

Data Representation and

Interpretation

Mathematics

Statistics and Probability

Create displays of data using bar graphs and interpreting them.

Assessment Criteria and Method of Evaluation

Class Size

25

Janine

How will you identify what they have learnt and how will you record or note this

Standards

Assessment Criteria (Ability to: )

Evidence How will you identify what they have learnt and how will you record or note this

Calculate volume.

Ability to calculate the volume of a cylinder.

Evaluate cylinder tracing, measurement and calculation in books.

Collect and interpret data.

Ability to collect, represent and interpret data.

Observe how lolly data is collected and responses to questions are answered.

Students Background Knowledge

Resources and Materials

What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing knowledge?

What materials and resources will you need to have prepared?

Cylinder, unifix blocks, paper, scissors, sticky tape, pencils, books

Student Teacher Focus

What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?

Classroom management and time management

Stage of lesson

Tasks

Time

Stage 1 Introduction
How will you engage and
stimulate the interest of the
students?
Include possible questions
that you may choose to use
Demonstrations etc

Start with a story about the lolly jar and have pretend
lolly jar to show students.

Stage 2 Body of lesson

Describe each distinct task
in the order to be
undertaken. Start a new task
each time the teacher or
students behave in a
different manner. State an
estimated length of time for
each task.
Ensure that there is some
form of prompt or
reinforcement available for
students
What preparations have you
made for early finishers of
each task so that they will
be extended in a relevant
and interesting way?

Children make and fill the lolly jar in pairs.

30mins

Explain to students that they need to estimate and then

count how many lollies are in their jar. When they count
they need to group and connect the lollies into colours
which represent flavours to create a bar graph.

5mins

Students estimate, count and sort lollies to create a bar

graph. Then they answer questions written on the board
(which flavour is the most/least popular? Do any of the
colours have the same amount? Etc.) After this they draw
a bar graph in their book showing their results.

30mins

Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the students

Have a group discussion with the class about their results

and talk about what their volume was.

15mins

Student action

Teacher action

What will students be doing?

Explain how the students are
expected to work.

What will you do during this time? What prompting questions may you
need to prepare? How will you monitor student progress and needs?
What preparations have you made for early finishers so that they will
be extended in a relevant and interesting way?

Listening, answering
questions and observing
demonstration.

Does anybody know what the space inside the lolly jar is
called?
Can you describe to the class what volume means?
How do you calculate volume?
How do you make a lolly jar?

Using materials
responsibly to make and
fill their jar. Calculate
the volume.
Listening to instructions.

Walk around and provide support to students when required.

Working responsibly with

partners to count and
sort lollies.

Walk around and provide support to students when required.

Listen and respond to

questions.

What were some of the volumes of the cylinders we made?

What were the most/least popular flavours? How did you know
that?
Did any of the flavours have the same amount?

Discuss how the space inside the lolly jar is called the
volume and show video of how to calculate volume.
Describe activity: students have to make a lolly jar in
pairs that will hold the most number of lollies. Lolly jar is
made out of paper and then filled with unifix blocks which
act as lollies. No swapping or trading of jars or lollies.
Demonstrate how to make the lolly jar and then choose
student to fill it.

10mins

How many lollies do you think are in your jar?

How many of each flavour lollies do you think there are in
your jar?
What does a bar graph look like? How can you make the lollies
look like a bar graph?

Which is your favourite flavour?

can evaluate what they have

learnt?
Stage 5: Closure
Do you need to prepare the
students for handing over to
another teacher, or another
subject

Students pack up room and go get their lunch.

5mins

Pack up room.

Help pack up room and ensure students are helping.

Reflection on Student Learning

What did you observe about student learning?
Students learnt how to make the cylinder by watching their peers, they grasped the concept that volume is the space in a 3D object using the unifix to fill their jars and they could analyse their data to answer questions.

Comments on Future Lesson Directions

Are there areas you need to go over or move beyond?
Drawing bar graphs as this section of the lesson was a little rushed and students needed support when drawing their own.

Reflection on Lesson
How was the timing or the flow of the lesson? What other observations did you make?
Timing of the lesson was fine and each section flowed effectively because one step influenced the next and thus the children could see that what they had learnt from the previous activity applied to the next one.

Reflection on Student Teacher Outcomes

Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the future? What were the positive points of
your lesson?
It was easier to get the attention of the students in the room this time but this still can be improved upon. Also the organise of the tools used for the activity could have been handed out earlier making it easier because there

was a rush of students trying to grab unifix at once.

Supervisor Evaluation