EDFD242 Semester 2 2017

Lesson Plan Format - one lesson

Year Level: Duration of lesson: Learning area/s:

3
40 mins Science
Key inquiry question: How big is the Earth, Sun and Moon?

Year level description: (highlight the specific section)

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers
refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year
level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their
content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs
are decisions to be made by the teacher.

Incorporating the key ideas of science

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.

In Year 3, students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple
systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students order their observations by grouping
and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They
begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships,
including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to
make predictions.

Year level achievement standard/s: (highlight the specific section)

By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for
everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how
they can use science investigations to respond to questions.

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 Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and
record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were
considered and they use diagrams and other representations to communicate their ideas.
Student Prior knowledge: (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

In previous lesson students explored the concepts of the Sun, Earth and Moon and the rotation of them. They also looked at the differences between
day and night and what causes day and night.
Learning objectives - (for the teacher - by the end of the lesson the students will):

By the end of the lesson students will have a better understanding of the size of the sun, moon and earth.
Learning intentions: (Written in language for the students to understand what they will know, do and understand…)

In this lesson we will investigate the size of the earth, moon and sun and use spherical objects to explore why the sun and moon appear to be the
same size when observed from earth.

Strands of the learning area: Content Descriptors (include codes)

(ensure to include inquiry skills
if part of the learning area)

Earth and Space Sciences Earth’s rotation on its axis causes regular changes, including night and day ACSSU048

Cross-Curriculum Priorities and General Capabilities (only highlight those that would be explicit in the lesson)

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 Literacy
Aboriginal and Torres Strait Islander histories and cultures
Numeracy
Asia and Australia’s engagement with Asia
ICT Capability
Sustainability
Critical and Creative Thinking

Personal and social capability

Ethical Understanding

Intercultural Understanding

LESSON SEQUENCE

Timing Teaching Learning experiences Assessment of, for Differentiation Technologies/Resources

(mins) strategies or as learning

INTRODUCTION

10 Discuss whole Students will be discussing: For learning Using the objects 3Dand 2D shapes
mins class lesson - What 3D is and how is it different to 2D will help with visual sourced from around
goals - Ask them on their knowledge of what learners. the classroom.
people used to believe the earth to be
Whole class shapes as (flat) and why so many people
discussion believed that.
with peer Use 3D and 2D objects and drawings and get the
input. students to identify weather they are 3D or 2D.

Questioning to
check for
students
understanding

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 DEVELOPMENT

20 min Send students back to desk to complete research

task. This work is to be completed in their science For learning
books.

Questioning to Students are to use their iPads to do the

check for following research.
students
understanding - How big is the moon?
(walking - How big is the sun?
around to - How big is the earth?
each student) - Why did people think the earth used to
be flat?
- How many earths fit into the sun? Make note of these answers on the board in the
form of a mind map for visual learners
Ask students to research 3 interesting facts
5 min about the sun, earth or moon. .

Ask students to share their findings. Students can

either stay where they are sitting or come up
and share at the front of the class. Make note of
these answers on the board in the form of a
mind map
CLOSURE

15 min Sumarise new Take students out onto the oval or under covered For learning
learning in a area. Split the students into groups of 3.
physical
demonstration Explain that for the following activity teams will
use a basketball to represent the Sun and a tennis
ball to represent the Moon.

Explain that one team member will hold the

tennis ball, while another will hold the basketball.

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 The third team member will stand in front and be
able to view both balls. Ask students to imagine
that the observing student is standing on the
Earth and looking at the Sun and Moon.

The student with the basketball will move

backwards until the student viewing the balls
observes that the basketball appears to be the
same size as the tennis ball. Students swap
positions so that each team member has a turn to
be the observer.

This activity demonstrates that two different-

sized objects can appear to be the same size if
they are different distances from the observer.

Evaluation of learning objectives (complete after lesson):

Achievement of learning intentions:

By the end of the lesson, all students knew how big the earth, sun and moon is.

Success of adjustments for diverse learners:

I feel like I was able to include all my students in this lesson. I had a few behaviour issues arise however I was able to control that and continue with
my lesson.

Appropriateness of teaching strategies and organization:

I believe that I had all of my materials ready to go before the lesson. I also believe that I was able to conduct a lesson that was interesting and fun
for the students.

Self-reflection:

I think this lesson went extremely well. All of the students were engaged throughout the whole lesson. As a class we learnt new things and refreshed
our brain on old facts.
Supervising teacher feedback:

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 I had a relief teacher that day and she didn’t fill this out for me.

Focus for further development:

In future lesson I would spent more time on the research task as I feel like they could have spent a bit more time doing that. Even by spreading the
lesson over 2 small lessons would also work well.
(add further pages as required)

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 References/resources

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