Lesson Plan Under the Sea Level 3

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Lesson Plan

Lesson Topic/Focus: Under the sea fish (includes some invertebrates) Date: 20-4-2008

VELS Domain(s): Science Grade(s)/Year Level(s): grade 4, level 3

VEL Dimension(s): Science knowledge and understandingDuration of Lesson: 1hour to an hour and 10mins

Learning Standard(s)/Outcome(s):
At the completion of this lesson students will be able to:
- explain what a fish is;
- distinguish which animals are called fish that are not actually fish (using the technical term invertebrates); - have a sound understanding of different types of fish; - have an awareness of the differences between fish (perception of similarities and differences); - comprehend how fish are able to ‘breathe’ under water; - have an understanding of a fish lifecycle;

- recognise some fish habitats and sea level relationships. - understand the natural physical and biological conditions influencing the habitats of some fish. - show familiarity with features that help fish survive (insight into how fish avoid predators). - have an understanding of specific fish and their features; the way that a fish moves in order to swim (knowledge that some fish can move in a range of ways).

Assessment:
There will be three tasks undertaken during the course of the lesson, one of which will be a graded assessment task. - Brainstorm and discuss in a group of four students what a fish is, then outline conclusions in dot points (naming at least three features). - List four different sorts of fish.

- Name some animals that have the word fish in their name but that are not fish. - Draw an illustration of how most fish are able to breath under water (label parts of your drawing so it is easy to read). - Draw a diagram of the lifecycle of a fish.

- Describe some physical and natural conditions effecting environments where some fish live. - Create art works (as a team), representing types of fish. Label aspects of their life style (example their eating habits etc). - Compare the characteristics of at least three fish, identifying why some fish live where they do (relationship to sea level). - Provide various examples of how some fish survive predators. - Choose a fish, labelling its characteristic (physical and non-physical), determine its name, diet, where it lives and survival techniques; including its movement (the way it swims. Can they move in more than one way?).

Teaching Focus:
A. Teacher: given the range of notions and the unfamiliar context explored, meticulous preparation of materials, questions for guided inquiry and directions for poster production are necessary to achieve optimal outcomes. I would also like to work on my classroom management skills and further my research proficiency.

B. Pupil: Focus on teaching and learning centre is on student guided collaborative inquiry (building social relationships while working in teams), self-responsibility, communication (through listening, viewing and responding) and learning through creative work (creating and making presentations).

Background to the learning:
A. teacher: I had a basic and limited understanding of the topic of marine life and that of fish. I was clear on the aspect of what makes a fish a fish, and a small amount of knowledge of how fish breathe under water. In order to better grasp the subject, to hence guide students, I felt I needed to conduct research into the matter and construct a sound basis from which I can extract elements such as ‘the names of a variety of fish’, ‘the habitats of some fish’, and ‘how fish are able to move’.

B. pupil: Most students have a basic knowledge of the sea, which we will discuss through a whole class brainstorm at the begging of the lesson. We have looked at a number of sea topics in general over the term and briefly on fish (including a number of narrative and informative books). They are familiar with the names of many sea mammals such as whales,...
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