Lesson Plan

School WELS
Focus Area
Science Experiment report writing

Year Group S94 - SP

Learning Intentions
Today we are learning how to write a
practical report.
Success Criteria
Completing the start of a practical
report about bean plants.

Location / Setting
Classroom.

Special Considerations
EAL students with interrupted learning

Key Vocabulary
Practical report
Hypothesis
Aim/Goal
Procedure
Methods
Equipment
Observation
Discussion
Conclusion
Materials
Results
Bean plant
Paper towel

Organisation / Student Groups

Whole class.

Focus Questions
What do I include in a science report?

References / Sources / Materials /

Resources and Equipment
Instructional worksheets
Bean plant diaries

Date 14/9/16

EAL Developmental Continuum:

SL: Writing
Texts and responses to texts:
- Use copied words or sentences to
write simple messages
- Check accuracy
Cultural conventions of language use:
- form and place letters on the line
Linguistic structures and features:
- Spell familiar words correctly
Maintaining and negotiating
communication:
- Copy correctly
- Practise writing
WAT:S0:Writing
- Copies legibly
- Labels pictures or diagrams with
familiar words as required
- Places letters on the line
- Writes simple sentences using
vocabulary and structures practised
orally in a lesson.
WAT:S0:Speaking and Listening
- Pays attention
- Understands and follows classroom
instruction
- Joins in activities, watching and
copying what other students do in
the classroom.

INTRODUCTION
Establishing prior knowledge. Tuning
in activity. Focus questioning

MAIN BODY
Guiding Inquiry and Practise

Assessment criteria: Assessment FOR

learning

Assessment Criteria: Assessment AS

Learning

CONCLUSION
Sharing, Explaining and Reviewing
Inquiry
Share time. Student reflection. What do
they now know?
Assessment Criteria: Assessment OF
Learning

Revision of a science report structure

students completed science reports on a
celery experiment. Give it to the students
as cut out cards and have students put the
report in order with a partner in a race.
Show answers on the IWB
_______________________________
Go through the science room rules again.
What do we do in the science room?
- listen to the teacher
- follow instructions
- do not play
- do not touch other experiments
_______________________________
Go to the science room, have a look at
our beans.

Tell students that we need to finish

our report for how to plant a bean, but
first we will write an entry in our
bean diaries.
E.G. I looked at my beans today. I
can see the beans in the paper towel
cup have grown. I dont know what is
happening with the beans in soil
because I cannot see them.
Draw a picture of what their beans
looked like.
Writing a science report. Write the
aim, hypothesis, material and method
together. Give students time to draw
their beans in the results and try to
write something. Show them the
celery report again for prompts.
Continue onto discuss and
conclusion.

Go through the answers together; type them

on the interactive whiteboard.

Pre-service Teacher Reflection

Did students achieve the Learning Intentions?
Success Criteria
What were the successful strategies?
How did you the teacher get them to the end
result?
Where to from here? Whats next?
Students in this class have spent the term learning about
science experiment reports. The Learning Intention for
today was achieved. Students have had less help this time
compared to their last few reports where I needed to
provide a lot of assistance. I think this lesson was
scaffolded well as students were able to reach the success
criteria with some support from me, which is to be
expected.
The class really liked the game at the start, although there
were some issues with cheating when I asked the students
to swap to correct another teams work (which was already
in the wrong spot to begin with). I spoke with Ezra and
asked him to put it back where it was and we moved on. In
hindsight I should have waited to discuss that with him
after class.
We discussed any incorrect answers to justify why the
students though that was right and had a discussion about
the similarities between some of the sections of a science
report.
After the report, we went to the science room. I was clearer
about the rules this time and made sure that everyone
understood how to behave in there. The students really
enjoyed seeing their beans; some of them have grown a lot!
Filling in the bean diary was successful, I asked the
students for some key words they might use and wrote
them on the board and students were able to look back at
their last entry for an idea of the format.
We moved on to doing our report, I put the report
worksheet on the board and gave students some time to do
it alone, using their celery report and the experiment
instructions to help them and then we filled out the sections
together. The students seemed engaged to me, they all want
to answer questions which causes issues for me sometimes
as they can get upset if I dont select them or if I select
the same person twice. I always have to reiterate putting
their hand up and not calling out. Ezra was upset with me
when I tell him that he has had a turn and I need to ask
someone else and to please stop calling out so he started
being disruptive. I need to improve my behaviour
management.
All in all I think it was a good lesson. The students were
engaged in all aspects and I have really improved on my
movement or transitions throughout the lessons which is
something that I have been working on. We will finish our
bean diaries tomorrow in the section that asks What do
plants need to grow? and then students can take their
beans home if they wish.

Mentor Teacher Feedback

Strengths / Areas for Improvement
How will we work to improve them?
-

Detailed and well-thought through lesson plan. You used

appropriate documents such as VELS to inform your
teaching and planning
Great warm up and recap of last lesson
Students were very engaged with the initial activity
Your worksheets and activities were appropriate for this
level. Students were able to experience success but they
were challenged at the same time
It was good to go over science laboratory rules before going
into the science lab
Students enjoyed looking at their beans, observing their
growth and recoding the changes in their books
Your board work was very clear
Good questioning techniques
You provide appropriate feedback to students
Good sequencing and pacing of the lesson
It was good that you used the IWB to protect the worksheets
and type up the students sentences.

Things to consider:
Behaviour management follow the schools behaviour
management policy. Establish your rules from the beginning. Be
very explicit about class rules, and rules for games and activities.
Wait for all students to complete the first section before going on
to the next. You can give extension work for students who finish
quicker or get them to help others.

Pre-service Teacher Name ________________________________________

Name___________________________________________
Signature________________________________ Date ___________________
Signature________________________________ Date __________________

Mentor Teacher