Lesson Plan
Date:__________________
Time:_________
Unit: Science
Lesson #3
Level: Four
Curriculum
(Year Level Statement that this lesson is building towards)
Students develop their understanding of a range of systems operating at different time and
geographic scales. In Year 4, students broaden their understanding of classification and form and
function through an exploration of the properties of natural and processed materials. Through
this lesson students will learn that forces include non-contact forces and begin to appreciate that
some interactions result from phenomena that can’t be seen with the naked eye. Students will
be modelling the three types of volcanoes and explaining key features that each volcano
possesses.
Natural and processed materials have a range of physical properties; These properties can influence
their use (ACSSU074)
Reflect on the investigation; including whether a test was fair or not (ACSIS069)
Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
Reflect on the investigation; including whether a test was fair or not (ACSIS069)
Lesson Objectives:
(Key Knowledge and Skills students should achieve in the lesson)
Students will be starting to show confidence in their knowledge about volcanoes, this will be shown
through the speech.
Students can actively demonstrate their knowledge on the three main types of volcanoes,
highlighting the different shapes and features.
Students Prior Knowledge:
It is expected that students have foundation information on the three main types of
volcanoes.
Students are expected to know that plate movement can cause the eruption of
volcanoes.
Students can recognise that each volcano has a different lava flow.
Students are aware of cultural aspects regarding volcanoes, and the implications of
living near a volcano.
LESSON STRUCTURE:
Time
Introduction & Motivation:
Have students sitting quietly in their table groups, once
10mins settled start to introduce the lesson.
-Re introduce what was taught in the previous lesson
which was researching and exploring the three different
types of volcanoes and touching lightly on cultural
perspectives of volcanoes.
Discuss these inquiry questions with students, allow them
to think about the answers and give direction to students as
they will need to answer these a little later on.
 What are five key features on a …volcano
 What is lava?
 If volcanoes are active, why aren’t they erupting?
 What is the eruption like on a ….volcano
Teaching Approaches &
Resources
Whiteboard and pens
Time
Main Content:
Teaching Approaches &
Resources
Ensure students are engaged in the topic, once all are
attentive explain the activity.
Teacher must ensure, students
Explain to students that they will be to constructing one of are wearing the correct
the three volcano types out of play doh. they will receive
footwear and have put drink
a sheet with the volcano name and student direction steps
bottles to the side of the
as to avoid confusion.
classroom.
Students will be required to model their volcano accurately
to show the different shapes and features that they hold
45mins
-they will be doing this activity in teacher assigned groups,
as they will need to present the model to the class and give
a 30second speech on their volcano and five key features
that they think are important.

Allow for students to start their work as a group.

Allow the students to talk within their groups, but
the conversations should be relevant to the lesson
and activity.

Once all groups have finished their volcanoes, the
group will be required to stand up in front of their
peers and explain key features of the volcano they
created, why it is that type of volcano and different
features it holds. Give students 5minutes to prepare
for this.

When all students are finished, select groups at
random to come out and present their volcano and
give their 30second speech on the features of this
volcano.
After the science presentations, students are required to
work on a concept map focused on the volcano model that
they just created and general features of a volcano, they are
required to answer the inquiry questions individually.
When instructing students, do
so with enthusiasm.
Gold star reward system in
place for students on task and
behaving.
Play-doh.
Support and/or Extension
Activities
Support:
For this activity students will
be placed into groups of
mixed ability levels, this will
allow for peer learning.
Extension:
Those students that wish to be
challenged, can write a short
paragraph about the volcano.
Time
8mins
Conclusion:
Once the students are settled, run over the points that were
learnt today, did they learn something new about the
different types of volcanoes?
 Pose strategic inquiry questions, including some of
which that were introduced at the start of the lesson
and use the play doh models that students have
created to reinforce answers.

Ask students which volcano is their favourite and
why? Is it because of the shape, lava flow etc?
Teaching Approaches &
Resources
Teacher must ensure, students
are wearing the correct
footwear and have put drink
bottles to the side of the
classroom.
Ensure all students are
congratulated on their
speeches and the effort that
they put in to create the
volcano.
Assessment of Learning
Formative assessment.
As this lesson falls under the explain stage of the 5Es, this assessment of learning shall be a formative
piece. The individual concept map shall be assessed on students ability to accurately record
information, content given and whether they could extend on their responses.
Evaluation
Was this lesson enjoyable?
Was it interactive enough?
Could this lesson be more challenging?
Were students actively answering the units inquiry question?
Safety Considerations
Is there any trip hazards?
Are students walking around the classroom safely?
Are exits in the classroom clear?
T
Teacher background knowledge:
The teacher is expected to have a wide knowledge about the varied forms of volcanoes,
volcanoes cultural impact, can also explain why plate movement can cause volcanoes to
erupt, are able to verify where volcanoes can be commonly found (which plate
boundaries etc), able to list of the main features of the main three volcano types and can
simplify answers to the class. For this lesson the teacher must have a sound knowledge
on the three main volcano types, be able to steer students in the right direction regarding
where volcanoes form and why (Department of Education and Early Childhood
Development, 2015). It is also important for the teacher to be aware of the units content
progression and the desired learning outcomes, for the students in question.
Students conceptions:
Coming into this lesson some students may have some preconceived notions relating to
volcanoes this can skew their learning process in class (Committee on Undergraduate
Science Education, 1997). Students may come into the class still confused about the
relationship of volcanoes and tectonic plates, they also may face possible misconceptions
about the three main volcano types and the reasons people have had to build communities
near active volcanoes. These misconceptions students face can cause a barrier in the
students science learning, which is extremely problematic for their current and future
science learning.
Reference List:
State of Victoria, Department of Education and Early Childhood Development. (2015).
Primary Connections: Volcano background information
https://primaryconnections.org.au/science-backgroundresources/data/Earth/sub/volcanoes/volcanoes.htm#5
National Research Council, (1997). Science Teaching Reconsidered: A handbook.
Washington
National Academy Press
Australian Curriculum, Assessment and Reporting Authority, (2015).
Retrieved online, http://www.australiancurriculum.edu.au/science/curriculum/f10?layout=1#level4