Was the overall unit of work successful? Were the outcomes and indicators achieved in each lesson? Were the activities undertaken by students in each lesson successful? Were all the students’ sufficiently challenged/not over challenged (working in the Zone of Proximal Development)? Were the resources used throughout the unit of work appropriate and sufficient for students to achieve the desired learning outcome? Was communication effective? Were explanations throughout the unit of work concise and appropriate for students’ level of understanding? Was students’ possible misconceptions revealed and addressed? Did the unit of work follow the 5E Did the unit of work allow for co-operative learning, and learning social interaction effectively? Did the lesson and unit sequence flow and build upon previous lesson? Students Number There are 24 students in this Year 3 class. Differentiation Special Needs Working at the expected level Gifted Students with special are catered to in Students working at the expected level will be Gifted students are catered to during the lesson 2 Lesson 2, activity 9, during the explore phase, differentiated by their learner types: auditory by measuring the distance between the Moon where students are to use their new knowledge learners, visual learners and Kinaesthetic (golf ball) and the Sun (basketball), then working about the size of the Sun compared to the Moon learners. In lesson 4 and 5, during the explain out a basic ratio between the two and comparing and Earth and amend or redraw their original phase, students are given the opportunity to their ratio to the actual ratio between the Sun drawings. The special needs student will have the express their knowledge development in the and Moon. opportunity to discuss the concept with the format in which they feel most comfortable. This teacher in a one-on-one situation to clarify they will allow the information to be focused on, Gifted students are catered to during lesson 9 have understood the concept being developed. rather than the presentation of the information. when students are asked to predict the time off The teacher will provide scaffolding for the the sundial they made a day earlier, the gifted student to ensure they are reaching the same Visual learners are catered to in lesson 3, during students are encouraged to use angles and the knowledge development as the other students. the explore phase, where students rotate degrees of angles to have a more accurate through apps, internet websites and IWB prediction. activities.
Was the overall unit of work successful? Were the outcomes and indicators achieved in each lesson? Were the activities undertaken by students in each lesson successful? Were all the students’ sufficiently challenged/not over challenged (working in the Zone of Proximal Development)? Were the resources used throughout the unit of work appropriate and sufficient for students to achieve the desired learning outcome? Was communication effective? Were explanations throughout the unit of work concise and appropriate for students’ level of understanding? Was students’ possible misconceptions revealed and addressed? Did the unit of work follow the 5E Did the unit of work allow for co-operative learning, and learning social interaction effectively? Did the lesson and unit sequence flow and build upon previous lesson? Students Number There are 24 students in this Year 3 class. Differentiation Special Needs Students with special are catered to in Lesson 2, activity 9, during the explore phase, where students are to use their new knowledge about the size of the Sun compared to the Moon and Earth and amend or redraw their original drawings. The special needs student will have the opportunity to discuss the concept with the teacher in a one-on-one situation to clarify they have understood the concept being developed. The teacher will provide scaffolding for the student to ensure they are reaching the same knowledge development as the other students. Working at the expected level Students working at the expected level will be differentiated by their learner types: auditory learners, visual learners and Kinaesthetic learners. In lesson 4 and 5, during the explain phase, students are given the opportunity to express their knowledge development in the format in which they feel most comfortable. This will allow the information to be focused on, rather than the presentation of the information. Visual learners are catered to in lesson 3, during the explore phase, where students rotate through apps, internet websites and IWB activities. Gifted Gifted students are catered to during the lesson 2 by measuring the distance between the Moon (golf ball) and the Sun (basketball), then working out a basic ratio between the two and comparing their ratio to the actual ratio between the Sun and Moon. Gifted students are catered to during lesson 9 when students are asked to predict the time off the sundial they made a day earlier, the gifted students are encouraged to use angles and the degrees of angles to have a more accurate prediction.
stage_2_earth_and_space_2.docx