Image taken from Google – The boys really like the Twinkl resources
Monday’s lesson was my second science lesson within the school and I am really confident that it went well and know that the boys enjoyed it. Unfortunately there was no real opportunity for the teacher to observe me but did give me some informal feedback that was really positive. I think something that I can take away from this lesson is that I need to work on my assessment skills throughout lessons and that although there are many ways of assessing children it is best to ensure that you are taking it on board as you are teaching, not after you have taught. Furthermore, the boys have been working with twinkl and I continued this in my lesson by workiing with twinkl resources and teaching them what twinkl feel they should know with the added tweak to make it my own lesson. I really like the twinkl resources and think that when I am a teacher this is a website I would like to use more often.
Individual Lesson Plan Format (Primary)
Class/Group: Year 4GS Lesson: Science Date: 8.5.17
| Previous Experience
In previous lesson, children have sorted animals into a variety of groups in lesson 1 using different keys. |
|||||
| Working towards outcomes of a National Curriculum
Pupils should be taught to explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment |
|||||
| Literacy/Numeracy/ICT/HWB (where appropriate): ICT – to work on Ipads for extension, Literacy – for reading work off board and on worksheets, Numeracy – working with classifications keys and tables. | |||||
| Learning Intentions | Success Criteria | ||||
| To be able to generate questions about animals.
To be able to use questions to sort animals in a key. To see similarities and differences between vertebrates. |
I can generate questions about animals.
I can use questions to sort animals in a key. I can see similarities and differences between vertebrates. |
||||
| Resources | Photo cards, worksheets, science books, smartboard, pencils, rubbers, glue sticks, | ||||
| Timing | Assessment methods | ||||
| 10 mins
5 mins
5 mins
10 mins
4 mins 20 mins
10 mins
Total 64 mins
|
Setting the context/Beginning the lesson (Introduction)
Read the information on the Power Point Presentation to introduce children to the concept of classification and ask questions about it. Teaching the learning intentions (Development) Introduce the classifications of vertebrate and invertebrate, asking children to give examples of each. Explain that vertebrates can be further split into five groups: amphibians, birds, fish, mammals and reptiles.
Explain the broad characteristics of each, asking children to note their similarities and differences. Explain that we will be focussing on vertebrates only today
Hand out Vertebrates Photo Sorting cards one per pair. In pairs, sort the cards into animal groups. Tidy away cards. Hand out worksheets, glue into science books, answer, ‘yes or no’ questions to sort the vertebrates into animal groups. When children finish they can do the key questions classification sheet.
Ending the lesson (Plenary) Play “20 questions” game from maths but instead of guess a number its guess the vertebrates. |
Question and Answer
Peer Assessment
Teacher Marking |
|||
| Success Criteria Results | Next steps for the children | ||||
| I could see that the boys were able to successfully generate questions about animals after marking their classification keys.
From observation and the boys shouting out answers to questions I can see than the boys can all use questions to sort animals in a classification key. After going over as a class the photo sorting activity game I am confident that the boys can see similarities and differences between vertebrates as each pair got them correct. |
Child 5, 8 and 9 did get at least 1 question wrong in the classification keys and would benefit going over this through revision before the Year 4 exams.
It think as a class as a whole the next steps for the boys would be to create their own classification keys from the beginning by going outside and doing some outdoor learning by exploring the outdoor wildlife. |
||||
| EVALUATING MY PRACTICE | |||||
| Going well (what worked and why?)
I am pleased at how well this lesson went considering how unfamiliar I am with this topic. It worked well to use twinkle resources as the boys are familiar with these and the resources are bright, colourful and engaging. The boys were really engaged throughout the lesson, answering questions when asked and volunteering to read off the board. The boys all, except 3 successfully reached their success criteria and I would feel confident in them moving on to the next stage which I think is great as I feel that I taught them what they needed to know. |
Areas for development (what didn’t work and why?)
The boys were quite chatty throughout the lesson and I did have to stop the lesson to tell the boys they were being too noisy and to quieten down. I think this was mainly due to the lesson being at the very end of the day, however this is no excuse and the boys should be listening from the beginning. I don’t think the boys really needed to do the first classification key as a practice as it was slightly easy for their level and they already knew what to do. On the other hand, 3-4 boys did find this rather tricky let alone the sheets after but for the bulk of the class in was unnecessary. |
||||
| Next Steps for Me
In future, I will try to assess the children as I am teaching a lesson, as some children already have a good idea about what I intend to teach them and there is no sense in wasting valuable class time teaching them what they already know. I will continue to use engaging activities in my lessons as the boys are far more engaged in the lesson. |
|||||
