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Lesson Plan: Water As A Resource 2 Year Level: Number of Children: 25 Date: Duration: Area of Learning: Topic: ACARA Outcomes/Concept Descriptor

This lesson plan is for a Year 2 science class about drought. The 40-minute lesson will have students identify features of drought from pictures, record observations, and write a diary entry from a farmer's perspective during drought. Students will be divided into groups to discuss what they see, hear, feel and smell in drought pictures from Australia. They will then independently write diary entries. Finally, the class will come together to discuss what causes drought, its damage, and how to prevent it. The teacher will provide differentiated support and assessments will be based on students' work.

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98 views5 pages

Lesson Plan: Water As A Resource 2 Year Level: Number of Children: 25 Date: Duration: Area of Learning: Topic: ACARA Outcomes/Concept Descriptor

This lesson plan is for a Year 2 science class about drought. The 40-minute lesson will have students identify features of drought from pictures, record observations, and write a diary entry from a farmer's perspective during drought. Students will be divided into groups to discuss what they see, hear, feel and smell in drought pictures from Australia. They will then independently write diary entries. Finally, the class will come together to discuss what causes drought, its damage, and how to prevent it. The teacher will provide differentiated support and assessments will be based on students' work.

Uploaded by

api-471795964
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson plan: Water as a resource 2

Year level: Year 2


Number of children: 25
Date: 01/08/2018
Duration: 40 minutes
Area of learning: Science
Topic: Drought

ACARA Outcomes/Concept Descriptor:


- Earth’s resources are used in a variety of ways (ACSSU032)

Specific Learning Outcomes:


Children will be able to:
- Identify the features of drought from the picture
- record observations
- write a diary entry from the point of a farmer with drought
- considering what might happen to humans if there were a change in a familiar
available resource, such as water

Resources:
- 26 x writing books
- 26 x pencils
- Drought pictures of Australia (Appendix A)
- Whiteboard and markers

Structure of the lesson:


- Introduction: (10 minutes)
- Review the main ideas of water from last week
- Review the main concept of living and non-living things

- Learning Experience/Activity:
- Students will be divided into three groups (10 minutes)
- Give each group a drought picture of Australia
- Discussion lead by the adult (PST and supervising teacher)
- If we put ourselves in the picture, what will you see/hear/feel/smell?
- Record the main ideas
- Independent working (10 minutes)
- Write a diary entry as you are a farmer
- Explain the format of writing a diary entry

- Conclusion (10 minutes):


- Group Discussion (on the mat):
- What happened in this area?
- What is drought?
- What can happen when there is a drought?
- What happens before drought?

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- What is the main cause of drought?
- What damage is caused by drought?
- Can you predict a drought?
- How can we prevent drought?

- Assessment:
- Student’s work will be marked

- Differentiation:
- The three groups are divided based on their similar level of overall
competencies.
- Extra support will be provided for the struggling children by the adults

Self-Evaluation:
The lesson integrated both science and English in the learning intention. Since the experience
last week with this topic was mostly based on their prior knowledge, they pick up the concepts
and the ideas quick. I tried to let the children leading the discussion, but it turns out that the
pictures of the drought in Australia is not that simple for them to work out by themselves. It
works much better when I alternated to guide the conversation by asking questions which
they were able to answer. The task of the diary entry was a bit challenging for those children
who were struggling in writing. The support from the adults is essential for completing the
work. The overall learning activities were not attractive enough for the children since it is
mostly about discussion and writing. More hands-on experiences could be more appealing.

Teacher’s Feedback:
You showed the ability to take feedback from previous lessons and adapt your teaching in
using alternative ways to gain engagement (through deeper questions). The demonstration
and explicit instruction before the writing to remind students what certain writing concepts
were, helped students to remember learning from term 2. I can see you have really connected
with the students. You made adjustments to your plan as you needed and although you felt
you didn’t cover everything you set out to.

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Children’s work samples:

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Appendix A: Pictures of drought in Australia

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