***STANDARD 2.

6- ICT COMPONENTS HIGHLIGHTED IN GREEN*** SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2015)
KLA: Science Date: 27/10/15 Time: 2:00- 2:50pm Class: 5/6 School: SGPS
APST FOCUS: 2.2 Content selection and organisation. 2.6 Information and Communication Technology (ICT)
Outcome / Standard: Identify elements that work together as a system to serve and support built environments and how they are designed to meet the needs of people.
Objective / Learning Intention: As a result of this lesson students will have discussed a place of importance/happiness to them in Grafton, produced a piece of writing
about 3-4 sentences long from this discussion about a place which they connect with, and made a list of what they like about other their community/other places.
3.1 & 3.2 Background / Cultural / Prior Knowledge: As a class, we began this unit of work last week and looked at what makes up a built environment and what factors
contribute to changes in a built environment, plus they drew a map of the built environment around their house. Today, students get to relate their experiences within the
community, and plot this on a map on the wall. It makes them connected and feel a sense of belonging to their place.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE & TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order thinking 2.1 Explicit quality criteria 2.4 Social support
3.5 Connectedness 1.2 Deep understanding 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
3.6 Narrative 1.3 Problematic knowledge 1.6 Substantive 2.3 High expectations 2.6 Student direction
communication
Timing Procedure Considerations Assessment Differentiation Strategies
students
INTRODUCTION (O): -Attention strategies- -Questioning to recap
-Get all students to leave what theyre doing on their desks and sit on the 3, 2, 1 or clapping. previous knowledge
floor. Set behaviour. and diagnostic test to
5 mins -Revise what we did last week on built environments. (Story, questions, own see if we need to
map). revise.
-The aim is, by the end of todays lesson, we will have a map on a wall and
each of you will have your own individual paragraph of a place that reminds
you of happy times or positive experiences. (Whole).

BODY (G): -WILF is quite explicit- -The pieces of work -Students get to write
-Google Earth on the Smartboard. will be handing out they produce will be about their own place in
-Students give examples and discuss of special/happy moment or positive good job cards for the assessment (work town- choice.
experience and a place of significance to them. Is it where you go on the people staying on samples) which will be -They can draft theirs on
weekend? Is it a family or friends place? Is it a sporting field? Hobbies and task. on show on the wall. their iPads.
40 mins interests? -Smartboard with map
 -PART- I will break down instructions of what I want done and how. -A4 sheets cut in half.
-I want you to have a think- when youve come up with a place, write down -Coloured paper for
a draft on your iPad in notes. backing.
-WILF- punctuation (capitals, full stops, full sentences using adjectives to -String.
describe why this place is special to you). -Pins. -Extension:
- Neatest writing, whether that be printing, or cursive. May want to rule up Go on with the next
lines and then rub them out. This will be on show to all your class mates and question which I will put
anyone else who enters the room. on the board. What do
BODY (E): you like about your
-Students carry out above instructions. community, or other
-Remind them that the WILF is on the board. places? What attracts you
-When they begin to finish- I will check their work and then they can write it to them?
on a piece of white paper. Then cut out the white sheet and choose a
coloured backing to stick the white on for more effect.
-Once this is done- students need to get pins/sticky tape and string to
pinpoint exactly where on the map their place is.
5 mins CONCLUSION (R): -Packing up. I want all -Students get to hear
-Look at the whole again- remind them of what they have produced and desks to be clear their classmates
how it helps them connect to their town, and they can see where other class before anyone leaves. responses.
mates have positive experiences and fun at. It helps them learn more about
each other and a sense of appreciation and understanding of why some
parts of town are significant to others.
-Get three students to share what they wrote in theirs- just off the top of
their head.
Supervising teacher: Date:
Reflection on student achievement against the outcome, indicator or objective based on Reflection on your delivery of the lesson, effectiveness of resources, strategies,
information / evidence provided by the assessment strategies within the lesson. questioning, inclusion of QT elements etc. May include a statement about future
modifications or action if required.
May also include anecdotal notes about individual student progress.

LESSON 1: Science- Built Environments

-A large percentage of students achieved the objective of this lesson. -I delivered the lesson well. I recapped what we had previously worked
They followed all instructions and produced work of a high quality which on and linked it directly to what our finished product will look like
is now on display on the classroom wall. All students discussed a place (whole).
of importance or happiness which was significant to them, and then
-Google Earth on the Smartboard allowed students to visualise and
produced a piece of writing stating their place and why it is significant
connect with their own town/community as they could see an overhead
before pinning on the map.
view of it. It was practical as we could move around and zoom.
-Some students said they dont go anywhere (Xxx and Xxx) who
-Using the iPads to complete a draft was a great idea as it allowed me
eventually produced some writing that involved a family members house.
to track progress of students before they began a final copy for the wall.
Xxx still hasnt completed the task. Xxx and Xxx still need theirs to be
pinned up. -Questions about happy places sparked a lot of discussion.
-The formative assessment is the work sample pinned to the wall.
 ***STANDARD 2.6- ICT COMPONENTS HIGHLIGHTED IN GREEN*** SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2015)
KLA: Science + Tech Date: 3/11/15 Time: 2:00pm Class: 5/6 School: SGPS
APST FOCUS: 2.6- Information, communication and technology.
Outcome / Standard: Consider ways that the design or use of places and spaces have changed over time and the social and/or environmental factors that have influenced
these changes.
Objective / Learning Intention: As a result of this lesson students will produce a 4 slide presentation of the built environment in other countries.
3.1 & 3.2 Background / Cultural / Prior Knowledge: This is another lesson in the sequence of the built environment unit. They have previously discussed aspects of built
environments (and made it local), and discovered a place of significance for them and defined it with the happy mapping activity.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE & TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order thinking 2.1 Explicit quality criteria 2.4 Social support
3.5 Connectedness 1.2 Deep understanding 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
3.6 Narrative 1.3 Problematic knowledge 1.6 Substantive communication 2.3 High expectations 2.6 Student direction
Timing Procedure Considerations Assessment students Differentiation
Strategies
INTRODUCTION (O): -Sitting on floor.
-Recap what we have done before in this unit. Defined a built environment, made a
map of our neighbourhood. Completed the writing on the back wall.
2 mins -WHOLE-Today we are going to recognise what you like about our environment
(town/home) and when you go to another place, what features are in there that makes
you like it? And then we are going to research how a place somewhere else in the world
is different to our environment in terms of buildings, roads, waterways?
BODY (G) + (E): -Xxx and others who -Discussion & answers to -Choice of what country.
-The answers to the following questions can be written in their project books. havent finished the questions.
-What do you like about your town/home? happy mapping activity
-When you go to other places, e.g. holiday, what stands out to you? What makes you can do so. -Observing and answering
like that town? questions to do with their
40 mins
-Research other built environments around the world. How are they different to ours? -Project books. research.
(buildings, roads, waterways)
-They have to choose a place to research and no one else in the room can do that place. -iPads.
-Use Keynote on the iPads to display their research findings- 3-4 slides.
CONCLUSION (R): -Reflector on -Presentations to be sent via
3-5 mins -Ask two groups to read some interesting facts that they have found. Smarboard google docs for assessment
and feedback
 WEEK: 1 2 3 4 5 DAY: Tuesday
Reflection on student achievement against the outcome, indicator or objective based on
information / evidence provided by the assessment strategies within the lesson.
May also include anecdotal notes about individual student progress.
LESSON 1: Science
-Students worked well in groups to discover how our country and/or town is
different to those in other countries.
-All Keynote presentations were of high quality and it was clear that students
had learnt how their chosen city or country was different and could explain
this through the questions I asked.
-Observation during the time students were working on the task helped them
stay on task and focused to get it completed before home time.
-Xxx stayed on task and produced a good quality of work for this lesson. This
was great compared to his behaviour during the rest of the day. He was
engaged- possibly due to the fact that he got to choose his own location.
Supervising teacher: Date:
REFLECTION TEMPLATE
Reflection on your delivery of the lesson, effectiveness of resources, strategies,
questioning, inclusion of QT elements etc. May include a statement about future
modifications or action if required.
-I could have delivered the lesson a bit clearer. I did not give
explicit instruction of what exactly I wanted to see at the end.
Although I told them and wrote on the board what I wanted (3
slides) and what to put on each of those slides, as well as to include
facts and pictures.
-The use of the iPads to research makes it an inquiry lesson which
was quite engaging for students.
-Using Reflector (from iPads to Smartboard) at the end of the lesson
makes it so much easier for students to see each others work.
-It was great that students couldnt do a city or country that another
pair had already said- it gave us variety and students learnt from
each other rather than just doing all the same city to get all the
same information. Next time, I would write on the board each place
as a pair say theyre doing it to cause less confusion.