Lesson Plan: Twelve

Title of Lesson: Over to you Year: 3

Prior Learning and Rationale: As this is the last lesson in the unit of work, it aims to provide students with an
opportunity to collate and draw on the understandings gained through participating in the unit. Thus, the lesson will
be student-led as they are given responsibility to communicate and reflect on their own learning through
multimodal ICT resources. The students will have prior knowledge and experience using the suggested
applications.
Outcomes & Indicators (For English outcomes see curriculum links section in website)
Science:
"ST2-9ES: Describes how relationships between the sun and the Earth cause regular changes" (BOSTES NSW, 2012c, p. 55).
"Earths rotation on its axis causes regular changes, including night and day" (BOSTES NSW, 2012c, p. 55).
"Demonstrate that the rotation of the Earth on its axis is the cause of night and day" (BOSTES NSW, 2012c, p. 55).
"ST2-5WT: Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions
that address specific design criteria" (BOSTES NSW, 2012c, p. 52).
"Using creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling" (BOSTES NSW,
2012c, p. 52).
Creative Arts:
VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of
subject matter (BOSTES, NSW, 2006, p. 30).
Talks about and thinks about their intentions for artmaking and recognises how these affect their selection of ideas,
materials, tools and techniques and methods of working (BOSTES, NSW, 2006, p. 30).
VAS2.2 Uses the forms to suggest the qualities of subject matter (BOSTES, NSW, 2006, p. 30).
Experiments with techniques in digital and video to create particular effects to suggest such things as close-ups, middle
distance and long distance views, mood and atmosphere, light and dark suited to how subject matter may be interpreted
(BOSTES, NSW, 2006, p. 30).

Whole class objective:

For the children to describe how relationships between the sun and earth cause regular changes by drawing on
their creative thinking skills to represent relevant concepts and ideas through the use of ICT.
Resources &
Classroom organisation:
Equipment:
Introduction: On the floor in front of IWB
See resources
Body: Students can choose where to work in their groups within the
section of
classroom
website
Conclusion: On the floor in front of IWB.
Lesson development:
Introduction: Display group and topic list on the IWB to remind the students of the previous lessons discussions
and arrangements.
Body: Explain the ICT resources the students will have access to i.e. iPads and the applications they can choose
from: Prezi, Show Me and Moovly. Encourage the students to be creative, innovative and original in their ideas to
represent space science concepts. Point out the students will have access to paper, pencils/textas, glitter, scissors
etc to add to their ICT presentations for example: students can write information or draw pictures using the
stationary and take photos of these on iPads. The teacher should remind the students of the word wall and
encourage the use of scientific vocabulary through labelling, defining and explaining key concepts in their
presentations. Students will begin creating their presentations on their designated topic. This aspect of the lesson
will be predominantly student-led while the teachers role will be that of a facilitator and scaffolder of the students
learning and ideas in this learning community (MacNaughton & Williams, 2009) (See teaching techniques
document located in resource section).
The teacher will use proximity as a behaviour management strategy to encourage the student groups to stay on
track. A count down timer will be displayed so the students are aware of how long they have to complete the task.
This is another strategy to ensure the groups stay on task.
Conclusion: Students will be given the opportunity to show their presentations to the whole class on the IWB. This
provides further opportunities for peer scaffolding as students share the knowledge gained through this unit. The
teacher will encourage the student group to explain/justify their choice of ICT.
Differentiation of learning for individual children
Support:
Extend:
For student/s to express their knowledge about space
For student/s to extend their knowledge and
science by using ICT technology to represent their thinking.
understanding by using complex scientific
It is important for Indigenous learners to be given direct
vocabulary to define key concepts.
access to materials to encourage learning and engagement
Students will be encouraged to go beyond the
(Hackling, et al., 2015). Thus, the lesson primarily revolves
vocabulary on the word wall by researching further
around hands-on learning through the use of ICT and
to find more complex vocabulary to define relevant
multimodal communication methods (Hackling, et al., 2015). scientific concepts within their topic area.