Lesson Plan

Lesson Topic/Focus: Integrated

Date: 20 November

Year level(s): 3/4

Lesson duration: 60 minutes

Civics and Citizenship

Build on their understanding of
Australian society and investigate
some of the different cultural groups.
Learn about the contributions that
people from diverse groups have
made to many aspects of the
Australian way of life (e.g. contribution
to arts, medicine and science).
Key events that contributed to the
development of the Australian nation.
Explore symbols and celebrations of
Australias and Victorias past and
present.
Understand the role of some leaders
and representatives such as prime
minister, premier and mayor.
Learn about the different types of
groups in the community and their
functions (e.g. school groups,
charitable and environmental
organisations).

Information and Communications

Technology
Develop skills in using ICT for problem
solving, expressing ideas and
presenting information to different
audiences.

English
Students engage with a variety of
texts for enjoyment.
Listen to, read, view and interpret
spoken, written and multimodal
texts.
Students create a range of
imaginative, informative and
persuasive types of texts.
Understand how different types of
texts vary in use of language
choices, depending on their
purpose and context.
Identify the features of online
texts.
Recognise high-frequency sight
words.
Read an increasing range of
different types of texts by
combining contextual, semantic,
grammatical and phonic
knowledge, using text-processing
strategies.
Use comprehension strategies to
build literal and inferred meaning
and begin to evaluate texts by
drawing on a growing knowledge.
Understand that paragraphs are a
key organisational feature of
written texts.
Understand how to use soundletter relationships and knowledge
of spelling rules.
Science

Design, Creativity and Technology

Provide input into the
development of design briefs and
generate ideas from a variety of
sources and recognize designs
have to meet a range of different
requirements.
Clarify ideas when asked, and use
words, labelled sketches and
models to communicate the
details of their designs.
Learn to describe ideas and
concepts about design,
materials/ingredients and
technological systems in simple
terms.
Investigate what products and
simple technological systems can
do, how they meet peoples needs
and how they work.
Develop skills in the use of a
variety of simple production
techniques.
Think ahead about the order of
their work and list basic steps to
make the product or system they
have designed.
Consider strengths and drawbacks
of their design.

With guidance, identify questions

in familiar contexts that can be
investigated scientifically and
predict what might happen based

Personal Learning

Recognise strategies for learning,

which help them learn most
effectively.
Use past learning to inform future

Explore a range of ICT tools and

simple techniques for visualising
thinking (graphic organizers).
Identifying relationships between,
ideas, facts and concepts.
Compare the purposes and structures
of information presented in different
media.
Students retrieve their saved
visualising thinking strategies and
edit them for use in new, but similar
situations.
Classify work in a way that is
meaningful to them.

on prior knowledge.
Suggest ways to plan and conduct
investigations to find answers to
questions.
Safely use appropriate materials,
tools or equipment to make and
record observations, using formal
measurements and digital
technologies as appropriate.
Compare results with predictions,
suggesting possible reasons for
findings.
Represent and communicate ideas
and findings in a variety of ways
such as diagrams, physical
representations and simple
reports.

learning and begin to set learning

improvement goals.
Participate in a diverse range of
learning activities that allow them
to acknowledge their development
as learners.
Monitor learning through
strategies such as share time and
seeking feedback from the teacher
and, where appropriate their
peers.
Recognise the various positive and
negative emotions that may be
associated with their learning, and
that feelings of uncertainty do not
equate with an inability to
complete a task.
Students reflect on their
achievements across a range of
tasks, they begin to understand
the roles of persistence and effort
in completing tasks.

Learning Standard(s)/Outcome(s): students identify realistic goals to be achieved throughout the lesson and show
progress in their individual projects.
Assessment: formative assessment/roving
Students display progression in their work from the previous session
Students are focused and actively involved in their work
Students are able to justify their answers when asked questions in relation to their project.
Teaching focus:
A. The pre-service teachers teaching skill for observation by Associate Teacher
OR
B. Teaching skills that the pre-service teacher would like to personally develop
Develop good questioning techniques when conferencing one-on-one with students and when initiating discussion
with the class.
Background to the learning:
A. References for teacher background knowledge
B. Identify students current knowledge
Throughout the term, students have been participating in a unit called Integrated. The unit is inquiry based and gives
students the opportunity to explore and investigate a project of their choice. The range of projects varies from creating a
fundraising event to further understanding the responsibilities of a police officer. A majority of the students have
progressed well and are still in the planning process. It is critical for students to plan appropriately as some projects

require a number of equipment, materials and adult supervision. Through the unit students identify goals that they
would like to achieve and actively share with the class the progression of this particular goal and overall their project.
Students are also completing a planning and progress book where they write about the evolvement of their project
weekly.
Lesson resources:
Whiteboard
Whiteboard markers
Student tablets
Materials used by the students
Lesson content:
A. Introduction
B. Development
10 mins
All Integrated lessons begin with the class sitting in a circle. Three chosen students will share to the class the
progressive of their project. The teacher will refer to the document, What is 34S doing? of which students will share
today.
Can you tell the class what your project is?
How are you progressing?
What are some of the hurdles you have faced?
What is your goal for todays session?
C. Consolidation, practice, extension
40 mins
In either their groups or individually, students will continue to work on their projects. While students are doing this, the
teacher is available to conference with students who would like the opportunity to speak with the teacher. Students will
willingly write their name on the board and one by one speak to the teacher. The conference can be anything about
their project; whether it is clearing a concern or a challenge they are facing or just informing the teacher their progress.
D. Closure
10 mins
Students will regroup on the floor and share time will begin. The three students who discussed their goals for the
lesson will share their progress and what they achieved in that session. This time also allows for peer feedback and any
questions or comments by the other students.
What was your goal?
Did you achieve it in todays session?
Do you think it is acceptable progress?
What were some of the challenges of todays session?
What is your goal for the next lesson?
If challenges are evident, allow other students to volunteer to help if they are an expert in that area.