LATROBE UNIVERSITY

LEJLA MALIC (18705801)

EDU5TEC

Assessment Task 1b)

Integrated Science Lesson Sequence

In term 4, Year 3 students have been exploring the concepts of living, non-living and never
living things. During Inquiry lessons, students were required to record and measure the process
of a bean seed germinating, draw shapes that tessellate (similar to that of a honey comb), map
their learning by using an online mind map, make scientific predictions and search for topic
relevant information online and through class reading sets. Participation in these tasks have
exposed students to a variety of experiences and challenges that involved the use of literacy,
numeracy, inquiry and ICT skills. Being given a variety of ways to express and consolidate their
knowledge students mostly stayed on task and found the lessons quite engaging and interactive.
 LESSON PLAN TEMPLATE 2016
Name: Lejla Malic Topic: Life Cycles-Plants Lesson No: 1

Subject: School: Greenvale PS Duration: 1 hour

Inquiry/Literacy/Numeracy/ICT
Date: 27 October 2016 Year Level: 3 (class size 24)

Australian Curriculum focus

Living things can be grouped on the basis
of observable features and can be
distinguished from non-living things
(ACSSU044).
With guidance, plan and conduct
scientific investigations to find answers
to questions, considering the safe use of
appropriate materials and equipment
(ACSIS054)
Compare results with predictions,
suggesting possible reasons for findings
(ACSIS215)
Measure, order and compare objects
using familiar metric units of length,
mass and capacity (ACMMG061)
Learning Outcomes:
Students to consolidate and reflect on their learning about
life cycles of plants, in particular to be able to explain the
germination process of a bean seed.
Success Criteria:
Students being able to demonstrate their understanding
about lifecycles of plants, explain how lifecycle of plants
differ from lifecycle of animals (plants dont move around,
make their own food or produce oxygen).
Students being able to explain different stages of the bean
seed lifecycle (seed, germination, leaf growth, and
flowering).

Students Prior Knowledge

Identify and explore a range of digital systems
with peripheral devices for different purposes,
and transmit different types Students have been doing an Inquiry unit on living and
of data(ACTDIK007)
non-living things. They have planted a vegetable patch at
school and prepared a bean seed for germination in a
previous lesson.

Teaching model used:

The 5E Model of Instruction
Teacher resources:

Student resources: Pencils, paper, ruler, glass jars to view our bean seeds

Begin the lesson by revising with students what we have done so far in terms of
lifecycles, living, non-living things. Often students have difficulty characterising things
as living or nonliving, at times they classify anything that moves as alive. Important to
remind students that in science living is used to describe anything that is or has ever
been alive (dog, flower, seed or a log). Non-living is used to describe anything that is
not now nor has ever been alive (rock, mountain, glass, watch). All living things grow,
breathe, reproduce, excrete, respond to stimuli and have similar basic need like
nourishment, although plants do not breathe
Engage: Student interest to be generated by looking at their glass jars and bean seed
that is currently going through a process of germination.
Explore: To discuss with the students what we know so far about lifecycles? What do
we know about bean seeds? Does anyone have beans growing in their backyard?
Teacher to pick random students and get them to present what they know about
lifecycles in general, this is a chance for the teacher to examine student thinking and
determine if the students have established understanding, give students time to think
and to reflect on their understanding.
Explain: Allow students to articulate their prior knowledge and the new connections
they made while putting together their bean seed in a jar, assist students in expressing
their observations and findings (measure growth of their bean seed), take a picture of
their bean seed. In addition, I am to reintroduce technical terms (chlorophyll,
photosynthesis, germination etc.) write them up on the board and ask students to use
the terms whilst writing up their observations.
Extend/Elaborate: Students to be given a worksheet- Science Journal Life Cycles-
bean seed, they will be required to write, draw and label diagrams explaining the
process of bean growth so far and what they have observed.
Evaluate: Ask students if they came across any technical terms whilst completing the
worksheet, have they learnt anything new? Was it difficult to draw a germination
process of a bean seed without first seeing it happen in their jars? Ask students what
they would like to know next about lifecycles?

Self-Evaluation: This lesson need a bit of differentiation which I didnt prepare for, not all students were able
to complete the activity in one lesson and lots of them didnt include the key technical terms in their writing. Some
bean seeds have dried up without germinating, so the students felt they had nothing to write up, I needed to explain
to them to write why they think their bean seed hasnt germinated or they could have viewed a germinated bean seed
from their friend and wrote down what they have observed. I could have done a modelled writing session, where I
could have written on the board a sample observation including key terms and observations.

Mentors Comments: (please see below email)

 LESSON PLAN TEMPLATE 2016
Name: Lejla Malic Topic: Honeybees Lesson No: 2

Subject: School: Greenvale PS Duration: 1 hour

Inquiry/Literacy/Numeracy
Date: 3 November 2016 Year Level: 3 (class size 24)

Australian Curriculum focus Learning Outcomes:

Living things can be grouped on the basis of
observable features and can be
distinguished from non-living things
(ACSSU044)
With guidance, identify questions in familiar
contexts that can be investigated
scientifically and make predictions based on
prior knowledge (ACSISO53) & (ACSIS064)
With guidance, plan and conduct scientific
investigations to find answers to questions,
considering the safe use of appropriate
materials and equipment (ACSIS054) &
(ACSISO65)
Identify symmetry in the
environment (ACMMG066)
Identify different types of honey bees (queen, drone, worker)
Identify and describe the duties and lifecycles of the honey bees
Success Criteria:
Students being able to demonstrate knowledge and awareness
about different types of bees.
Students being able to explain different roles each type of a honey
bee has.
Students Prior Knowledge
Students would have looked at the basic needs of living things in
previous years of study, they understand the features of living
things and that they need to grow. The life cycles of living things
would also have been examined earlier in the term when students
were given items that were once living (log), non-living and no
longer living.

Teaching model used:

The 5E Model of Instruction

Assessment:
1. During the lesson Introduction assess student prior knowledge on the topic
2. During scaffolding assess student emerging knowledge and skills; is their understanding that there are three
types of bees and each bee type has a different lifecycle and role
3. Provide feedback to students during classroom discussion and encourage students to further investigate facts
about bees
4. Check for understanding during activity time and make further suggestions
Teacher resources: Access to internet for viewing of video, dead bees, bee worksheet, PowerPoint, vanilla
fragrance, lavender fragrance, 2 vaporizers.

Student resources: Pencils, paper, cotton wool.

Procedure:
Begin the lesson by introducing myself and the things that I love (PowerPoint).
Move on by advising students that we will be doing a session about different types
of honeybees and their roles (PowerPoint). Go through briefly about each type of
a honey bee.
Engage: Student interest to be generated by watching a YouTube clip about
honeybee lifecycles and their individual roles.
Explore: What do we know about honeybees? Does anyone have beehives in their
backyard? Teacher to pick random students and get them to present what they
know about lifecycles in general, this is a chance for the teacher to examine student
thinking and determine if the students have established understanding, give
students time to think and to reflect on their understanding.
Explain: Allow students to articulate their prior knowledge and the new
connections they made by watching the video, assist students in expressing their
observations and findings, introduce technical terms (nectar, pollen, drone, worker
bee, honeycomb etc.) and accept all reasonable responses.
Extend/Elaborate: Students have been asked to write down 5 interesting facts
they have learnt so far about honey bees, they can get their information from the
YouTube video we have watched at the beginning of the lesson as well as their
information texts about bees they have been provided with as part of their class
reading set. Students are to also draw a shape that tessellates just like the
honeycomb they would have seen while watching the YouTube video.
To further sustain interest whilst doing this task I am to provide students with
some dead bees in containers-they can view what a real bee looks like from close
up.
Evaluate: Get students to express what they found most interesting about
honeybees and what they learnt. Advise students that they will need an exit
ticket- before they can leave the lesson:
-there are two pretend beehives in the classroom (2 vaporizers one with lavender
fragrance the other with vanilla fragrance)
-by sniffing the cotton wool (I will provide students with cotton wool that has
been either soaked in lavender or vanilla fragrance) students would need to
determine which bee hive their fragranced cotton wool smells like, once they get it
right they can pack up.

Self-Evaluation: Using a PowerPoint presentation to hook students and a YouTube video to

hold their attention throughout worked really well. As the lesson progressed students couldnt
wait to see some real dead bees in glass jars. The idea of an exit ticket further challenged
students and they seemed quite surprised that there was more challenge coming up.

Mentors Comments:
 Faculty of Education

Name: Lejla Malic Lesson Plan Number: 3

Subject: Literacy/ICT/Inquiry School: Greenvale PS
Topic: Bees Mind Map Grade: 3 (class size 24)
Date: 07/11/2016 Duration: 60 minutes

Learning intention/goals
Students will develop an online mind map that will assist them in brainstorming what they
know about honey bees.

Success criteria
I will be successful if I am able to use an online mind map to map information about honey
bees.

CURRICULUM dimensions incorporated into the lesson

Recognise different types of data and explore how the same data can be represented in different
ways (ACTDIK008)

Implement simple digital solutions as visual programs with algorithms involving branching (decisions)
and user input (ACTDIP011)

Collect, access and present different types of data using simple software to create information and
solve problems (ACTDIP009)

Use software including word processing programs with growing speed and efficiency to construct and
edit texts featuring visual, print and audio elements (ACELY1685)

Living things can be grouped on the basis of observable features and can be distinguished
from non-living things (ACSSU044)

Students prior knowledge

Students regularly utilise ICT facilities (laptops, IPads, photo cameras, interactive
whiteboards) in the classroom. They have not previously been introduced to mind mapping
online.
Assessment strategies
Formative assessment:
Check around the classroom if students are able to correctly map their information.

Procedure - Lesson sequence

Engagement /Introduction/the Hook

This lesson introduces students to mind mapping with the goal of helping them
brainstorm information they know about honey bees. Explain to students that mind
maps are visual displays of information and are usually used when there is just one
main idea.
Students will need to mind map what they know about each honey bee (queen,
worker, and drone) and write up at least three distinguishable characteristics of
each.
Generate student interest by opening up a template for a mind map on the
interactive white board and do couple of examples for students (write down the
website address on the board).
Explain to students that in order to outline their information they need to use TAB to
indent and Shift+TAB to out dent (write this on the board for them).
Show couple of more examples and select random students to come up to the board
and try doing one map node for the classroom.
Show students a completed mind map.
Explain to students that once they are finished inputting their required information
they can go into options and change font colour, font size.
Once their maps have been completed and their clicked on draw mind map they
will need to save a copy either by using a snipping tool to snip and save their mind
map on their personal I:Drive folders or they can convert their map into a PDF File
and also save it on their personal I: Drive folders-I am to show their entire class how
this is done .

Closure/Reflection
Reward and show case a mind map done by a student that demonstrates required
detail.
Ask students if they encountered any difficulties and how they went about rectifying.

Resources needed

Laptops, internet connection

Self-reflection / Evaluation
Probably needed to spend more time explaining how to organise their mind maps and save
them once they are finished. Half of the classroom accessed the website started inputting
text but didnt know how to indent or move back a level on the map.

Supervising teachers comments

Student work sample 1: Lower Ability
Inquiry Skills
Planting our bean seed
Student has described a common need a living thing has, that is the need to give it water-
day 1 wall the seed well not grawe no.( ACSSU044 )ACSHE050)
Student is aware that the bean seed will eventually turn into a shoot if its watered
adequately-wen the seed has grone the lotse it well. ACSSU044) ACSHE050)
Student knows that in order for the bean seed to germinate she will need to put in some
damp paper towel and newspapers-fost I got the paper towe and after that I pot same nes
pape. (ACSSU044) (ACSIS053)
Literacy skills
Uses some basic topic vocabulary, for example: shoot, bean seed. (ACELA1484)
Uses some knowledge of sound-letter correspondence and high frequency wrods, for
example, on, it, was and attempt to unknown words, for example, batooll for bottle.
ACELA1485)
Includes relevant information on day ten I loke at my ben seed it was hafe way done.
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these
need to be in agreement (ACELA1481)
Numeracy
Did not note down her measurements for the bean seed.
Student work sample 2: Lower ability
Inquiry Skills
Identified bees as being unique in a sense that they are the only insects that make food
people can eat (ACSU044, recognizing the range of different living things).
Mentions that queen bee can lay eggs (reproduction) (ACSU044)
Literacy Skills
Using paragraphs to organize written text (ACELA1479).
Use of verbs Queen Bee lays eggs in tiny cells (ACELA1482).
Presented information with an audience in mind (ACELY1679, informative text)
Numeracy
Drew a shape that tessellates just like the honeycomb (identified symmetry in the
environment, ACMMG066)
Student work sample 3: Lower Ability

Inquiry Skills:
Understanding that living things can be grouped based on their nutritional needs (gets food
from worker bees) (ACSSU044).
Demonstrates ability in showing relationships through diagrams (mind mapping) (ACSIS060).
Literacy Skills
Familiar with feature of online texts, able to read and navigate in order to reach a website
(ACELA1790).
Understands that a clause is a unit of grammar that contains a subject and a verb (she can
sting lots of time without being dead) (ACELA1481).
Able to write most high frequency words (ACELA1486).
Able to use common suffixes (biggest, smallest, without) (ACELA1827).
ICT Skills
Able to collect and present information using simple software (mind map) (ACTDIP009).
Able to use a design tool to record a relationship (ACTDIPO11).
Student work sample 1: Higher Ability
Inquiry Skills:
Recognising features of living things such as a bean seed germinating, having a shoot and a
root coming out (ACSSU044).
Describing patterns shoot didnt come up, there was a line in the middle of the seed
(ACSHE050).
With guidance we planned and conducted scientific investigations to find answers to
questions (what do we need to do for a bean seed to germinate) (ACSIS054).
Used digital technology to record an observation (took a photo of a germinated bean seed)
(ACSIS057).
Drew diagrams to show process of a bean seed germinating (ACSIS060).
Literacy Skills:
Demonstrates use of apostrophes that are used to signal missing letters (hadnt)
(ACELA1480).
Able to write basic clauses, what is happening, what state is being described and what is
being involved (ACELA1481).
Showing understanding in how to use letter-sound relationships and less common letter
patterns to spell words (most words spelt correctly) (ACELA1485).
ICT Skill:
Able to transfer an image from a photo camera onto a computer and upload the image
(ACTDIK007)
Student work sample 2: Higher Ability
Inquiry skills
Recognizing characteristics of living things such as eating, how they move (flying)
(ACSSU044).
Able to represent and communicate observations, ideas and findings whilst learning about
bees (ACSIS060)
Literacy skills
Presented information in paragraphs (ACELA1479).
Demonstrating knowledge of using verbs (flying, eat, using, make) (ACELA1482).
Able to write high frequency words and some homophones (they, their) (ACELA1486).
Able to use common suffixes (flying) when writing (ACELA1827).
Student has prepared information text with an audience in mind (ACELY1678)
Numeracy skills
Able to identify and draw a shape that tessellates (ACMMG066).
Student work sample 3: Higher Ability
Inquiry Skills:
Student noting observable features of living things on the mind map such as lifespan,
nutrition and roles (ACSSU044).
Exploring different ways to show processes and relationships through diagrams (use of mind
map) (ACSIS060)
Literacy Skills:
Shows understanding on how to apply knowledge of letter-sound relationships, syllables,
blending and segmenting, writing multisyllabic words (predators, nectar, collect)
(ACELA1826).
Using technical vocabulary to express information (nectar, pollen, drone, worker, queen
bee) (ACELY1682)
ICT Skills
Using a mind map to organise information (ACTDIK008).
Able to implement simple digital solutions to record relationships about content
(ACTDIP011)
Able to collect, access and present different types of information using mind map
(ACTDIP009).
Student (lower ability)

In order to further develop student skills and understanding I would teach the student to
recognize and use morphemes by creating lists of word families (Lord, 2016), for example in
her Plant-Bean diary she wrote I wall the seed what she meant was that she watered the
seeds. I would teach the use of capital letters at the beginning of a sentence and
punctuation and also get the student to reread their own written work. Modelled writing
sessions (Lord, 2016) would be of benefit for this particular student, she would see clear
demonstrations of how we could produce text with meaning. It would be advisable for the
student to use Microsoft word while writing, any spelling/grammar mistakes will be
highlighted and it would give her a chance to contemplate and correct her work. Students
drawing of a shape that tessellates had couple of gaps, student would need to be reminded
that in order to fully tessellate the shape cant have any gaps or overlaps. While student
understands what a bean seed needs in order to germinate, she is not able to coherently
express her knowledge in writing, maybe getting the student to do an oral presentation to
demonstrate understanding is more suited for assessment purposes.

Student (higher ability)

I would encourage the student to use more technical vocabulary such as the words
chlorophyll, photosynthesis in his observations. When writing words hadnt, didnt
student needs to be taught the correct use and position of apostrophes in his writing he
wrote it as hadnt, didnt. This is a common mistake students make so an explicit teaching
session on the use of apostrophes would benefit the entire class. Student work sample 2
student described photosynthesis as being a process of bees making food, during a daily
writing practice I could place the word into a sentence where I would emphasize the
meaning of photosynthesis and explain that it is a process used for plants to make food.
Formative assessment tool used to assess student knowledge was allowing the student to
demonstrate knowledge by the use of a mind map, reading his bean seed diary entry and
oral questioning.

Out of the three lessons I taught the most successful lesson was the lesson on Honey Bees,
consistently throughout the lesson I was able to cater for the diverse learners in the
classroom, undoubtedly this is due to having a highly structured interactive lesson. Use of
PowerPoint, YouTube video, dead bees and challenging students with an exit ticket was a
winner. Lesson on the bean seed was not as engaging partly due to not using as many
visuals and orals. Whilst planning I thought it would be sufficient to engage students just
with their glass jars and bean seeds but since they have seen and touched these in the
earlier lesson they were not as interested. For future planning I would show students a
time-lapse video of a bean seed germinating, this is to scaffold their learning and to
encourage them to further investigate and establish the current state of their bean seed. In
addition, I would model writing using topic specific vocabulary so when students go and
write in their bean seed journals they are aware of the standard that is expected of them.
References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Foundation to year
10 curriculum: Retrieved from: http://www.australiancurriculum.edu.au/overview/structure

Lord, S. (2016). EDU5MTM. Early Years Writing Analysis Quiz. Retrieved from:
https://lms.latrobe.edu.au/mod/quiz/review.php?attempt=4594995