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    Schoolofeducation Finalv2012 Lessonplan

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    Schoolofeducation Finalv2012 Lessonplan

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    api-249648222
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    schoolofeducation finalv2012 lessonplan

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    44 views3 pages

    Schoolofeducation Finalv2012 Lessonplan

    Uploaded by

    api-249648222

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Appendix 1

    LESSON PLAN
    SCHOOL OF EDUCATION

    LESSON ORGANISATION
    Year Level: 8 Time: 11.30 12.20 Students Prior Knowledge:

    Learning Area: Science. Strand/Topic from the Australian Curriculum

    Basic understanding of the composition of the human body

    The human body is a multi cellular organism Basic competence of how to use ICT effectively Ability to work cooperatively in the classroom.

    Scientific understanding - Biological sciences (ACSSU149) Science Enquiry Skills - Planning and Conducting (ACSIS140)

    General Capabilities (that may potentially be covered in the lesson) Literacy Numeracy ICT competence Critical and Cross-curriculum priorities N/A.
    Aboriginal and Torres Strait Islander histories and cultures Proficiencies:(Mathematics only) N/A

    creative thinking

    Ethical behaviour

    Personal and Social competence

    Intercultural understanding

    Asia and Australias engagement with Asia

    Sustainability

    Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to: Understand the structure and parts of the cell Know how the cell divides and replicates Explore how things transport in and out of the cell See how the cell gains energy through cellular respiration Effectively use and explore how ICT can help in your understanding of cell biology. Teachers Prior Preparation/Organization: Projector and screen. Functioning computer or laptop for each student Working Internet. Provision for students at educational risk: - Group students optimally for performance in experiment (i.e. put weaker with stronger) - Seat Jack (my ADHD student) close to the front and with a strong group without close friends to ensure he is acting appropriately and safely in the lab environment, and working well in his group situation. Visit this group more frequently when walking around. - Notes from previous lesson are available for students to use as a guide if there are any areas of confusion.

    LESSON EVALUATION (to be completed AFTER the lesson) Assessment of Lesson Objective and Suggestions for Improvement:

    Teacher self-reflection and self-evaluation:

    [OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

    LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


    Time 2 mins 4 mins Motivation and Introduction: 1. Welcome student to the class and ask them to take their seats 2. Explain verbally the links between this new topic and the previously studied material, and confirm prior knowledge Last week we explored that concept that the human body is a multi cellular organism. Cells -> tissues-> organ -> systems >human body. Resources/References Align these with the segment where they will be introduced. Open Weebly http://year11cells.weebly.com/ Introduction page of Weebly http://year11cells.weebly. com/introduction.html Open lesson one page http://year11cells.weebly .com/lesson-one.html

    1 min

    3. Introduce the topic to be covered; Today we will be looking at the smallest functioning structure of the human body: cells! these are the building blocks of the human body

    Lesson Steps (Lesson content, structure, strategies & Key Questions): 4 mins 1. Students are asked to sign up for Spaaze. They need to enter their email address, user name and password - Remind students to make note of their log-in details as they will need them for future lessons. 2. Students are then to explore an interactive diagram where they will learn the different parts of the cell and its function. - Make sure students are on task by walking around the classroom and answer any questions they might have. 3. When the students feel confident with the parts of the cell suggest for them to have a go at the game involving labelling an interactive cell diagram. Once they have successfully completed the game they need to screen shot the diagram and upload it to their Spaaze to be used as a study tool. 4. Fast finishes can have a go at the quiz available. 5. Students are asked to divide themselves into groups of 2-3 and

    Spaaze page http://www.spaaze.com/signup

    7 mins

    Tutorial and game link http://www.sheppards oftware.com/health/anatomy/ cell/cell_tutorial.htm http://www.sheppards oftware.com/health/ anatomy/cell/cell_game.htm

    5 mins

    13 mins

    are given a part of the cell to research and then put their findings into the class Google Doc. They need to find the slide that corresponds with their group and add the information they have found to that slide. - Walk around the classroom to see: Are all students in the groups contributing? Are students using appropriate resources? 6. Once all students have completed this task they need to save the Google Doc to their computer and upload it to their Spaaze. Lesson Closure:(Review lesson objectives with students) 1. Thank students for their participation 2. Explain to students that their Spaaze can be used as a study tool later in the year for assessment tasks. 3. Play heads and tails to confirm understanding of function of each part of the cell - Hands on heads if this statement is true, hands on bottoms if you think it is false: the mitochondria is the power house of the cell, smooth endoplasmic reticulum has ribosome attached

    Google document https://docs.google.com/ presentation/d/1dwWFIIHm3vtORHFiRHwUOSm Bfp05BG4XPgmdf1ttXM/ edit?pli=1#slide=id.p

    8 mins

    Transition: (What needs to happen prior to the next lesson?) Ask student if they didnt complete their slide to complete it before the next lesson.

    Assessment: (Were the lesson objectives met? How will these be judged?) - Could every student complete labelling a diagram of the cell? - Could students effectively use the internet to find relevant and valid resources to complete their slide? - Did students understand and utilize Spaaze to create a functioning study tool?

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