LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7 Time: 9:00- Date: 22/3/17
9:50 am
Learning Area: Science (Biological science)
Strand/Topic from the Australian Curriculum
Interactions between organisms can be described in
terms of food chains and food webs; human activity
can affect these interactions (ACSSU112)
Students Prior Knowledge:
- Maintain interpersonal skills, enabling
collaborative learning.
- Knowledge regarding ecosystems.
- Knowledge regarding the classification of
organisms based upon their feeding
relationships (herbivore, carnivore,
omnivore).
- Knowledge regarding the process of
photosynthesis.
- The utilisation of spiderscribe and google
docs.

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal Intercultural
competence creative behaviour and Social understanding
thinking competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias Sustainability
histories and cultures engagement with Asia
Proficiencies:(Mathematics only) N/A
Understanding Fluency Problem Solving Reasoning
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Compare and contrast food webs and food chains, through questioning.
Construct a food web and a food chain using spiderscribe, as a class.
Classifying organisms in an environment, according to their position on a food chain.

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

- Ensure that Lion King Youtube video is
loaded on the smartboard.
- Set up the KWL chart on the google docs.
- Set up QR codes for linkage to the google
docs
- Construct Prezi presentation
- Embedding resources into Symbaloo page
- Pre-scaffolded spiderscribe loaded
- Students with English as a second
language:
- Visual aids to assist with instruction such
as: video, images included on the Prezi
presentation, the option of illustration as
opposed to written explanation on the
spiderscribe.
- Strategic group allocation: pairing students
with fluent English students.
- Gifted and Talented students:
- Activity uses advanced investigation skills,
in terms of having to source relevant
information and construct the food chain.
- No restriction on the KWL chart, inquiry
based.
- Students with a learning difficulty/
disability:
- Visual aids to assist with instruction such
 as: video, images included on the Prezi
presentation, the option of illustration as
opposed to written explanation on the
spiderscribe.
- Teachers actively monitoring around the
room, to offer support, as well as working
as part of a group, to share ideas.
- Explicit and step by step instruction.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
1. Was the integration of the ICT in learning appropriate and effective?
2. Were our lesson objectives attainable for our class?
3. Was collaborative learning an appropriate way to teach content?

Teacher self-reflection and self-evaluation:

1. Was the time allocated for each activity appropriate?
2. Were the instructions clear?
3. Did we cater for the diverse needs of all our students?
4. Was our lesson both motivating and educational?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time Resources/References
Align these with the segment
where they will be introduced.
Motivation and Introduction:
9:00 am 1. Students enter the classroom and sit per their
assigned seat.

2. Students will be instructed to turn their attention Link to video:

to the smartboard. A short video will play: the https://goo.gl/tQZzcD
circle of life, the lion king.

- Purpose: The video indirectly relates to the

content which will be covered in the lesson.
Additional to this, the video will be used as a
motivator to engage the students prior to
beginning the formal lesson.

9:02 am 3. Students will be instructed to keep in mind the

main ideas expressed in the video, as it will aid
with understanding the content throughout the
lesson.

4. The teacher will display a link on the smartboard.

Students will be asked to click on the link, using
their digital device. Link to google doc:
https://goo.gl/55NYfR
5. Students will be linked to an online KWL chart
which will be displayed on a google doc. This
KWL chart will be presented on the smartboard.

6. The teacher will instruct the students to write

down at least two points regarding what they
know about food chains and food webs, as well
as, at least two points regarding what they would
like to find out.

7. The teacher will acknowledge and discuss a few

of the points which have been expressed on the
9:05 am
KWL chart.

Lesson Steps: (Lesson content, structure, strategies &

Key Questions):

9:05 am 1. The teacher will display a Prezi- presentation on Link to Prezi:

the smartboard. https://goo.gl/sY3hLG
- Purpose: The Prezi- presentation will be used to
cover the main content which students will learn
in the lesson. This will include a description of
food chains and food webs, as well as, a
description of how to classify organisms based on
their feeding relationships.

2. The teacher will highlight the main learning

objectives of the lesson. This will include direct
teaching and group discussion, using the Prezi
presentation.
 - Key discussion questions: What is the difference
between a food chain and food web?
- Prompting question: Using an illustrated example,
Can you tell me one point which is different
looking at these two images?
- How do you classify organisms within a food
chain?
- Prompting question: Using a illustrated example:
Do you think this sequence is logical?
- How is energy transferred through the stages of a
foodchain?
- Prompting question: Is energy lost or gained
throughout the food chain?

3. Students will be grouped in four groups of three

and one pair.
9:15 am
Group allocation: Students will be grouped using
the app Whose next. Groups will be allocated a
number between 1-5.

4. Once students form their groups, they will be told

to all work as a team using one computer. They
will be given the instructions for the next activity:

- Activity instructions: Students will be told to scan

a QR code, which will be displayed on the
smartboard. This code will link them to a Link to Symbaloo page:
symbaloo page. This symabloo page will have https://goo.gl/wjHkgy
five links displayed. Each group will be allocated
one link, which will correspond to their group
number. Students will be told to read the
information on the link and are to create a food
chain. This food chain will be created using
spiderscribe.

5. Students will create their foodchain, based on the

relevant information, using spiderscribe. The
teacher will actively monitor around the room, Link to spiderscribe:
offering any help if needed. https://www.spiderscribe.net/

6. Students will be notified when they have 2

minutes remaining and be instructed to nominate
a person to share their ideas.
9:28 am
7. Students will be instructed to stop their work. The
teacher will be stationed at a computer, ready to
9:30 am input the students food chains into a pre-
scaffolded spider scribe. This will result in the Link to pre-scaffolded spiderscribe:
formation of a food web. https://goo.gl/EwqH1b

- Discussion: One member from each group, will

share their food chains. They will justify their
findings. If they have the sequence in the wrong
order, the teacher will use questioning to get
them to realise the correct sequence.
- Questions: Do you think this sequence is logical?
 - The teacher could link back to the original
information page and read through the
information with the students.
- 8. The teacher will initiate a final discussion
regarding the link between food chains and food
9:45 webs, using the class constructed food web.

Lesson Closure:(Review lesson objectives with

students) Link to google doc:
https://goo.gl/55NYfR
1. Plenary activity: The link to the google doc, will be
9:45- displayed on the smart board. Students will be
9:50 am instructed to complete the last column on the
chart, being what they have learnt today. They will
be encouraged to answer their own questions,
however, if they cant they are able to write a
generalised point.
- Purpose: To test the students understanding,
after the competition of the lesson.
Transition: (What needs to happen prior to the next
lesson?) Link to video:
https://goo.gl/ubalpc
1. Students will be instructed to watch a short
tutorial on how to create an i-movie, as part of
their homework, in preparation for the next
lesson.

Assessment: (Were the lesson objectives met? How will

these be judged?)

1. Diagnostic: The first two columns in the KWL

chart, as part of the pre-test. This links to
objectives one, two and three.

2. Formative: Strategic questioning throughout the

lesson and discussions. This links to objectives
one two and three.

3. Formative: The teacher monitoring around the

room, whilst the students work on their
spiderscribe, to notice how each student is
progressing. This links to objective two.

4. Formative: The construction of a food web

together as a class. This assesses the students
ability to construct their own foodchain. This links
to objectives two and three.

5. Formative: The plenary activity. This allows the

teacher to measure the students level of
understanding at the end of the lesson. This links
to objectives one, two and three.