Each content area requires teachers to have an understanding of the relevant concepts, substance and structure, and well as the appropriate strategies. During my placements, especially EDFX315 and EDFX316, each lesson requires me to have a difference content and skill set. Depending on what I had planned and discussed with my associate teacher regarding my future lessons, required me to do further research of my own, so I that I was able to gain and possess the knowledge that I believed was necessary for the lesson, but also what I believed the students would expect me to have. Below is an example of where further research was required for me to have an understanding of the content and appropriate possible teaching strategies.
EDFD268 – Assignment 2 – Lesson plan
Lesson Topic: Rocks and Minerals
Grade(s)/Year Levels: year 4
Duration of Lesson: 60 mins
AusVELS Domain(s): Science
Date: 26/3/13
AusVELS Substrands or Religious Education Guideline: Earth and Space Sciences
Learning Outcome (s)/Standard (s):
Students will write about their new knowledge of rocks and minerals.
Indicators:
(1) Students will identify different rock and mineral formations
(2) Students will identify features of rock and mineral formations
(3) Students will write a report on rocks and minerals
Assessment:
(1) Students will list at least 5 different rock and mineral formations
(2) Students will identify at least 3 features of rocks and minerals
(3) Students will write a report on rocks and minerals and accurately include at least 3 features of each formation
Teaching Focus:
A.
To improve time management of lesson

B.
To improve observation when walking around the room during development – picking up on conversations, difficulties and strengths
Background to the learning:
A.
Teacher
Melbourne Museum website http://museumvictoria.com.au/melbournemuseum/
AusVELS
B.
Pupil (identify pupils’ background and current knowledge)
At the beginning of the week, the students went on an excursion to the Melbourne
Museum and explored the current exhibitions; in particular Dynamic Earth.
Lesson one in a series of five lessons.
Students have been previously introduced to report writing, and have had a go at writing their own – group of students who need extra help.
Learning Resources :
Internet sites
http://museumvictoria.com.au/melbournemuseum/discoverycentre/dynamicearth/
http://museumvictoria.com.au/melbournemuseum/discoverycentre/dynamicearth/earth-fun/spinning-minerals/ (pictures of rocks and minerals from the exhibition)
Computers/ipads in the classroom
Content of Lesson:
A. Introduction 5 – 6 mins
Revisit excursion to the Museum (motivation for the lesson). Teacher shares a “did you know” from the ‘Dynamic Earth’ exhibition (main focus). Brief discussion on their favourite thing they saw. Discuss the pictures displayed on the interactive whiteboard. General discussion/introduction, about rocks and minerals.
B. Development 10 – 15 mins
Step 1: Using an interactive whiteboard, invite children to explore the formation of the rocks and minerals.
Focus Question: What do you notice about these pictures?
Children invited to point out and annotate the pictures.
Step 2: Refer back to the museum visit, and what they saw, encouraging them to recall information.
Focus Question: How many rock or minerals formations do you remembering seeing? What were some of the names?
Record answers on the board.

Step 3: Building on this, explore how they think these rock and minerals are formed.
(Features) Identify and discuss any possible similarities and differences between the two formations.
Focus Question: How do you think these rocks and minerals were formed?
What features can you see in these pictures?
Are there any differences or similarities between a rock formation and a mineral formation?
Record answers on the board.
Step 4: Collaborate information into a report.
Focus Question: What form of writing have we been practicing over the last few weeks, which could be a useful way for us to record all of this information we have just discussed? (Students should recall report writing)
Step 5: Explain activity. Now it is your turn to write a report about what you have learnt.
Focus question: How might we begin this report?
Step 6: Check if there are any queries.
Focus Question: Does anyone have any questions about your activity?
C. Consolidation and Practice 20 mins
Using the knowledge and facts discussed, students will write a report about rocks and minerals that must include features and names previously discussed.
Students who have previously had difficulty with report writing will be group in one space. When the teacher walks around the room, firstly approach this table to ask if there are any further questions and to clarify the features of a report.
Continue walking about the room, observing and glancing at students work, asking questions about what they have done.
Ask a few students who have clearly demonstrated their understanding of the content (rocks and minerals) if they would like to show their work to the class
Early Finishers – Extension Activities
Explore the Melbourne Museum website, in particular the ‘Dynamic Earth’ section.
D. Closure
Students will pack up their working space and return to the group area.
5 mins
Revise lesson – what have we learnt?
Ask those students to come out and present their work. Ask questions about what they notice (ensuring students are using the specific language identified during development).
Ask students to hand in their work.
Make a list of students to see in the coming week.

The students successfully achieved the outcome set out for this lesson, to write about their learning and understanding on rocks and materials. All students were engaged during the introduction and group discussion, and enthusiastically shared their experiences of the museum, as well as answering specific questions related to the rocks and minerals during development. During consolidation and practice, majority of students appeared engaged with their activity. During closure, evidence of the students learning was apparent as they present sections of their report.
In relation to part A of the teaching focus, I feel that I was more successful in achieving this by effectively managing the time. However, for future planning of these next four lessons, I think slightly more time should be allowed as the students who finished early appeared to really enjoy exploring the website; this could be done during the introduction as a group.
Part B of the teaching focus, I do feel that my observation did improve. I was able to make it around to most students, ask questions, listen to conversations, and provide assistance when needed. For future lessons, I think I should begin with students who may have any difficulties, so I can improve their learning experience and engagement in the lesson.