Professional Documents
Culture Documents
Year: 3,4,5,6
Level 2/3
Achievement Objectives:
Level Two
Science: Life processes
Recognise that all living things have certain requirements so they can stay alive.
English: Structure
Develop a plan that identifies the key stages and the resources required to complete an outcome.
Level Three
Science: Life processes
Recognise that there are life processes common to all living things and that these occur in different ways.
English: Structure
Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making.
Key Competencies:
Using language, symbols and text: Students will be reminded to recognise the key language, symbols and texts that are used in procedural writing and other
areas of learning.
Participating and contributing: Students will be reminded to balance the roles and responsibilities in their groups. Have them refer to the Cooperative Group
Role Cards: http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf
Managing self: Students will be reminded that during lessons where they work individually, they need to manage themselves to stay on task and not distract
others. To use their time wisely and to act independently before asking for help.
Thinking: Students will need to think about the success criteria and what it is that is required of them. Students can think about how they can be creative in their
work. Students will need to think about high order and low order questions that they can ask during the learning process.
Values:
Innovation, inquiry, and curiosity:Students will be given the opportunity to think critically, create
and reflect on their learning.
Ecological sustainability:During this unit, students will constantly be caring for their tomato plant.
They will have created a procedure on how they are going to care for it and who will care for it
when they are absent. Students will also have the opportunity to share how they could care for the
environment just like they care for their tomatoe plant.
Integrity: In this unit students will have to learn to be responsible for looking after and caring for
their tomato plant. They must remember to follow their procedure on how they are going to look
after it.
Prior Knowledge:
Think-pair-share strategy
Think-pair-share buddies
Biblical Links: Inside the tomatoe packs will include a bible verse that each student would have
chosen to go into their pack. This verse will not just be plucked from the bible but students will
need to explain why they chose that bible verse and how could it be important to someone else.
Differentiation: During the lessons students may often be doing work that is different from others. The work that is given to them will be work that is suited to
their learning level.
Assessment:
Diagnostic: In lesson 1 students were asked to compare and contrast a procedural text and then discuss the key ideas they they found that make a good procedure. From this lesson I am assess how well they can pick out the key ideas and how much they
know about procedural writing.
Formative: Ongoing questions are asked throughout each lesson to assess how well they know something. Questions are evident in each lesson. In lesson 2 all students brainstorm a certain area of procedural writing. This helps me to assess how well they
have retained knowledge about procedural writing.
Summative: In lesson four students are asked to write their own procedure of how they are going to care and grow their tomatoe plant. They then need to use the checklist for procedural writing to make sure they have fulfilled the success criteria.
Lesson 1
LI - I am learning to compare and contrast two/three procedural texts so that I can
recognise key features within the texts.
SC - I can recognise a title, the object of the procedure, a list of ingredients, materials
or equipment, a diagram or photo, the instructions or method for the process and the
risks that may occur.
Key Competency - Using language, symbols and text: Students will be reminded to
recognise the key language, symbols and texts that are used in procedural writing.
Paukena - Level 3
Plenary
Teacher
Follow -Up
Discuss key
features they
noticed was in a
good procedure.
Ask what were
some of the
differences
between the
examples. Ask
what makes a good
procedure. Allow
students to share
what procedure
they thought
worked best.
Homework: Each
student will need to
bring an empty
glass jar in for the
next lesson.
Lesson 2
LI - I am learning how to follow a procedure to marbleize my jar.
Lesson 3
Students pair up
according to year
students Animoto
level eg. level 2
work and give written
have to share their feedback.
findings with a level
3. Students should
already know their
pair-share buddy.
Altogether, the
class discusses the
common things that
are needed to help
their tomato seeds
grow. Inform the
class that in the
next lesson they
will write their own
procedure on how
they are going to
care and help their
tomato seed grow.
Checklist for
Procedural
Writing (level 2)
Go over success
criteria. What did
you forget? What
have you missed
out? What needs to
be finished for next
time? If you gave
your instructions to
someone else
could they follow
them? Why? Why
not? Discuss in
pairs.
Can we care for the
environment just
like we care for our
tomato plants?
How?
Lesson 4
LI - I am learning to write a procedure on how to care for my tomato plant.
SC - I can write a procedural text. I can write a title, the object of the procedure, a list
of ingredients, materials or equipment needed, draw a diagram or show a photo, write
step-by-step instructions or a method for the process and recognise the risks that may
occur during the procedure.
Key Competency - Managing self: Students will be reminded that during this lesson
they need to manage themselves to stay on task and not distract others. To use their
time wisely to research and to act independently before asking for help.
Thinking: Students will need to think about the success criteria and what it is that is
required of them. Students can think about how they can be creative in their work.
Students will need to think about high order and low order questions that they can ask
during the process.
Teacher to view
students videos and
make sure it lines up
with their plans and
give written feedback
Choose a few
interesting videos to
share with the class