Lesson+Plan+One


 * **Practicum Lesson Number** || 1 || **Time of Lesson** || 2:30 - 3:20 |||| **Duration of lesson** |||| 40 min || **Class Size** || 12 students ||
 * ** Topic and Focus ** |||||||| Forces and Motion (Inertia) || **Year Level** || 5/6 || **Supervisor** |||||| Rebecca ||
 * SAFETY - RISK ASSESSMENT: **
 * SAFETY - RISK ASSESSMENT: **
 * SAFETY - RISK ASSESSMENT: **

We do not believe there to be any risks to this lesson.


 * ** Learning Focus: **// What will the students learn and how does it relate to curriculum documents? // ||
 * ** VELS Strands Level: ** ||  || =====Domains===== || ======Dimensions====== || ======Key elements of standards to which lesson is focused====== ||
 * Level 4 ||  ||   ||   ||


 * ==Assessment Criteria and Method of Evaluation //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 // ||

- We do not know the students background knowledge yet, - This lesson aims to find out what the students already know. - We Assume that they have the basic Science knowledge up to VELS level 3 || - 12 pens - 12x 20cennt piece - 12x playing cards - 2x Poster Paper || - Learning Students Names - Classroom Management - Lesson Flow - Student Engagement - Student Focus ||
 * ==Students Background Knowledge==
 * ==Resources and Materials==
 * ==Student Teacher Focus==

How will you engage and stimulate the interest of the students? Include possible questions that you may choose to use
 * ==Stage of lesson== || ==Tasks/ Activity/Challenges/?== || ==Time== || ==Student action== || ** Teacher action ** ||
 * ==Stage 1 Introduction==

Demonstrations etc
|| Get Students to tell you their Name and What their favorite thing About science is... || === ===

10m=== === || Sit in a circle and listen to each other tell the Teachers About What they like about Sciece. || Hi i am miss... and my favorite thing about science is Cooking

Listen to other students taking notes about what they like and what they already know

Ask Questions about what they like eg. tell me a little more about that or when did you learn about that? || // 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? // || Mind Maps on Force and Motion || 10m ||  || Start one of the mind maps and write Force in the middle and get students to tell you something about force and write get the student to write it on the mind map. || - balance pen on figure - contribute to why you think it balances || Demonstrate to class how to balance the pe on your figure get them to have a go
 * ** Stage 2 Body of lesson **
 * ^  || Balance pen on end of figure || 5m || - watch demonstration

Ask the students why does it balance there.

Introduce the terms Inertia and Gravity || // How will you draw the findings of the lesson together so that the students can evaluate what they have learnt? // || - Ask Students what Inertia is. - Ask Students what they now understand about Gravity || 3m ||  ||   || - Get Students to pack up there tables and head back to their homerooms. || 2min || - Pack up tables - Head to Homeroom || - Praise Students - Instruct students to pack up and head to Homerooms ||
 * ^  || Coin Flick || 10m ||   ||   ||
 * ** Stage 3: Conclusion **
 * ** Stage 3: Conclusion **
 * = ** Stage 4: Closure ** || - Tell students that they have done well and worked hard


 * ==Reflection on Student Learning //What did you observe about student learning?// //Report evidence// //of student’s learning ,//==

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 * ==Comments on Future Lesson Directions Make a comment about your assessment of the lesson. //Are there areas you need to go over or move beyond?//==

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 * ==Reflection on Lesson **//How was the timing or the flow of the lesson? What other observations did you make//?** ==

**//Did you manage the learning environment effectively? Did you explain the science concepts clearly?//**
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 * ==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////?//
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POE (Predict observe explain), MORE (Model Observe Reflect Explain), SCAMPER (SCAMPER is an acronym for useful list of words that can be applied as stimuli to make you think differently about the problem area.), PMI (Plus-minus interesting), OPV (Other People's Views), Thinking Hats, Think-pair-share, role model, jigsaw, inquiry, problem solving.
 * Pedagogical Teaching Activities/Strategies; to engage, to challenge prior understandings, to promote questions**
 * Examples of Science Skills and Processes-** Observing, Classifying/comparing, Measuring/Using Numbers, Predicting, Inferring, Experimenting, Communicating ,Collecting, Recording, and Interpreting Data, Identifying and Controlling Variables, Making and Using Models etc
 * Critical Thinking Skills//-//** Analysing, Generating Ideas, Evaluating, Applying, Synthesising, Expressing Ideas, Solving Problems ….