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Appendix 1


Year Level: 2 Time: 2pm-3pm Date: 20th/10/18 Students’ Prior Knowledge:
 Students will have previously been exposed to
Learning Area: Technologies- Design and Technologies/ ACTDEK001 in Foundation and Year 1 and
Science- Chemical Sciences will possess some understanding of how
Strand/Topic from the Australian Curriculum products are created to meet local and
community needs.
Knowledge and Understanding  Students will be familiar with the design
Technologies and Society process including investigating, designing,
creating to evaluating. (WATPPS11,
People design and produce familiar products, services and WATPPS12, WATPPS13, WATPPS14)
environments to meet local and community needs.  Students will be familiar with the expectations
for group work and are learning to take turns,
(ACTDEK001) listen to their peers’ ideas and contribute to
Processes and Production Skills discussions. (ACELY1666, ACELY1789)
 Students can identify the natural features of an
(WATPPS11, WATPPS12, WATPPS13, WATPPS14) environment (ie. garden) and describe ways
that it can be cared for. (ACHASSK031)
Science- Chemical Sciences
 Students are beginning to understand that
Different materials can be combined for a particular
living things have needs and live in
purpose (ACSSU031)
environments where those needs are met.
 Students are beginning to identify how
different materials are used for a given
purpose. (ACSSU031)

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 OI.7 Actions for a more sustainable future
reflect the values of care, respect and
responsibility, and require us to explore and
understand environments.
OI.9 Sustainable futures result from actions
designed to preserve and/or restore the quality
and uniqueness of environments.
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:

 In small groups, explain why the class should create bird feeders using Padlet.
 In small groups, select appropriate materials for a bird feeder from a collection of pictures.
 In small groups, provide justification of their selection of materials in a short, written statement.

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
 Locate Riki’s Birdhouse by Monica Wellington and  Students will be split into mixed ability groups
formulate key questions. to provide opportunities for higher ability
 Ensure the Smartboard is working and pre-load the students to adopt a leadership role and lower
class Weebly. ability students benefit from the interaction with
 Design a Weebly with links to student resources, their more able peers.
focus questions and a survey for assessment  The tasks are quite open ended in nature and
purposes. allow students to engage at their own level.
 Print out small QR codes linking to the Weebly.  A visual timer is used to support a child with
 Ensure the iPads are fully charged and connected Autism Spectrum Disorder to transition
to the Internet prior to the lesson. between activities.

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

Time Motivation and Introduction:
2pm Students will return from lunch and sit down on the mat. The teacher will read Riki’s Birdhouse by
aloud Riki’s Birdhouse by Monica Wellington. After reading the text, the Monica Wellington
teacher will ask the following key questions.
Key Questions:
1) What did Riki do in order to attract the birds to his garden?
2) What things might a bird need to survive?
3) What benefit might birds bring to our garden?
4) How might we attract birds to our garden? What could we design that
2:15pm would help them meet their needs?

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

On the Smartboard, the teacher will bring up the Design Brief located on the Smartboard
Student Page on the Design and Technology Weebly. The teacher will read
aloud and explain the Design Brief to the class. The teacher will ask the
students if they have any questions about the design brief or what they will be
doing over the coming weeks.

On the Smartboard, the teacher will bring up Lesson One on the Student Page
on the Design and Technology Weebly and explain to students what they will
be doing during their independent research time.

Students will be called up in pre-determined groups of three and each group

will be given a QR code with the link to the Weebly. Students will be directed to QR Codes
2:25pm an iPad and allowed to select flexible seating. This will be a common practice iPads
in the classroom and students will be familiar with the expectations for using
flexible seating.

Independent Research Time

Visual Timer
Students will be given 20 minutes of independent research time. The teacher
will scaffold this research by providing a series of steps to complete on the
Weebly page and links to resources that the students should make use of in
their research. A visual timer will be displayed on the board for the 20 minutes
to help students manage their time.

Students will progress through the activities on the Weebly Page which
-Watching a video created by the teacher using Chatterpix, outlining the need
for creating bird feeders. Students will be encouraged to discuss the purpose
behind making the bird feeders in their groups and write a short statement in
Padlet that can be assessed.
-Watching a short YouTube Video that shows examples of bird feeders created
by other children. Students will discuss in their groups the types of materials
selected and advantages of these materials.
-Answering a short survey. Students will discuss and select materials from a
selection of images that would be appropriate for creating their bird feeders. In
small groups, students will answer two written questions justifying their
selection/non-selection of materials. The survey will form the basis of the
teacher’s assessment for the lesson and links to the Chemical Sciences

During this independent research time, the teacher will walk around the
classroom, assisting students to read the questions and engaging in discussion
with the students. Key questions could include:
1) Why do you think that we should build bird feeders?
2) What materials might you make your bird feeder from? Why?

2:45pm Once the visual timer goes off, students will return their iPads to the trolley and
sit down on the mat where the teacher will lead a class brainstorm.

Lesson Closure:(Review lesson objectives with students)

As a class, they will create a list of important features for a bird feeder on the Smartboard
board, which the teacher will scribe.

Possible important features could be:

-The material is strong and won’t be damaged by rain or the wind.
-The material is light enough to hang from a tree.
-The material is big enough for the birds to land on and fit bird seed inside.
-The bird feed is accessible to the birds.
-The bird feeder is bright and colourful to attract the birds.

Next week students will be producing three designs for their bird feeders and
2:50pm should think about the materials they could use in the week.

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

Students will need to stack their chairs, pack away their pencil cases and get
their school bags ready for hometime.
Assessment: (Were the lesson objectives met? How will these be judged?)

Students will be assessed using their written statements on Padlet and the
Quiz. Please see attached checklist. The teacher will also engage in informal
observation whilst students are working.

Design and Technology- Lesson One: Research (Assessment Tool) 20th/10/2018 2pm-3pm

Lesson Objectives:
 In small groups, explain why the class should create bird feeders using Padlet.
 In small groups, select appropriate materials for a bird feeder from a collection of pictures.
 In small groups, provide justification of their selection of materials in a short, written statement.

Group Members: Achieved

Students contributed one reason for building a bird feeder to the class Padlet. YES/NO

Students selected appropriate materials to construct the bird feeder. YES/NO

Students were able to justify their choice of materials. YES/NO