Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 2:00- 3:00pm Date: 25/10/19 Students’ Prior Knowledge:

Learning Area: Design and Technologies Work independently, or collaboratively when

required, to plan, safely create and communicate
Strand/Topic from the Australian Curriculum
sequenced steps (WATPPS20)
TECHNOLOGIES AND SOCIETY
Ways products, services and environments are designed to Develop and communicate ideas using labelled
meet community needs, including consideration drawings and appropriate technical terms (WATPPS17)
of sustainability (ACTDEK010)
Ways products, services and environments are
SCIENCE:
designed to meet community needs (ACTDEK010)
The natural resources (e.g. water, timber, minerals)
provided by the environment and different views on how
they can be used sustainably (ACHASSK090).

Processes and production skills

Develop negotiated criteria to evaluate and justify design

processes and solutions (WATPPS31)

Develop and communicate alternative solutions, and follow

design ideas, using annotated diagrams, storyboards and
appropriate technical terms (WATPPS29)

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
competence
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:

• Design and sketch a vertical garden made entirely out of recycled, reused and natural items
• Label design with all materials/ measurements and plants needed to create the final design.

1
Teacher’s Prior Preparation/Organisation:
o Create example PowerPoint of vertical gardens
o Practice example of a design and make a list of
expectations
o Design and material sheets printed
o Trim the edges of worksheets prior to students
completing them
o Print out early finisher work sheet
Provision for students at educational risk:
Scaffolded learning: Instructions on eBoard, at desks and
verbally given.
Visual reminders/ rubric with success criteria while
exampling expectation
Hand a checklist to lower ability students
Hand our rubric to higher ability students
Struggling students seated at the front of the classroom to
be taken though design step by step.

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

Resources/References
Time: Motivation and Introduction:
1. Students make their way to the mat at the front of the class room, where “Good Morning class today we
2:00pm
they will sit, and the class will begin. are going to be designing our
2. Watch introductory video ‘Sustainability as a Fairy vertical gardens!”
Tale’. https://www.youtube.com/watch?v=fKWQuU0sHPw
Power point and youtube video
3. After video, recap last lesson and why it is important to live sustainability
and the types of materials we should use less of.
4. Show the class some examples of vertical gardens on the board, discuss the Markers and white board
recycled materials and natural resources used a to create the design
5. Display the types of plants with short roots and explain the importance of
these plants having enough root space to survive.
6. Draw an example design on the board highlighting the expectations for the
design e.g.
o Ruler used for lines
o Labelled materials and plants Call for attention:
o Estimated measurements Count down from 5 to get
2:10pm Brain Break depended on student’s body language students attention

Students are sent back to their desks to complete the activity

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

Students misbehaving with
1. Hand out materials worksheet. surface pros will have their
privilege of using on taken away.
2. Students use surface pros to research the types of plant and
materials and recycled items they would like to use for their design.
3. Once completed the worksheet, students can begin sketching their
designs on the given worksheet. Targeted Feedback:
4. Remind students of expectation for design and leave an example I like the way you have thought
about the answers.
vertical garden up on the PowerPoint.
I like how carefully you are
2:25pm working.
Give 5-minute warning before gallery walk:
5. Students wonder around the room and look at peer’s work. Call to attention:
6. On return to desk student have another 10-15 minutes to add any Class, Class
Yes, Yes
changes to their design.
2:45 pm
Give 5-minute warning before end of activity:

2
 Explicit clean up instructions Call to attention:
“Waterfall”
“shhhhhhh”
2:50pm Lesson Closure:(Review lesson objectives with students)
Students gather on the mat
Use flower name pot to ask students questions at random Flower name pot
o What was the most challenging part of designing your own vertical
garden? Differential questions depending
on child’s ability
o What did you enjoy the most?
o Did you add anything to your designs after the gallery walk? If so
what was it and why?
o What still needs to be done before we show our designs to the
principal?
Next lesson we will be adding some finishing touches to our designs (colour
3:00pm etc,) and showing the principal.

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

o Students start bringing large plastic bottles from home
o Design work sheets will be marked, and suggestions will be written on
the back.

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

Diagnostic assessment through discussion.

Formative assessment through traffic light checklist.