Lesson Plan 3 - Save a Baby Kangaroo

TL8: Is this really all worthwhile? – The Pivotal Lesson

These vignettes are written by two members of the writing team, both of whom taught the lessons. The message here is for teachers to persevere - and to reflect on the overall sequence lessons at the end of the case. Teaching the case, twice or thrice, improving on the teaching method each time, would obviously be ideal.

Teacher 1

During my two experiences teaching this case and then watching a colleague teach this case, there was a pivotal moment during lessons three and four where the case “came alive”. When pupils had completed the preliminary background work and took possession of their own joey to save, the case appeared to become more meaningful and personalised for the pupils. The pupils appeared to enjoy some independent work at this stage and were able to work with more freedom for an extended period. From a teacher’s point of view, it was good to be able to watch the action take place and listen to the rich discussions between pupils as they applied their skills and overcame mathematical problems in a genuine real life context.

Teacher 2

I taught the case to a mixed ability group. I spent a lot of time preparing the first two lessons, ensuring that I had kangaroo photos, worksheets, overheads, and large sheets of brainstorming paper. I had taught this particular class of pupils for the whole year, and so I felt confident that this would be an activity that firstly, they would enjoy doing, and secondly, that they would really see how maths could be used as a tool to solve a real-life problem. Lessons 1 and 2 were hard work, and at the end of Lesson 2 I felt quite disappointed with the pupils’ lack of understanding of the maths which was being used to solve the problem and lack of enthusiasm. They had seemed to participate in the activity more because they were the type of class who just ‘did what I asked, mostly without question’ – rather than because they were really enjoying what they were doing.

It was with great effort that I planned the next 3 lessons, trying to think about how I could get the pupils to become more actively and passionately involved. Lesson 3 changed all of that. Once I had set the tasks, the pupils came ‘alive’ – they suddenly seemed to understand what I was trying to do with them, they took a personal interest in the fate of their joey - and their graphs and measurements immediately became meaningful. Rich and varied discussion followed. This enthusiasm carried throughout the remainder of the case.

Other teachers have also commented on the same pattern emerging in their classes: starting with important background, but hard work for the teacher and the pupil, and then, as if by magic, the “pivotal lesson”, the lesson in which the pupils meet their joey and ‘come alive’.

The “Pivotal lesson” – as described by a third teacher (L) to one of the writing team (P)

P – tell me about your pivotal lesson

L – when the pupils did the first graph representing the growth of their joey – they were really into it

P - what were the differences between this lesson and the previous lessons?

L-They worked the whole lesson – they did their graphs.

P - how were the kids responding differently?

L – they were really engaged – I don’t know why. Maybe it was because I understood the project a bit better by then – so my better understanding therefore was passed onto the pupils– the first lesson was quite rushed in terms of preparation– I did not really understand what I was doing with the first lesson

P - so in the WOW lesson you felt as if you knew what you wanted to get through, knew what you wanted your end point to be

L– yes

Close Box

	LESSON PLANS
	DETAILED LESSON PLAN 3
	(DETAILED LESSON INFORMATION FOR TEACHERS LESS FAMILIAR
	WITH PROBLEM-BASED LEARNING)

AIMS	ACTIVITIES	NOTES	TEACHING AND LEARNING ISSUES
To clarify the outcomes from lesson 2, including the nature of this approach to learning mathematics.	1. Pupils review lesson 2 through brief discussion – factors involved in saving a joey, the step by step process for determining a feeding plan, aspects of this approach to learning mathematics, importance of remaining aware of and recording the mathematics as it emerges. 2. Ensure the pupils understand that the focus of today’s lesson is to set up for the simulated rescue during the next lesson.	Brief discussion only, and should involve review of notes in pupils’ record booklets from lesson 2.
To prepare a poster for each species to allow pupils to rescue a joey from that species.	3. Pupils sit in five groups, one for each species. 4. Each group selects the clearest and most accurate graphs for that species from the group, and builds this into a poster including photos and other information for that species (Task 3.1). The other graphs from the group not included on the poster, assuming they are accurate, should be kept and made available around the room during lesson four. NOTE: This poster activity should take no more than half of the lesson.	It is important to make sure that pupils have a clear idea of what the poster and other graphs will be used for in lesson 4, as this will drive the activity and influence the ways they are presented.	Pupils should ensure the focus remains on mathematical accuracy while producing their posters. This should not be sacrificed to focus on presentation.
To receive an orphaned joey and begin the rescue process	5. Each pupil is given a Orphaned Joey Card and an “orphaned joey” from generating your joey software (i mportant information for teachers about using generating your joey software). Important information for teachers about using generating your joey software. The generating your joey software contains 49 unique joeys from 5 species. The images have important information on them that will appear when printed but not when viewed on the screen. This information includes an identifying number so the teacher can check if the pupil has correctly identified their joey, the joey's weight and a scaling factor. Due to the large size of some joey's when printed they have been scaled at a 1:2 factor. To correctly print the joeys and ensure that they are not re-scaled to fit the page the following settings need to be adhered to: Page scaling is set at None, and Comments and forms is set at Documents and stamps. This will ensure that the image is not resized and that the weight and number are printed. Close Box Using the sample images in their Record Booklets as a guide, pupils carefully measure the foot and tail lengths and record these. Pupils fill in the measurements beneath “My joey” (Task 3.2). Other details will be completed during the next lesson. Measurements need to be accurate, and pupils may need to be shown: How to do these measurements. Correctly measuring the foot and tail length of a joey. Close Box	The generating your joey software randomly selects the image of one of 49 different joeys. For the younger joeys, the image is life size and labeled Scale 1:1, for older Joeys, the image is half size and labeled Scale 1:2 – for these photos the measurements will need to be doubled. If a pupil loses or damages the joey image, the teacher can print another copy (provided the joey number is known) from the 49 Joeys (images).	TL8: Is this really all worthwhile? – The Pivotal Lesson TL8: Is this really all worthwhile? – The Pivotal Lesson These vignettes are written by two members of the writing team, both of whom taught the lessons. The message here is for teachers to persevere - and to reflect on the overall sequence lessons at the end of the case. Teaching the case, twice or thrice, improving on the teaching method each time, would obviously be ideal. Teacher 1 During my two experiences teaching this case and then watching a colleague teach this case, there was a pivotal moment during lessons three and four where the case “came alive”. When pupils had completed the preliminary background work and took possession of their own joey to save, the case appeared to become more meaningful and personalised for the pupils. The pupils appeared to enjoy some independent work at this stage and were able to work with more freedom for an extended period. From a teacher’s point of view, it was good to be able to watch the action take place and listen to the rich discussions between pupils as they applied their skills and overcame mathematical problems in a genuine real life context. Teacher 2 I taught the case to a mixed ability group. I spent a lot of time preparing the first two lessons, ensuring that I had kangaroo photos, worksheets, overheads, and large sheets of brainstorming paper. I had taught this particular class of pupils for the whole year, and so I felt confident that this would be an activity that firstly, they would enjoy doing, and secondly, that they would really see how maths could be used as a tool to solve a real-life problem. Lessons 1 and 2 were hard work, and at the end of Lesson 2 I felt quite disappointed with the pupils’ lack of understanding of the maths which was being used to solve the problem and lack of enthusiasm. They had seemed to participate in the activity more because they were the type of class who just ‘did what I asked, mostly without question’ – rather than because they were really enjoying what they were doing. It was with great effort that I planned the next 3 lessons, trying to think about how I could get the pupils to become more actively and passionately involved. Lesson 3 changed all of that. Once I had set the tasks, the pupils came ‘alive’ – they suddenly seemed to understand what I was trying to do with them, they took a personal interest in the fate of their joey - and their graphs and measurements immediately became meaningful. Rich and varied discussion followed. This enthusiasm carried throughout the remainder of the case. Other teachers have also commented on the same pattern emerging in their classes: starting with important background, but hard work for the teacher and the pupil, and then, as if by magic, the “pivotal lesson”, the lesson in which the pupils meet their joey and ‘come alive’. The “Pivotal lesson” – as described by a third teacher (L) to one of the writing team (P) P – tell me about your pivotal lesson L – when the pupils did the first graph representing the growth of their joey – they were really into it P - what were the differences between this lesson and the previous lessons? L-They worked the whole lesson – they did their graphs. P - how were the kids responding differently? L – they were really engaged – I don’t know why. Maybe it was because I understood the project a bit better by then – so my better understanding therefore was passed onto the pupils– the first lesson was quite rushed in terms of preparation– I did not really understand what I was doing with the first lesson P - so in the WOW lesson you felt as if you knew what you wanted to get through, knew what you wanted your end point to be L– yes Close Box
To personalise the process.	6. Pupils are encouraged to compare these with other pupils’ joeys’ data, and are reminded that these measurements will be needed for lesson 4.	The comparison between joeys is an informal activity only, encouraging pupils to develop some ownership of their joeys.
To develop an awareness of the mathematics involved in this case, and of this approach to learning mathematics.	7. Pupils spend a few minutes at the end of the lesson completing their Record Booklets.	This may be completed at home if the teacher is confident pupils know how to complete the Task independently.
	Homework: Complete Tasks and ensure record booklets up to date.