PROFESSIONAL EXPERIENCE LESSON PLAN

Pre-service Teacher name: Date:

Claudia Huppatz 20/5

Year level/ age range & number of students: Highlight planning process:
Year 5/6 24 students Planned collaboratively with Supervising Teacher
Estimated duration of activity: Planned collaboratively with peer
Planned independently based on ST lessons
45 minutes Planned Independently
Deconstruction of Supervising Teacher’s lesson
Learning area:
Science

Specific Topic:
“The growth and survival of living things are affected by physical conditions of their environment
((ACSSU094 )

Decide variables to be changed and measured in fair tests, and observe measure and record data with
accuracy using digital technologies as appropriate (ACSIS104)

Learning intentions:
- I can measure and record values on a bar graph
- I can form a hypothesis and I can record detailed observations and changes in my plant and infer
why these may be happening

Success criteria for students: (clear and specific measures of how students have met the learning intentions, i.e. how they
are going with the task, this can include both learning content and strategies; ‘I know that I can do this when I have ……)
- Students are able to correctly follow the procedure
- Students are able to devise a correctly formatted hypothesis
- Students are able to identify the x and y axis
- Students are able to determine an appropriate increment for the y axis
- Students are able to correctly measure the plant
- Students are able to correctly label the height in the graph

Preparation/ organisation/ resources:

(What range of resources will I need for the students to engage in the activity? Where will I access the resources from?)
- Pot plant
- Potting mix
- Tomato plants
- Vinegar, fertiliser, water, salt
- Masking tape and textas
- Rulers
- Printed graphs
Led and coloured pencils

Differentiation: (Are there any students that I need to personalise the activity for)
N/A
Supervising Teacher feedback:
- clear learning intentions displayed. Your slideshow supported the information you presented.
- The task was clearly recorded on slide. You waited until all students were quiet. You corrected
student behaviour
- You managed behaviour well considering their excitement around the task. Set time frames for
tasks to be completed.
- Students were engaged and enthusiastic. You moved around the room answering questions. Stopped the
class for whole class misconceptions.
Lesson running schedule: Time frames
What will I do? What will the students do? (Approximate time frames
What range of teaching strategies will I use? will need to be flexible
What skills and strategies will be used by students? and tweak these in
How will I support inclusion of all students? response to context)
Introduction: 5min
- Introduce the science experiment
- Outline the requirements and learning intentions
- Explicitly teach procedure to ensure students know what they’re doing
- Place students in groups and have them collect their materials

Pre-service Teacher facilitated mini-lesson: 25min

- Students are to follow the procedure to pot their tomato plant
- In your group of 3, grab a plastic pot
- Label the pot with your names and chosen liquid/ conditions (sun or shade)
- Fill the pot halfway with potting mix
- Take the tomato plant out of its mould and place it inside the pot
- Fill the pot to the brim ensuring to compact the potting mix
- “Water” the plant with 50mL of your allocated liquid

- Students are give given a liquid which their plant was to be watered with
and a condition (sun/shade).
- Eg: vinegar – sun/shade, water – sun/shade, salt water – sun/shade,
fertiliser – sun/shade
- They label the pot with masking tape and label it with the plants conditions
and their group members
-
Student focussed work period: 15 min

- Students form a hypothesis about what they think will happen to their plant over
the next 5 weeks and record it in their “our world” books
- They label the x and y axis of the graph and measure the plant
- They record the height of the plant on the bar graph

Conclusion WWW reflection: 5min

- Each student shares their hypothesis, how tall their plant is and the plants growing
conditions

Evaluation:
- The lesson lasted for longer than predicted due to the students inability to follow a procedure
correctly. The largest issue arose when trying to get students to label a graph. Due to their poor
mathematical skills they were unsure as to how to measure the tomato plant and what metric unit
to use. They also couldn’t figure out what increment would be appropriate to go up in on the Y axis.
The task ended up being heavily scaffolded instead of independent, however we eventually
achieved the end result and I was impressed with the detail in the students hypothesises.
- If I was to teach this activity again I would walk through the procedure step by step instead of
leaving students to their own devices.

Pre-service teacher sign: Claudia Huppatz Date: 15/5

Supervising Teacher sign: Belinda Binks Date: 15/5