Lesson plan- Session 2 of 6:

Kate Clark S00170567

The beginning of the lesson aims to build an understanding of the main sources of light; natural and artificial. Students have previously learnt about light in
relation to the creation story and its place in our world. Grade 2 students learn that seeking answers to questions and making observations is a core part of
science and using their senses to gather different types of information. This lesson will help students identify the sun as the main natural source of light. It will
outline the importance of using light sources in a sustainable manner. It links to faith-based inquiry as it addresses the need to care for our world and the
importance of living sustainably.

Foundation to Level 2 / Science Understanding / Physical sciences (VCSSU049)

Content description:
Light and sound are produced by a range of sources and can be sensed
Elaborations:
- Identifying the Sun as a source of light
- Recognising that objects can be seen when light from sources is available to illuminate them

Science Inquiry Skills/Planning and Conducting (VCSIS051)

Content Description:
Participate in guided investigations, including making observations using the senses, to explore and answer questions
Elaborations:
- Safely using sight, hearing, touch, taste and smell so that students can gather information about the world around them

Science Inquiry Skills/Analysing and Evaluating (VCSIS054)

Content Description:
Compare observations and predictions with those of others
Elaborations:
- Discussing, with guidance, why original prediction had been made
- Discussing observations with other students to see similarities and differences in results

Science Inquiry Skills/Communicating (VCSIS055)

Content Description:
Represent and communicate observations and ideas about changes in objects and events in a variety of ways
Elaborations:
- Discussing with others what was discovered from an investigation

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Name of school: St Mary’s Year Level: Grade 2.

c. Assessment to be collected:
a. Learning outcomes: Students will map their learning through their completion of their KWL template (see
 Students can identify natural and artificial sources of light. appendix 1)
 Students can identify the sun as the main natural source of light.
During the introduction students will define natural and artificial sources of light at
 Students can make connections surrounding why light is important
the completion of a video helping to build their knowledge (see appendix two). Class
in our daily lives
discussion will clarify student’s ability to define and identify sources of natural or
 Students develop understanding regarding how to implement
artificial light.
sustainable practices.
Within the lesson, constant assessment will occur through observation of student’s
engagement and collaboration in individual and class discussion opportunities.
b. Teaching approach chosen: Education for Sustainability
Clear learning goals will be worked towards and outlined to students.
The selected teaching approach for this unit of work is Education for
Sustainability (EfS), which “aims to develop the knowledge, skills, values Assessment will be completed through the students production of
and worldviews necessary to act in ways that contribute to more
 Composing a definition for natural and artificial sources of light.
sustainable patterns of living,” (CEM, 2015, p. 18).
 Ability to classify items around them as natural or artificial light sources
and justifies their outcomes.
"Science is important to help us to understand the interconnected ideas
linked to issues of sustainability” which will be related to the natural and  Ability to develop and understanding of how to use light sources in a
artificial sources of light throughout this lesson. (Littledyke, Taylor and sustainable manner.
Eames 2009, p. 77). This lesson will encourage students appreciate the
 They will make connections to Gods creation of light through identify the
different light sources on earth. They will also learn to consider the use of
sun as the main natural source of light.
light around them and will be encourage using it in a sustainable manner,
This will be completed through the use of an assessment rubric (see appendix 4).
through providing students with strategies outlining its value in our world.

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Activities:
Introduction: (5 minuets)
Students complete a Know/Wonder/Learn prior to commencement of content based around what they know about light sources. (Appendix 1)
A class discussion will follow focusing on the two main sources of light and how light helps us see the world around us
Questions posed:
 What are the types of light sources?
 What does it mean for a source to be natural?
 What do you think a natural source of light is?
 What do you think artificial means?
 What is another word for artificial?
Development: 10 minuets
ICT will be used to help content development in an engaging interactive manner.
Play clip: https://www.youtube.com/watch?v=ifAVp0VqN70
Think Pair Share at completion of video allowing students time to add to their KWL template
Questions used to direct thinking:
 What are two types of light sources?
 What do you think natural means after watching the video?
 What do you think artificial means after watching the video?
 What was a natural source of light outlined in the video?
 Why are natural sources of light important in our lives?
 Do you think artificial sources of light are important?
 Why are artificial sources of light important?
 Why do you think we should only use artificial light when needed?

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Activity: 15 minuets
In small groups, students are required to define natural and artificial sources of light. (Refer to appendix 2)
In the same groups they will be given different sources of light and will be required to classify them as natural or artificial.
There will be some easier to distinguish options and others more complex to sort. EG: Fire – bush fire/ lighter/ Man made fire (Refer to Appendix 3).
The conclusion of this activity will focus on building a class display using the group’s findings through classifying natural and articular sources of light.
Clarification of any misconception among groups will also occur to provide clear identifications of sources of light.

Consolidation: 20 minutes
Students will complete an investigation around the school identifying natural and artificial light sources.
At the completion of this, students will discuss their findings and if they saw sources of light being used that didn’t need to be.
Discussion will lead to ways we can and why we need to use light in a sustainable manner. There will be a focus around our need to appreciate Gods creation;
being the sun, as a natural source of light.
Questions will be asked to direct class discussion about making sustainable choices.
 What are ways we can use natural light sources instead of artificial light to help our environment?
 Who created the main natural source of light?
 Were there lights on in the school that did not need to be? How did that make you feel?
 Do you think we should always have lights on?
 If so why or why not?
 What could you do to prevent light from being used when it isn’t needed?
 What would our world be like without light? For humans/ plants and animals.
 How could you use artificial light sustainably?
Responses to the above questions will be recorded on the interactive white board building a resource on how to use light sources in a sustainable manner.

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Conclusion: 5 minuets
Progressing on from the consolidation activity students will form their own goals on how they will use light sources in a sustainable manner.
Students will implement 3 of these goals across the school, putting their knowledge into practice.
An example of a goal would be: Students will turn of lights in empty classrooms

What the students will do:

Students will respond and identify natural light sources.

Students can identify the sun as the main sources of natural light.
Students will identify the sun being a creation of God’s according to the creation story.
Students will design a classroom display demonstrating natural and artificial sources of light
Students will respond to how they feel about the unnecessary use of light around the school
Students will create goals in order to use light sources in a sustainable manner
Students will be able to differentiate between natural and artificial sources of light and evaluate how to use them in a sustainable manner.

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Attachments:
Appendix 1. Light – natural and artificial sources of light

Know Wonder Learn

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Appendix 2.
Define natural sources of light: Define artificial sources of light:

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Appendix 3

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Appendix 4. Assessment Rubric

Assessment Rubric - Foundation to Level 2 / Science Understanding / Physical sciences (VCSSU049)

Level of achievement Definition of natural and artificial Identify a process of using light in Make connections of how light
sources of light and provide a sustainable manner. helps our world
examples.

Requires further development Student was unable to clearly define Student was unable to identify how Student was unable to identify how
natural and artificial sources of light to use light sources in a sustainable light helps our world.
and was unable to provide examples. manner.

Student is developing a definition of Student is developing an Student is forming connections

Evident connections to content are what natural and artificial sources of understanding of how light sources between how light helps our worlds
being formed light with support from teacher can be used sustainably.
whilst being able to identify some
natural or artificial sources of light.

Strong understanding of content Student was able to provide a clear Student was able to multiple natural Student can make clear connections
knowledge definition of natural and artificial and artificial sources of light and to how light helps and connect to our
sources of light and provides how they can be used sustainable world.
multiple examples.

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References

Australian Catholic Bishops Conference. (2015). Laudato Si: A Summary. Retrieved from Catholic Church in Australia: https://www.catholic.org.au/acbc-media/downloads/bishops-
commissions/bishops-commission-for-justice-ecology-and-development/laudato-si/1711-encyclical-summary

Catholic Education Melbourne. (2015). Education for sustainability in the archdiocese of Melbourne. East Melbourne. Retrieved from
https://www.cem.edu.au/CatholicEducationMelbourne/media/Documentation/Right%20hand%20column/Sustainability-Framework-2016.pdf

Catholic Education Melbourne. (2016). Horizons of hope: Vision and context. East Melbourne. Retrieved from
https://www.cem.edu.au/CatholicEducationMelbourne/media/Documentation/Documents/HoH-vision-context.pdf

Francis. (2015). Encyclical letter, Laudato Si’: On care for our common home. Retrieved from
http://m.vatican.va/content/francescomobile/en/encyclicals/documents/papa-france sco_20150524_enciclica-laudato-si.html

Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning.

Littledyke, M., Taylor, N., & Eames, C. (2009). Education for sustainability in the primary curriculum: A guide for teachers. Macmillan Education AU.

Messenger, N. (2001). The Creation story. London: Dorling Kindersley.

Sommers‐ Flanagan, J., & Sommers‐ Flanagan, R. (2015). Establishing Rapport, Gathering Information, and Informal Assessment. Tough Kids Cool Counseling, Second Edition, 27-48.

Victorian Curriculum and Assessment Authority. (2015a). Science. Retrieved from Victorian Curriculum: Foundation-10: http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10

Victorian Curriculum and Assessment Authority. (2015b). Ethical Capability. Retrieved from Victorian Curriculum: Foundation-10: http://victoriancurriculum.vcaa.vic.edu.au/ethical-
capability/introduction/rationale-and-aims

Victorian Curriculum and Assessment Authority. (2015c). Personal and Social Capability. Retrieved from Victorian Curriculum: Foundation-10: http://victoriancurriculum.vcaa.vic.edu.au/personal-
and-social-capability/introduction/rationale-and-aims
Wilson, S. (2012). Drivers and blockers: embedding education for sustainability (EfS) in primary teacher education. Australian Journal of Environmental Education, 28(1), 42-56.
doi:10.1017/aee.2012.5

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