Lesson Plans 123 With Activities

Contents Page:
Page 1………………………………………..Contents page
Page 2………………………………………. Lesson Plan 1
Page 6…………………………………….... Lesson Plan 1 Puzzles
Page 10…………………………………….. Lesson Plan 1 Activity 1
Page 12…………………………………….. Lesson Plan 1 Activity 2
Page 14……………………………………...Lesson Plan 2
Page 18………………………………………Lesson Plan 2 Activity
Page 19………………………………………Lesson Plan 3
Page 23………………………………………Lesson Plan 3 Activity for adjustment
Page 24……………………………………….Lesson 3 Activity
Page 26……………………………………….Explanation
1
Lesson Plan- Lesson 1: Living and Non-living organisms
KLA: Science Stage of Stage 4 Lesson 60
Learner: Year 7 Duration: minutes
Safety When students move into groups, Printing / Print, cut out jigsaw puzzle
Considerations: make sure of no trip hazards for Preparation: pieces and pile them on
example bags or chairs. student’s desks, print
worksheets.
Knowledge and Living World Working Scientifically Questioning and

Understanding(K&U) (WS) Strand(s): predicting
Strand:
K & U outcome(s): Relates the structure WS outcome(s): Identifies questions and
and function of living problems that can be
things to their tested or researched
classification, survival and makes predictions
and reproduction SC4- based on scientific
14LW knowledge SC4-4WS
K & U context LW2- Cells are the basic WS context Students question and
statement: units of living things and statement(s): predict by:
have specialised
structures and
functions. (ACSSU149)
K& U content WS content
a. Identify that living b. Making predictions
descriptor(s): descriptor(s):
things are made up based on scientific
of cells knowledge and their
own observations
(ACSIS124, ACSIS139)
Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability
Learning Intentions: Success Criteria:

Students learn the characteristics of living things Students are able to identify living things are made
and distinguish between living and non-living. up of cells
2
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

element
1.5 Specialist language is used throughout lesson for example: cells, Animalia, Fungi, Plantae,
Metalanguage Protista, Bacteria, Archaea, etc.
2.4 Social Positive support from peers and teacher in assisting with the work in the lesson
Support
3.1 Background Lesson builds from students previous knowledge about living and non-living things. They can
Knowledge relate this with past experiences as they would be in contact with these things.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
10 mins Direct students into classroom Students sit with their groups and Jigsaw puzzle pieces
Mark roll complete jigsaw puzzles.
Teacher strategically organises

students into groups of 3-4 and
introduces the lesson by telling
students they are making 4
jigsaw puzzles which are piled
on their desks. The teacher tells
students the puzzle and the
images are clues as to what the
lesson will be about.
10 mins Teacher hands out worksheets Students answer the questions on Worksheets
which are designed to measure the worksheet.
what students already know to
individuals in the groups and are
instructed to answer the
questions based on each of the
puzzle images, students can talk
to group members for
assistance.
3
Teacher walks around classroom
to observe students as formative
assessment and to answer
questions they may have.
Adjustments: for students with

visual impairment, provide
modified worksheets with bigger
font.
Teacher instructs capable
students to participate in the
extension activity.
Body of Lesson:
15 mins A class discussion lead by the Students engage in the class
teacher is initiated by asking the discussion by sharing group
students “What living things are answers.
made out of?”
Teacher asks students to discuss
question in their groups and
asks one member of the group
to share their answers with the
class. Any misconceptions
students may have are
discussed.
The teacher uses the analogy

between the puzzle pieces and
cells, where the puzzle pieces
are the smallest units which
make up the puzzle like cells are
the smallest units which make
up all living things.
10 mins Teacher distributes second Students complete the second Worksheets
worksheet where students are worksheet in their groups and asks
required to answer the questions when necessary.
questions in their groups.
Teacher walks around room to
observe students as a form of
formative assessment and
answers questions students may
have.
Adjustments: for students with
visual impairment, provide
modified worksheets with bigger
font.
Teacher instructs capable
students to participate in the
extension activity.
4
Conclusion:
10 mins Teacher allows students to share Students share their answers with Worksheets
their answers to the worksheet class, participate in discussion and
to the class and they are make notes appropriately.
discussed.
Feedback is provided
Teacher informs students of

what they will be learning in the
next lesson.
5 mins Teacher asks if there are any Students participate with
further questions from the discussion.
students.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Success Criteria: How this will be measured?

Identifying living Through formative assessment by observing students when working on
things are made up questions in their groups. As well as, discussing the answers from the worksheet
of cells at the end of the lesson.
Reflection:
What have I learned about When preparing this lesson, I have learnt that time management and
teaching and learning organisation are important. It is also vital to know the content and to
processes when preparing present it in an engaging way.
this lesson?
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
Graduate Standards Evidence within this lesson

3.5 Use effective A range of verbal and non-verbal communication strategies are used throughout
classroom lesson. This is though class discussion lead by the teacher and students working on
communication their worksheets.
4.1 Support student Peer support is encouraged as students are strategically put into groups by the
participation teacher to work on the activities of the lesson.
References
Martin, H. (2013). Cell parts and “The real world” collage. CPALMS. Retrieved from
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/38942
5
6
7
8
9
Name: ______________________ Date: __/__/__
Is It A Bird? Is It A Plane?
Activity 1: Answer the following questions after completing the jigsaw puzzles in your groups.
1. Write down the what the images of the individual jigsaw puzzles are?
Image 1_________ Image 2_________ Image 3_________ Image 4_________
2. Tick which kingdom the image belongs to?
Table 1: Classification of images

Kingdom
Animalia Fungi Plantae Protista Bacteria Archaea None

Image
3. Draw a line to match the characteristic with its description
Table 2: Characteristics of living things

Characteristic Description
Can reproduce and pass on genetic information to offspring

Movement
Intake and use of nutrients from food to make energy in order to survive
Reproduction
Chemical reaction that happens within cells to release energy from foods
Sensitivity
Ability to remove waste products

Growth
Move by itself
Respiration
Can detect changes to their surrounding environment
Excretion
Ability to grow
Nutrition
Does every living thing Do YOU possess all 7

possess all 7 Hint characteristics??
characteristics?? ______
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Name: ______________________ Date: __/__/__
4. Using the information from question 3, tick all the characteristics you think the images possess
Table 3: Characteristics of the image

Image
Characteristics 1 2 3 4
Movement
Reproduction
Sensitivity
Growth
Respiration
Excretion
Nutrition
Living or non-living?
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Name: ______________________ Date: __/__/__
So… What Are Living Things Made Up Of?

Activity 2: Answer the following questions on the worksheet in your groups
1. What is the smallest unit of all living things and how can we see them?
The smallest unit of living things are _____________
We can see them using a ______________________
2. Predict whether the images below are living or non-living things. Explain your reason
in the table below.
Image 1 Image 2 Image 3
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Name: ______________________ Date: __/__/__
Table 1: Classification of images

Classification
Image Living Non-living Why
1
2
3
4
5
6
7
8
9
1. What do the living things identified above have in common?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. What do the non-living things identified above have in common?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Extension Activity
On your device, research a method of how you would view your choice of a plant and
animal cell under the microscope. Write the method in your workbooks.
13
Lesson Plan- Lesson 2: Cell Structures and Functions
Safety Care when working in computer Printing / Book computer room,
Considerations: rooms. Preparation: prepare kahoot quiz
Knowledge and Living World Working Scientifically Processing and

Understanding(K&U) (WS) Strand(s): analysing data and
Strand: information
K & U outcome(s): Relates the structure WS outcome(s): Processes and analyses
and function of living data from a first-hand
things to their investigation and
classification, survival secondary sources to
and reproduction SC4- identify trends, patterns
14LW and relationships, and
draw conclusions SC4-
7WS
K & U context LW2- Cells are the basic WS context Students process data
statement: units of living things and statement(s): and information by:
have specialised
structures and
functions. (ACSSU149)
K& U content WS content
b. Identify structures d. accessing information
descriptor(s): descriptor(s):
within cells, including from a range of sources,
the nucleus, including using digital
cytoplasm, cell technologies
membrane, cells wall
and chloroplast and
describe their
functions

Numeracy
technology
capability

Students learn to identify structures within cells Students are able to label part of animal and plant
using ICT (digital technology) cells and describe their function.
14
students.
Teaching element Indicators of presence in the lesson

1.5 Metalanguage Specialist language is used throughout lesson for example: nucleus, cytoplasm, cell
membrane, cell wall and chloroplast etc.
2.6 Student The main part of lesson is student centered where they research independently to find the
direction structures of animal and plant cells.
Lesson Script
Introduction:
5 mins Direct students into classroom Students respond to the question
Mark roll given by the teacher.
Teacher recaps what students

learnt in previous lesson by
asking the students “What are
all living things made up of?”
Teacher explains to students
that they will now discover what
makes up a cell and to describe
their functions.
10 mins Teacher asks students what they Students get out appropriate Computers,
think a cell is made up of. A equipment and contribute to the whiteboard,
mind map is drawn on the discussion in class. whiteboard markers
whiteboard. Teacher asks
prompting questions like “How
do you think the cell gets
energy?” etc, to introduce the
organelles.
Teacher lets students discuss
with each other first before
15
asking for volunteers to share
their answers.
Any misconceptions students
may have are discussed.
Body of Lesson:
15 mins Teacher explains to students Students research online and Computers
that they will be researching on discover what structures are in
the internet the names of the cells and what they are composed
structures of animal and plant of.
cells and describing their
functions.
15 mins Using the information students Students construct a table on Computers
have researched, teachers Microsoft Word and compare the
instruct students to make a three cells.
table on Microsoft Word and
compare between the three
different cells and list the
structures which are common in
them and which are different.
Adjustments: For students with

learning difficulties teacher can
give the student particular
websites to look up.
Conclusion:
10 mins Teacher instructs students to log Students log onto Kahoot and Computers
onto Kahoot to participate in the participate in the quiz.
game for formative assessment
on the structures and
descriptions within the three
cells.
5 mins Teacher explains what the Students participate with
students will be doing next discussion.
lesson and asks if students have
any further questions
Assessment:

Students are able to label Formative assessment through a Kahoot quiz.
part of animal and plant cells
and describe their function.
16
Reflection:
What have I learned about When preparing this lesson, I have learnt that students will benefit from
teaching and learning independent work as they can explore on their own and discover the
processes when preparing answers for themselves.
this lesson?
Graduate Standards Evidence within this lesson

2.6 Information and Using computers and internet for independent research within this lesson.
communication
Technology (ICT)
5.2 Provide feedback When answers are given for Kahoot Quiz at the end, correct answers will be
to student on their discussed for students who got the particular question incorrect.
learning
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
N/A
NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
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Kahoot Quiz Link
http://bit.ly/2wyPFzD
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Lesson Plan Lesson 3 Practical- Observing animal and plant
cells
Safety General lab safety, PPE, avoid Printing / Print worksheets, cut up
Considerations: contact of methylene blue with skin, Preparation: onion pieces, get equipment:
eyes, inhalation and ingestion. slides, tweezers, cover slips,
Methylene blue is highly flammable. iodine, methylene blue,
cotton q-tips, set up
microscopes.
Knowledge and Living World Working Scientifically Conduction

Understanding(K&U) (WS) Strand(s): Investigations
Strand:
K & U outcome(s): Relates the structure WS outcome(s): Follows a sequence of
and function of living instructions to safely
things to their undertake a range of
classification, survival investigation types,
and reproduction SC4- collaboratively and
14LW individually- SC4-6WS
K & U context LW2- Cells are the basic WS context Students conduct
statement: units of living things and statement(s): investigations by:
have specialised
structures and
functions.
(ACSSU149)
K& U content WS content f. Performing specific
a. Identify that living
descriptor(s): things are made up of descriptor(s): roles safely and
responsibly when
cells
working collaboratively
b. Identify structures to complete a task
within cells, including within the timeline
the nucleus,
cytoplasm, cell
membrane, cell wall
and chloroplast and
describe their
functions.

Numeracy
technology
capability
19
Students learn to identify living things are made up Students are able to identify animal and plant cells
of cells and identify structures within cells. under a microscope and compare each living things
cell structures under a microscope.

students.
Teaching Indicators of presence in the lesson

element
1.5 Metalanguage Specialist language is used throughout lesson for example: nucleus, cytoplasm, cell
membrane, cell wall and chloroplast etc.
2.6 Student Lesson is mainly student centered where they research independently to find the structures
direction of animal and plant cells under the microscope and to fill out the worksheet.
Lesson Script
Introduction:
5 mins Direct students into classroom Students respond to teacher’s
Mark roll questions when asked. Actively
listen to instructions given by the
Teacher revises the information teacher and asks any questions
learnt from last lesson by calling about the activity.
out a structure within the cell and
randomly picking students to tell
which cell (animal, plant or
combination) it belongs to and its
function.
6 mins Teacher brings out an onion and Students participate in the
tell students that they will be discussion.
looking at its cells and their own
cheek cells.
Teacher asks students where they
think they will find the cells of the
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onion and how they will get the
cells from their cheeks.
Any misconceptions students may
have are discussed.
4 mins Teacher gets students to write a Students pair up with their partner PPE
hypothesis as to how they would to work with in the laboratory and
view the onion and cheek cells. put on their PPE and line up in two
Teacher strategically pick students lines to enter the laboratory
a partner to work within the
laboratory.
Before students enter the
laboratory, the teacher makes sure
students are wearing the correct
PPE.
Body of Lesson:
17 mins Teacher lets students try to work Students complete onion and For onion:
out how they would view the cells cheek cell observations and draw Onion, tweezers,
from the range of equipment at what they see. slides, cover slips,
the front of the room. iodine, worksheet,
microscope
Adjustments: Students with
learning difficulties will be issued For cheek:
with a method sheet (Observing Cheek, q-tip, slides,
plant and animal cells pg 23 below) cover slips,
to tell them how to perform the methylene blue,
practical. worksheet,
microscope
Teacher supervises students and is
available for help and guidance
15 mins Teacher instructs students they Students answer following Worksheet

should now be answering the questions on worksheet
other questions on the worksheet
Adjustments: Teacher assists

students who may need
adjustments to answer the
questions on the worksheet
Teacher instructs capable students
to participate in the extension
activity.
Conclusion:
10 mins Teacher asks students to volunteer Students engage in discussion and Worksheets
to share what they found with the volunteer to share their finding to
rest of the class and discuss what the rest of the class
they found their similarities and
differences were for each slide.
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3 mins Teacher explains what the Students participate in discussion
students will be doing next lesson
and asks if students have any
further questions
Assessment:

Students are able to identify Formative assessment at the end of the lesson when answers to
animal and plant cells under a worksheet are asked and given
microscope and compare each
living things cell structures
under a microscope.
Reflection:
What have I learned about When preparing this lesson, I have learnt that great organisational skills
teaching and learning are needed to create flow within the classroom.
processes when preparing
this lesson?
Graduate Evidence within this lesson

Standards
4.2 Manage Clear instructions are given to the students which they need to follow carefully so there is
classroom no risk of injury.
activities
4.4 Maintain Teacher supervision is given at all times when working in the lab to maintain student
student safety.
safety
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Name: ______________________ Date: __/__/__
Observing Animal And Plant Cells
Aim: To observe and contrast animal and plant cell structures using a light microscope.
Method:
Onion Cell
1. Get a clean slide.
2. Take the piece of onion on your bench and obtain a single layer of the epidermal tissue with
tweezers.
3. Place the layer of onion tissue on slide with the tweezers and add 1-2 drops of iodine on top
of the tissue.
4. Place the cover slip over the tissue by slowly lowering it to avoid creating air bubbles.
5. Place the slide on the stage of the microscope making sure it is set to low power. Once an
area is found with good cells, change to higher power. Remember, only use fine adjustment
to focus at higher powers.
6. Draw one or two cells when on the highest power in the space below and label the
structures you see. Make sure you draw the cells in pencil and make distinct lines. Write the
name of the object and the power which it was viewed.
7. Dispose of slide in sharps bin.
Cheek Cell
1. Get a clean slide.
2. Using the q-tip, gently rub it along the inside of your gum line and cheek.
3. Streak the q-tip on the slide and add 1-2 drops of methylene blue to the slide
4. Place the cover slip onto the slide by slowly lowering it to avoid creating air bubbles.
5. Place the slide on the stage of the microscope making sure it is set to low power. Once an
area is found with good cells, change to higher power. Remember, only use fine adjustment
to focus at higher powers.
6. Draw one or two cells when on the highest power in the space below and label the
structures you see. Make sure you draw the cells in pencil and make distinct lines. Write the
name of the object and the power which it was viewed.
7. Dispose of slide in sharps bin.
23
Name: ______________________ Date: __/__/__
Results Sheet
Results:
Draw what you see under the microscope for each different cell and number each organelle in the
diagram.
Onion Cell Cheek Cell
Draw a table in the space provided below listing the names of the organelles and their functions.
24
Discussion:
1. Compete the Venn Diagram below and write the organelles which were present in both
cells and the organelles which were only present in plant and animal cells.
Extension
Explain why some organelles were not visible under the microscope
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
25
Explanation
Three sequenced lesson plans designed above were created in accordance to the NSW K-10
Science and Technology Syllabus, focusing on the area of cells for stage 4 year 7 students
(BOSTES, 2012). Implemented in the three lesson plans, particular teaching strategies were used
to enhance learning experiences for students. As well as this, differentiated learning techniques
are evident for students across all abilities. The general capabilities of literacy, numeracy and ICT
were emphasized in the three lesson plans as these are of particular importance across not only in
the faculty of science but all subject areas.
Across all lessons, the common teaching strategy used was collaborative work where students
would either work in groups to complete tasks or discuss with peers first and complete individual
work. The groups did not consist of more than 4 group members as small groups tend to be more
successful than larger groups and tasks are completed faster (Johnson & Johnson, 1986).
Evidence suggests positive relationships between students are linked with achievement, therefore
promoting collaborative group work is a way to help build this. Students interacting together and
supporting each other in their learning assists to build these positive relationships in the classroom
(Johnson & Johnson, 1986). Specifically, in lessons one and three, groups were strategically
picked by the teacher based on ability of the students to promote collaborative learning and peer
support (Roseth, Garfield, & Ben-Zvi, 2008).
The work of the theorists Piaget and Vygotsky can be applied to the idea of learning known as
constructivism (Cakir, 2008). A constructivism approach is illustrated throughout the lesson plans
as it promotes inquiry based learning through hands on activities. For instance, lesson one
included a jigsaw puzzle for students to complete in small groups which were strategically picked
by the teacher as a fun way to engage them into the lesson. The lesson was designed to introduce
the topic of cells by connecting what they had previously learnt from classification and living
things. In lesson two, inquiry based learning was evident as students were asked a question at the
beginning of the lesson in order to generate some thought of their own and also as diagnostic
assessment to determine what students already know. In the third lesson, inquiry based learning
was shown as students are required to hypothesize in pairs how to view an onion and their cheek
cells from the equipment available. Thus, throughout these lessons it is evident that students need
to actively think and are encouraged to participate in hands on activities which are components of
constructivism (Johnson & Johnson, 1986).
26
Great debate whether the inquiry based learning approach should be utilized or not have been
discussed for years. Some suggest that individuals learning a new topic or concept should be
provided with instructional guidance and should not be left for them to discover with no support
(Mayer, 2004). It is believed that the benefits of guidance begin to decrease when learners have
sufficiently high prior knowledge to provide their own internal guidance (Mayer, 2004). However,
the faculty of science in particular has seen a major push for inquiry based learning as it teaches
students to make observations, investigate problems, test ideas and to search for possible
solutions.
Group discussions facilitated by the teacher was another teaching strategy used across the lesson
plans. Discussions were used to stimulate critical thinking of students and is a useful technique for
informal diagnostic, formative or summative assessment. They can also be used to deliver
feedback to the students where they can discuss where they may have incorrect. As well as this,
discussions can clear up any misconceptions students may have before moving onto the next
lesson.
The lessons constructed provided for different and diverse learners as they can be modified to suit
students across all needs. In lesson 1, the worksheets could be modified to suit an individual with
a visual impairment by having the writing in a larger font as well as this it could be written in braille
providing extra time to complete the task. Lesson 2 was differentiated through instructional
scaffolding as several websites can be given to the student(s) to assist them to research the
structures of cells. Likewise, in lesson 3 instructional scaffolding was implemented for those
students which needed to be provided with the method of the experiment. Instructional scaffolding
is designed for teachers to support students who require extra assistance, to complete tasks
successfully (Larkin, 2001). When a new topic is introduced or a concept is difficult to understand
this support can be provided to develop student’s skills (Larkin, 2001). Thus, when students
demonstrate some competency, the support can be removed gradually (Larkin, 2001).
The 5 E model is based on the constructivist approach thus was developed in the three lesson
plans. The first three E’s (Engage, Explore and Explain) have been used across the lessons.
Engagement is used across all lessons in the introduction as activities attempt to generate interest
of the students and engage them in the lesson. In the first lesson, this was illustrated by getting
the students to complete the jigsaw puzzle to get them intrigued about the lesson. In lesson 2, a
question is asked to the students and a discussion is implemented in order for critical thinking to
develop and for students to share what they think they know. In the last lesson, students are
27
required to participate in a practical. However, the students have to think of the best method to
view the cells under the microscope with the equipment available. The students are therefore,
exploring on their own how to view the cells. Through the worksheet for lesson 3 it allows students
to explain their observations and to interpret the data they have seen. The 5 E model is an
essential part of learning as it builds knowledge through experiences the student will have through
hands on activities (Skamp & Peers, 2012).
In conclusion, the three lesson plans implement several teaching strategies which cater to
students with diverse and differing needs. They focus on inquiry based learning where the student
can build knowledge through hands on experiences which is vital in the science curriculum. The
lessons are based on the theory of constructivism which is particularly beneficial in the area of
science as it promotes critical thinking.
References:
Board of Studies Teaching and Educational Standards (BOSTES) New South Wales (2012). K-10
Science and Technology Syllabus. Sydney: Bard of Studies and Educational Standards New
South Wales
Cakir, M. (2008). Constructivist approaches to learning in science and their implication for science
pedagogy: Aliterature review. International Journal of Environmental and Science Education, 3(4),
193–206.
Johnson, R.T & Johnson, D.W. (1986). Cooperative learning in the science classroom. Science
and Children, 24(1), 31-32.
Larkin, M.J. (2001). Providing support for student independence through scaffolding instruction.
Teaching Exception Children, 34(1), 30
Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case
for guided methods of instruction. American Psychologist, 59, 14-19
Roseth, C.J, Garfield, J.B & Ben-Zvi, D. (2008). Collaboration in learning and teaching. Journal of
Statistics Education, 16(1), 55-57.
28
Skamp, K & Peers, S. (2012). Implementation of science based on the 5E learning model: Insights
from teacher feedback on trial primary connections units, Australian Academy of science. Paper
presented at the Australian Science Education Research Association Conference, University of
the Sunshine Coast, Queensland
29

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Contents Page:

Page 1………………………………………..Contents page

Page 2………………………………………. Lesson Plan 1

Page 6…………………………………….... Lesson Plan 1 Puzzles

Page 10…………………………………….. Lesson Plan 1 Activity 1

Page 12…………………………………….. Lesson Plan 1 Activity 2

Page 14……………………………………...Lesson Plan 2

Page 18………………………………………Lesson Plan 2 Activity

Page 19………………………………………Lesson Plan 3

Page 23………………………………………Lesson Plan 3 Activity for adjustment

Page 24……………………………………….Lesson 3 Activity

Knowledge and Living World Working Scientifically Questioning and

Highlight any areas addressed within lesson:

Learning Intentions: Success Criteria:

Teaching Indicators of presence in the lesson

Teacher strategically organises

Adjustments: for students with

The teacher uses the analogy

Teacher informs students of

Success Criteria: How this will be measured?

Graduate Standards Evidence within this lesson

Table 1: Classification of images

Animalia Fungi Plantae Protista Bacteria Archaea None

3. Draw a line to match the characteristic with its description

Table 2: Characteristics of living things

Can reproduce and pass on genetic information to offspring

Ability to remove waste products

Does every living thing Do YOU possess all 7

Table 3: Characteristics of the image

So… What Are Living Things Made Up Of?

The smallest unit of living things are _____________

We can see them using a ______________________

Image 1 Image 2 Image 3

Image 4 Image 5 Image 6

Image 7 Image 8 Image 9

Table 1: Classification of images

1. What do the living things identified above have in common?

2. What do the non-living things identified above have in common?

Knowledge and Living World Working Scientifically Processing and

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Learning Intentions: Success Criteria:

Teaching element Indicators of presence in the lesson

Teacher recaps what students

Adjustments: For students with

Success Criteria: How this will be measured?

Graduate Standards Evidence within this lesson

NOTE: Check your resources are attached

Knowledge and Living World Working Scientifically Conduction

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Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

15 mins Teacher instructs students they Students answer following Worksheet

Adjustments: Teacher assists

Success Criteria: How this will be measured?

Graduate Evidence within this lesson

Observing Animal And Plant Cells

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