The IIE Lesson Plan Template 2024

The IIE Lesson Plan

STUDENT INFORMATION

STUDENT NAME Reviti Govender

STUDENT NUMBER ST10340490
QUALIFICATION B.Ed Intermediate Phase
YEAR OF STUDY BEI2

LESSON INFORMATION

A. Lesson Details

GRADE Grade 5
SUBJECT (CAPS) Mathematics
TOPIC Properties of 3-D Objects
DATE OF LESSON 16 September 2024
NUMBER OF LEARNERS 40
DURATION OF LESSON 60 minutes

B. Caps-Specific Focus

CAPS SPECIFIC FOCUS (link here) • Identifying and naming 3-D objects.
https://www.education.gov.za/Curriculu • Describing, sorting and comparing 3-
m/CurriculumAssessmentPolicyStatemen D objects with regard to the shape of
ts(CAPS)/CAPSIntermediate/tabid/572/De faces, number of faces and flat and
fault.aspx curved surfaces (DBE, 2011).
REFERENCES Department of Basic Education (2011).
Curriculum and Assessment Policy
Statement (CAPS), Grades 4-6
Mathematics. [Online]. Available at:
https://www.education.gov.za/Portals/0
/CD/National%20Curriculum%20State

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The IIE Lesson Plan Template 2024

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IP%20%20MATHEMATICS%20GR%204-
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553

C. Summary of the content to cover

Briefly describe ‘what’ content you need to cover. This will inform the lesson
objectives and choice of teaching strategy.
• The properties of 3-D objects will be covered (DBE, 2011).
• Identifying and naming 3-D objects in the environment as well as geometric
surroundings, focusing on prisms, cubes, cylinders, cones, and pyramids (DBE,
2011).
• Describing, sorting, and comparing 3-D objects concerning the shape of faces,
number of faces, and flat and curved surfaces (DBE, 2011).
• In addition to being able to make a 3-D object from cut-outs (DBE, 2011).

D. Lesson Objectives

List the objectives for this specific lesson below. Use the verbs from Blooms
Taxonomy to frame your objectives.
1. By the end of this lesson, learners will be able to comprehend properties of 3-D
objects.
2. By the end of this lesson, learners will be able to recognise and name 3-D objects.
3. By the end of this lesson, learners will be able to describe, sort and contrast 3-D
objects.
4. By the end of this lesson, learners will be able to construct a 3-D object from cut-
outs (DBE, 2011).

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The IIE Lesson Plan Template 2024

E. Curriculum Integration (if relevant)

Briefly describe how this lesson integrates content, skills or knowledge from other
areas of the curriculum (if relevant).
• Natural Sciences and Technology - Science is integrated by discussing real-life
examples of 3-D shapes that are found in nature or everyday objects. Concepts
like symmetry, volume, and 3D shapes' surface area connect math to the physical
world. Additionally, discussing the importance of 3-D shapes in architecture,
engineering, and design, links math to practical applications.
• Creative Arts – Art is incorporated into the lesson by having learners create
rectangular prims models of cut-outs. This activity not only reinforces their
understanding of 3D shapes but also allows them to express their creativity and
artistic skills.

F. Rationale for Lesson Design

Consider the following questions and write a paragraph that responds to these
questions in the space provided below:

1. How does the knowledge of this topic inform choices for learning design?
• What is the main idea/s and most important things to know about this topic?
• What ways of thinking and doing are important for learning this topic?
• How do these inform the design of learning tasks and sequencing of lesson steps?

2. How do learners and their diversities inform choices for lesson design?
• How have you considered the learning support needs in this class?
• How have I ensured that all learners may participate and learn?

3. How do opportunities in this context inform choices for lesson design?

• What possibilities and constraints have I considered?

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The IIE Lesson Plan Template 2024

1.
• Understanding the characteristics of 3D shapes, such as faces, edges, and
vertices, as well as the differences between different 3-D shapes, such as
cubes, spheres, cones, cylinders, and pyramids, are among the fundamental
ideas of this topic. Learners should also understand how 3-D shapes can be
compared and characterized, as well as how these attributes relate to
everyday objects.
• Learners require practice spatial reasoning, recognizing shapes from various
angles, and manipulating objects, in order to learn this content. By examining
their characteristics and comprehending their intended applications, they
must categorize and contrast 3D items. They must be capable of doing
practical exploration, identifying patterns, and drawing connections between
shapes and real-life objects.
• The lesson would start with concrete examples of everyday objects to
introduce 3D shapes. Next, learners could move to a more abstract
understanding by engaging in the PowerPoint presentation as well as the
online game. As well as a guided activity of constructing a model of a
rectangular prism. Problem-solving activities, such as sorting shapes or
matching objects with their 3D counterparts, would reinforce concepts. Group
work, interactive discussions, and reflective journaling will follow to close the
lesson.
2.
• Differentiation strategies would be applied to cater to varying levels of
understanding. For learners who need additional support, visual aids (e.g.,
labelled diagrams of 3-D shapes) YouTube videos, tactile materials (e.g.,
physical models), and simpler language explanations could help. Advanced
learners could be challenged with more complex tasks such as analysing non-
standard 3D shapes or exploring surface area and volume.
• In order to ensure participation and learning multiple modes of engagement
will be provided, such as hands-on activities, visual learning (videos,
diagrams), auditory instruction (discussions, teacher explanations), and

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The IIE Lesson Plan Template 2024

kinesthetic learning (constructing the prisms). Group work allows learners to

learn from peers and engage in active problem-solving, while individual
reflection time ensures all can process the material at their own pace.
3.
• There are opportunities like access to technology (interactive whiteboards and
a smart TV) that can visualize 3D objects, or even the use of common
classroom materials to create physical models. Outdoor exploration could
also link the lesson to real-world examples of 3D objects in the environment.
Limitations such as a lack of physical resources or time constraints may
require creative alternatives, such as using online simulations instead of
physical models, or focusing on essential concepts and prioritizing formative
assessment over time-consuming tasks.

G. Teaching and learning strategies

Select the teaching strategies you will Justify your choice/s of teaching strategy/s
employ that are suitable for each below by explaining the strategy (with
phase of your lesson, for your content references) and how this strategy will be
and context. Note: You can select used in this specific lesson plan.
more than one strategy for each phase.
Delete if more than one strategy is not
required in each phase.
Introduction: Inquiry-based learning would be employed
Inquiry-based learning to start of the lesson. This would be applied
Discussion in order to access prior knowledge.
Learners will be asked what they remember
from Grade 4 about 3-D objects and if they
can remember any of their properties. This
will then transition into a discussion as
learners actively converse with each other
and the teacher, since will then be asked

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The IIE Lesson Plan Template 2024

what kinds of 3-D objects they can identify

around them. By merging inquiry-based
learning to receive and provide essential
information and fostering a discussion to
actively involve learners, an engaging and
interactive introduction is created (Killen,
2015).
Teaching and Learning Phase: Direct instruction will be utilised to start of
Direct Instruction the teaching and learning phase. It will be
Gamification used to go through the slides, since there
Small-group work will be clear explanations and examples
given to the learners. Images as well as
concrete 3-D objects will be demonstrated
to learners. A YouTube video to enhance
understanding will be utilised as well.
Direct instruction will help learners grasp
the fundamental concepts of the properties
of 3-D objects. Afterward, learners will be
put into small groups and gamification will
be utilised in the form of a ‘Group Sort’
game which will be based on the properties
of 3-D objects. This will keep learners
engaged in the lesson and promote critical
thinking. Also, working in groups fosters
peer learning, cooperation, and
communication (Killen, 2015). Learners
could also remain in their groups when
constructing their prisms.
Conclusion To close the lesson, discussion will be
Discussion utilised as learners will be asked what they
Whole-class instruction had learned in the lesson regarding the

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The IIE Lesson Plan Template 2024

properties of 3-D objects. This will be done

in the form of a recap mindmap as the class
discusses with one another and the
teacher. Afterward, whole-class instruction
will be employed to recap on key points as
well as to clear any misconceptions.

H. Lesson Phases

Lesson Write, in detail, every element/step of your lesson for Resources

each phase.Include time on task for each phase.
Phases Required

INTRODU 1. The lesson will begin by asking learners what 3-D PowerPoint
C-TORY objects are. presentation
PHASE 2. They will also be asked to provide examples in and out
of the classroom. Real-life 3-D
3. Learners will be shown objects in the classroom as objects of
well as other objects brought in by the teacher. various shapes
4. This will transition into a discussion and the class
actively discusses with the teacher their current
knowledge of 3-D objects.
5. The teacher will inquire as to what they remember from
grade 4, and a recap from grade 4 will then be followed.

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The IIE Lesson Plan Template 2024

1. Direct instruction will be utilised to go demonstrate PowerPoint

and explain the PowerPoint presentation. presentation
2. Learners will also be asked checkpoint questions, to
ensure they understand the concepts. YouTube Video
3. The different 3-D objects, along with their properties
will be explained and demonstrated to learners. Group Sort –
4. Afterward, they will be shown a YouTube video for Wordwall
TEACHI
further understanding. game
NG &
5. This will then be followed by an online game whereby
LEARNIN
learners will have to classify the different properties Cut-outs
G PHASE
of various shapes, such as the number of shapes worksheets
and faces. They will be placed into groups for this
activity. Scissors, Pritt,
6. Learners will then be given hand-outs of a colours
rectangular prism cut-out which they will construct.
7. Learners may remain in their small groups to
construct their shapes.

1. To close the lesson there will be a discussion as Whiteboard

learners will be asked what they had learned in the
lesson.

CLOSUR 2. The teacher will draw up a mindmap on the

E PHASE whiteboard, noting it down as the learners discuss

and reflect.
3. The key points of the topic will then be summarised
to the learners.
4. Afterward, any misconceptions will be cleared.

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The IIE Lesson Plan Template 2024

ASSESSM Hand-outs of a Rectangular prism net cut-out

ENT

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The IIE Lesson Plan Template 2024

LESSON REFLECTION

B.Ed Year 1 and Year 2 (only)

(Answer the following questions after each lesson)

Describe, in detail, aspects of your lesson that worked well.

Which area or phase of your lesson did not go according to plan? Explain why you
think this may have happened and how would you do it differently next time.

Re-examine your lesson objectives. Were the objectives met by all learners in this
class? Explain.

This is what I learnt about the learners in my class today (do not provide any names):

Any additional reflections?

B.Ed Year 3 and 4 (only) and PGCE TESF7112p/TESF7112w

(Answer the following questions after each lesson)

What was my most challenging moment in this lesson and why? How will I respond
next time?

To what extent were the learners productively engaged in the learning process?
Discuss.

If I had the opportunity to teach this lesson again to this same group of learners, what
would I do differently? Why?

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The IIE Lesson Plan Template 2024

What evidence/ feedback do I have that the learners achieved an understanding of

the lesson objective(s)?

Any additional reflections?

The IIE Supervisor’s Date:

Signature OR
Mentor Teacher’s Date:
Signature

Student’s Signature Date:

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