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Appendix 1


Year Level: 6 Time: 12:00-1:00pm Date: 19/10 Students’ Prior Knowledge:

Learning Area: Design and Technologies

Strand/Topic from the Australian Curriculum Characteristics and properties of a range of

How people address competing considerations,
materials and components, and the suitability
including sustainability when designing products,
and safe practice of their use (ACTDEK023)
services and environments for current and future use
(ACTDEK019) Identify available resources (WATPPS28)
Characteristics, properties and safe practice of a range Develop negotiated criteria to evaluate and
of materials, systems, tools and equipment; and justify design processes and solutions
evaluate the suitability of their use (ACTDEK023)
Design, modify, follow and represent both
Work independently, or collaboratively when
diagrammatically, and in written text, alternative
solutions using a range of techniques, appropriate required, to plan, safely develop and
technical terms and technology (WATPPS35) communicate ideas and information for
solutions (WATPPS32)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Demonstrate evidence of modification to their plans
 Find solutions to problems that may arise
 Demonstrate collaboration within their group and the class to solve problems

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
Three A3 pieces of paper Limited writing on the board to help student with
Ipads and QR codes to allow students to access the design dyslexia
brief Collaborative work to help the student with an
intellectual disability (has help from their group
member and the teacher)

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Motivation and Introduction:
Students sit on the mat
12:00- Teacher explains to the students that today will be the first day of designing
12:05 their communities. The teacher asks the students to think of what features the
community should have? The teacher then explains the features that they will
need (roads, two community features, houses, sustainable energy and
sustainable waste)
The teacher then splits the students into three groups and they are given one
piece of A3 paper and some coloured markers and each group creates a
brainstorm. One group on the features of a community, one group on types of
12:13 sustainable energy and another group on types of sustainable waste
management. The groups collaborate on the ways the features they can
remember from the previous three lessons.

12:12- Students return to the mat and the teacher asks the groups to place their
12:15 brainstorm on the board, the teacher explains that this will be available to the
students over the next three lessons to look at, so the students can have
assistance to find the features that they need.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Students begin to design their communities, this can be done on A3 pieces of

paper or on graph paper. The students are encouraged to collaborate with
other students to help to solve their problems. The teacher walks around the
room checking the students plans to look for their modifications and the proof

that they are solving problems, as well as asking students questions about
what issues they may have.
Students can look at the board to see what features they need to include in
their plans. They can also collect QR codes and the iPads if they feel the need
to access the design brief.

Lesson Closure:(Review lesson objectives with students)

Students come back to the mat

Teacher asks the students to find a partner different to the one they are
12:50- working with, to share some problems they are currently having and what they
1:00 could do to solve them. They can also discuss some of the problems that they

The students then write one problem they are having on the board. This will be
on the smartboard in the next lesson so at the end they can discuss how they
solved the problems they are having.

Transition: (What needs to happen prior to the next lesson?)

Students are dismissed for lunch.

Assessment: (Were the lesson objectives met? How will these be judged?)

Students will be assessed on how well they work together. Teacher picks a
group of students to make anecdotal notes on how they are meeting the lesson