DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: Bachelor of Education (Primary)
Date:
Student Group:
Mentor Teacher:
School:
Duration of the lesson:
Title of lesson/activity:
Class size:
Intended Learning Outcomes/Learning
intentions:
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Resources, Materials and Organisation:
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Students are able to explain why something is fair and unfair.
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Describe possible everyday events and order their chances of occurring (VCMSP175) [Level 4]
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List outcomes of chance experiments involving equally likely outcomes and represent probabilities
of those outcomes using fractions (VCMSP203).
Recognise that probabilities range from 0 to 1 (VCMSP204).
How will students’ prior learning and experiences
be used in this lesson?
Links to the curriculum (AusVELS or the Victorian
Curriculum) and to the curriculum planning of the
school
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How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
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Students will identify possible outcomes using the language of chance.
What will the students be able to know and do by
the completion of this lesson?
Success Criteria:
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What additional human and physical resources
will be required for this activity?
What specific teaching materials will need to be
prepared?
How will ICT be utilised in the lesson?
What OH&S factors will need to be considered for
this activity?
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Teaching Strategies and lesson structure:
Prompts for your planning:
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How will the lesson and ideas be introduced and
made relevant to the students?
How will you engage the class?
What specific teaching and learning strategies will
you use for the lesson?
What exactly will the students be required to do
and what will be your role?
How will you create a collaborative learning
environment and how will the classroom be
arranged to support this?
How will you include all learners? What Curriculum
and Pedagogy adaptations or modifications will be
required?
How will you differentiate learning opportunities
for diverse learners?
How will you ensure the students are on-task and
what strategies will you use to support positive
behaviour?
How will you draw ideas together and conclude the
lesson?
How will you conclude the learning experience/
learning findings?
What you as teacher will
do?
Introducing the Concept
(Whole Class Focus)
 Fair Games: ask
‘what makes a game
fair’?
- List student
responses.
 Refer to everyday
games (e.g., snakes
and ladders). Ask
‘does everyone have
the same chance of
rolling a two? Is this
game fair?’
 Likely or Unlikely?
- Give each
student two
blank cards. Ask
students to
write on one
card something
likely to happen
today, and
something
unlikely on the
other. Ask
students to form
a line to order
these cards from
most to least
likely.
What are the students
doing?
Beginning
Timing
Middle
Small Group Activities
 Have these 3
activities across 3
tables for learning
groups of different
levels.
- Tree Diagrams
(Medium
Level): have
students toss 2
coins 20 times
and record
results. Ask
‘which is more
likely, heads or
tails?’ Note
these down in a
diagram.
- Jellybeans in a
Bag (Lower
Level): show
students a paper
bag containing
red, green and
black jellybeans.
Have them
count the
number in the
bag. Ask ‘if I take
one jellybean
from the bag,
what is the
chance that it
will be a
red/green/black
jelly bean?’ Have
-
students take
out a jellybean
and record the
probability, e.g.
‘There is a 1-in3 chance of
getting a red
jellybean’.
Probability
(Higher Level):
ask group ‘when
might we need
to predict the
likelihood of
something
happening?’
Discuss, and
have students
work together to
make a game
that uses
probability.
Conclusion
Reflection
 Students share
what they did in
their groups to the
class. Have them
view each other’s
probability
activities.
- Ask, ‘is tossing a
coin a fair way
to decide who
goes first?’
Reflection and Self Evaluation:
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What aspects of the lesson worked most effectively?
What aspects of the lesson could be improved and
how could they be improved?
What follow-up will be required from this lesson?
Mentor Teacher’s reflection
(See guiding questions below)
Mentor Teacher’s reflection
The following questions can be used as a guide for providing structured feedback to pre-service teachers:
 Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
 Has the pre-service teacher sought to build on students’ prior learning and experiences?
 Has the pre-service teacher engaged the class through active learning strategies?
 Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
 Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
 Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
 Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
 Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
 Has the lesson/activity followed an appropriate sequence and timeline?
 Have ideas been introduced in a way that motivates students?
 Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
 Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
 Has the pre-service teacher used group work and individual tasks with success?
 Has the pre-service teacher planned for flexibility and contingency in the lesson?
 Is the pre-service teacher’s voice and body language suitable and effective in directing the learning activity?
 Has the pre-service teacher been effective in the use of questions and answers?
 What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
 What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?