Overview of the Lesson Plan and its Purpose
Learning science at very young age is a very essential stimulator for the intellectual growth of a child. The unit named Staying Alive allows the learners of 6 years old students to learn about living beings and their basic needs to stay alive. The learning pattern of adults and children are considerably deferent. Despite of the factor that a adult learner has more educational background and basic knowledge about the topic, an adult person has more real life experience than a child while having more intellect, reasoning power and memory (Victoriancurriculum. 2018). On the other hand, a child brain is full of curiosity to experience everything with comparatively lower reasoning power and memory.
This report describes the purpose, process and outcomes of the lesson plan. 2 of these lesson plans namely engaging lesson or ‘Needs and care’ and the explanatory lesson or ‘How much water do we need’ have been examined by implementing it on two adults of age 19 and 20 year. It will help to identify the competence level of the planned lessons. 5 lesson plans have been designed where these are representing the Engage, Explore, Explain, Elaborate, Evaluation parts of the 5Es lesson design respectively.
The nature and purpose of this report is to examine the efficiency of the lessons sequence by implementing 2 of these 5 lesson on 2 adult participants (see appendix 1 and 4). The core purpose of this lesson plan named Staying alive is to make the students more aware of their basic biological needs along with the needs of other animals to survive in daily life. At the same time, the purpose of 5Es process design of the lesson is to make this lesson more attractive and effective for the student that can allow the student to engage, explore and learn the topic with realistic understanding and clear conception (Australia 2018).
The Engaging lesson was aimed to psychologically engage the students with the selected topic. The efficiency of engaging lesson depends in the attractiveness of the lesson (see appendix 1). In Exploring lesson, the students can carry out hands-on activities through which they can explore the concept at the primary level. Engaging lesson allow the teacher to explain the whole concept and components of the topic to the students. It allows the students to understand the core concept of the topic as per their own reasonable interpretation. The phase of Elaboration the lesson can provide enough opportunity to the student where they can implement their concept find out the more detailed information (Chitman-Booker and Kopp 2013). Sometimes this phase uses the trial and error method to utilise the reasoning power and intellect of the students to the potential level. Evaluation part allow the teacher to examine how much the students have learnt successfully while involving them with more complex tasks of implementation (see appendix 5).
The 5Es Model of Learning
By learning the biological needs of a human being and animals to stay alive, allows the students to endure the preliminary concepts of living begins while allowing them to explore with their own interest on the particular topic. The first lesson was aimed to capture student’s interest about the basic components of needs including food, water, and shelter. The second lesson allows exploring the utilization of 5 senses of human and other animals for survival. The third lesson was planned to explain the functionalities of the needs of human and animals and their importance in regular life (Hudson 2012). The fourth lesson was planned to support student to plan and conduct an investigation about the requirement of water for human body. The last and final lesson was planned to provide the opportunities for the student to express about what they have learnt about the needs of human beings and other animals.
Process of learning from children’s perspective as well as from the perspective of educators
The lessons have been planned as per the learning model of 5Es Teaching and learning model where the teachers as well as the students need to engage with a five steps process including Engage, Explore, Explain, Elaborate and Evaluate (National Research Council 2012). From the perspective of the student, this learning process allows the learner to be involved in the concept or subject matter gradually while making enough knowledge and understanding about the topic. The engage part of the lesson plan named Needs and Care allowed the students engage in the topic about the needs of animals and human being in order to survive in their regular life (Singh and Yaduvanshi 2015). The lesson was presented in attractive way that can grow the attention of the 2 adults as well. From the response of the attracted adults towards the pet, it can be said presenting the number of pets in the classroom is one of the techniques of attracting the students. At the same time this lesson did not provide the detailed idea about the topic rather, it represented as overall concept and purpose of the topic with light interaction. The functionality of the initial lesson was to introduce the topic to the selected adults in a particular order that can make the students interested about the learning as a trial.
After the initial introductory lesson in the second lesson, the educator can teach the student to explore the presented topic (see appendix 2). In this lesson, the students can explore their five senses and their utilization in human and other animals to survive in their regular life. In this lesson, the students can explore the topic by identifying various objects through their five senses individually while being blindfolded (see appendix 9). This technique allows the student to focus on their individual senses and activities of respected body parts namely nose, year, eye, tongue and skin. This lesson also enabled them to write their each experience into the relevant sense boxes inside the diagram of senses.
Evaluation of the Lesson Plan
The major focus of the Explaining lesson named Finding needs is to explain the types and quantity of food, water shelter and other components order to survive, and the cause of the components of being crucial for both humans and animals (see appendix 4). Asking student about how do they know that they are hungry allowed the teacher to make a relevant connection between the learning topic and their real life intervention (Sumranwanich and Yuenyong 2014). Giving the solve paper with photos to the students to identifying the needs allow the teacher to explain the core concept of the topic with work based interaction as well.
After the explanatory lesson in the fourth lesson named ‘How much water do we need’, the educator can teach the student to elaborate the presented topic with detailed understanding (see appendix 4). In this lesson, the adults have been identified their own thirst level and needs of water along with the needs of water for other animals to survive in their regular life. This technique of giving the plastic cups full of water and allowing the student to drink as per individual needs and documenting (see appendix 7) have allowed the teacher to show the two adults the difference among individual needs of survival components (Eliason and Jenkins 2015). This lesson also enabled those adults to explain each experience about thirst and dinking with the peers. It has allowed the two adults to discuss about the essentiality of quantity of water in order to survive with the help of practical experiments and expressing experiences.
The major focus of the Evaluation lesson named Sensational review is to collect the information about what the students have learnt throughout the lessons and how this lesson can be more appropriate for the students (Darling-Hammond 2012). It allows the students to discuss about the essentiality of food, water shelter and other components order to survive, and the utilisation of the five senses for both animals and humans (see appendix 5). Sense mix up chart allowed the students to implement their knowledge in the specific task where the teacher can identify if the student would required additional lessons (see appendix 6).
Along with the main evaluation lesson of 5Es lesson plan each lesson also has the own section of evaluation as well. In this evaluation section the teacher can collect the information about what the students have learnt throughout the lessons and how this lesson can be more appropriate for the students. In majority of situations, this evaluation section has made to allow the adults to express their own thoughts, ideas and interpretation about the topic where it can engage others with the core topics and the multiple interpretations (Driver et al. 2014). Along with this process, an evaluation cycle is also added at the extreme end of the lesson aiming to increase the effectiveness of lesson plan for next session.
Process of Learning from Children’s and Educators’ Perspectives
The evaluation cycle of the adult learning procedure consists of four basic phases namely execution, analysis, making changes and planning. After each execution the lesson plan and the gained outcomes has been analysed with appropriate parameters. This analytical measurement enables the teacher to identify the essential components from the responses of the two adults that need to be changed in order to enhance the acceptance of the learning program within the young age children. After this phase, the changes should be made according to the findings. It increases the efficiency of the further lesson plans. After the making changes the planning phase allow the teacher to plan the lesson in a specific way which can allow the lesson to execute its maximum efficiency (Stuckey et al. 2013). After the planning the final part of this cycle comes, which is the execution of the planned lesson where this lesson will be implemented finally on a group of children.
In this current situation, Evaluation is the major concern of these lesson plans. These lessons were planned aiming to the group of children having 6 years of age while implementing the engaging and explaining section of the lesson plan on two adults. The learning style of the adults and the children are different which was discussed earlier. However, this execution allowed the teacher to find out the efficiency of the learning plan. In this evaluation section, the teacher can collect the information about what the students have learnt throughout the trail session of the lessons and how these lessons can be more appropriate for the target students.
Conclusion
From the above discussion, it can be said that learning the science topics at very young age is a very essential stimulator for the intellectual growth of a child. At the same time, the unit named Staying Alive allows the learners of 6 years old students to learn about living beings and their basic needs to stay alive. This paper presents the report of the trial session of the planned lesson targeted to the group of 6 years old children. However, initially the engaging and explaining lesson have been implemented on two adults to achieve the most effective evaluation for this lesson plan.
The planned lesson describes the 5 phases of learning process where Needs and Care represents the Engage, Stretch the senses represents Explore, Finding needs represents represents the Explain, How much water do we need represents Elaborate, Sensational Review represents the Evaluation parts of the 5Es lesson design respectively. At the same time, By learning the biological needs of a human being and animals to stay alive, allows the students to endure the preliminary concepts of living begins while allowing them to explore with their own interest on the particular topic. From the perspective of the 2 adults as well as the teacher, the engaging and explaining lesson plan allowed the learner to be involved in the concept or subject matter gradually while making enough knowledge and understanding about the topic.
References:
Australia, E. 2018. primary_connection_science. [online] Scootle.edu.au. Available at: https://www.scootle.edu.au/ec/viewing/S5690/pdf/Staying_alive_online.pdf [Accessed 17 Jun. 2018].
Chitman-Booker, L. and Kopp, K., 2013. The 5Es of inquiry-based science. Teacher Created Materials.
Darling-Hammond, L., 2012. Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons.
Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V., 2014. Making sense of secondary science: Research into children’s ideas. Routledge.
Eliason, C.F. and Jenkins, L.T., 2015. A practical guide to early childhood curriculum. Pearson.
Hudson, P.B., 2012. Practical insights into curricula integration for primary science. Teaching Science, 58(4), pp.47-50.
National Research Council, 2012. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Singh, S. and Yaduvanshi, S., 2015. Constructivism in science classroom: Why and how. International Journal of Scientific and Research Publications, 5(3), pp.1-5.
Stuckey, M., Hofstein, A., Mamlok-Naaman, R. and Eilks, I., 2013. The meaning of ‘relevance’in science education and its implications for the science curriculum. Studies in Science Education, 49(1), pp.1-34.
Sumranwanich, W. and Yuenyong, C., 2014. Graduate students’ concepts of nature of science (NOS) and attitudes toward teaching NOS. Procedia-Social and Behavioral Sciences, 116, pp.2443-2452.
Victoriancurriculum.2018. Science – Rationale and Aims – Victorian Curriculum. [online] Victoriancurriculum.vcaa.vic.edu.au. Available at: https://victoriancurriculum.vcaa.vic.edu.au/science/introduction/rationale-and-aims [Accessed 17 Jun. 2018].
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