Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 6 Time: 1:30-2:45 Date: 25/10/19 Students’ Prior Knowledge:

- Students have already completed one
Learning Area: Design Technologies design project this year.
- Students can describe contributions of
people in design and tech occupations.
- Students have created design
solutions for each of the
prescribed technologies contexts.
Strand/Topic from the Australian Curriculum:
Investigate how and why food and fibre are
produced in managed environments and
prepared to enable people to grow and be
healthy (ACTDEK021)

Negotiate criteria for success that include

sustainability to evaluate design ideas, processes
and solutions (ACTDEP027)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and creative Ethical Personal Intercultural
competence thinking behavi and Social understandi
In this lesson students our competence ng
will be seeking
solutions to the
problem of food
wastage and
suggesting an idea
such as zero waste to
solve the problem.
Students will also be
using their
metacognition to
predict how they
might solve the
problem as well as
organise and process
information into a
visual manner.
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Australia’s Sustainability. In this lesson
Islander histories and cultures engagement with Asia students will be exploring the
issue of waste and creating a
solution which focuses on more

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 sustainable patterns of living as
well as being future-oriented.
Students will also be considering
how can they measure the
sustainability of their design.
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:

• Describe considerations that will need to be achieved in their project.
• Create a criterion for success which includes sustainability considerations.
• State the main idea of zero-waste, being no/limited trash being sent to landfills.

Teacher’s Prior Preparation/Organization: Provision for students at educational risk:

- 26 copies of design brief for students (1 - The student with dysgraphia will be
being enlarged) supported when creating their criteria
- Chef costume for success as they will be paired with
- Teacher to pre make 2 recipes a student strong in writing. This pair
o Pancakes will also be encouraged to use a
o Rice paper rolls graphic organiser for their success
- Pre-load MasterChef theme song criteria to help reduce the writing load.
- 15 iPads (1 iPad per pair + 2 spares) - The teacher will extend the stronger
- 26 copies of exit slip students by providing them with less
- Timer assistance when completing their
design brief. The teacher will also
encourage them do create a levelled
rubric for their criteria of success.
- A student with vision impairment will
require seating close to the board and
will have their design brief enlarged for
them. The teacher will also ensure
they provide clear verbal instructions,
and all handwriting on the whiteboard
will be in large font.
- Teacher to circulate the room to
monitor independent students.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
- What could be done differently next time?
- Were students able to create a criterion for success?
- Will I need to go over the consideration of achievement again?
- Where students able to understand what zero-waste is?

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Teacher self-reflection and self-evaluation:
- Were the students engaged with the activity?
- Was the activity achievable for level of ability?
- Were the objectives met?
- Were students able to work in their pairs appropriately?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Resources/References
Time Motivation and Introduction:
Chef’s costume.
Teacher will dress up as a chef.
1:30 Teacher will leave lots of waste around the room from cooking. Teacher to leave
rubbish from cooking
1:31 Students gather on the floor. around the classroom.
1:32 Teacher greets students with MasterChef theme song and by
saying: Pre-load MasterChef
theme song.
“Today we are going to be starting our MasterChef
project for this term. This term in pairs, you will be
creating a menu for your ideal restaurant. To give you
some inspiration on possible items to make, I have
created 2 dishes for us all to try.”
Teacher’s pre-made
1:33 food.
Students will try the food the teacher made.
1:40
Students will regather on the floor.
Teacher will say:
“Now, did anyone notice the something different about
the classroom from me cooking? Does anyone else
see this as a potential problem? Should we come up
with a solution for this?”
Answer should be
- There was a lot of rubbish leftover from the cooking.
- Yes, this is a problem and we need to find a solution.

1:42
Teacher will say:
“We are going to brainstorm as a class possible
solution to our problem of lots of waste. Can anyone
think of how we can link our problem to what we have
been learning in science?”

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 Answers could be
- Re-using same ingredients.
- Using less ingredients.
- Zero-waste.
- Sustainable goal 12.

1:42 Teacher and students will brainstorm.

Lesson Steps (Lesson content, structure, strategies & Key

Questions):
1:47 Teacher will say:
25 copies of design
“Now we are going to go through our design brief. Can
brief. 1 enlarged copy
everyone please move back to their desks in a minute
for visually impaired
and I will need two volunteers to hand out the design
student.
briefs to everyone.”
1:47 Students will move back to their desks and be handed a
1:48 copy of their design brief.
Teacher will load design brief on the interactive whiteboard.
1:48
Teacher and students will go through the design brief.

Key questions to ask when reading design brief:

- What is zero-waste?
- What do we remember about sustainable goal 12?
- How could we evaluate that our menus are
successful, could we use our criteria?
- What approaches would you need to use to create
your design?
- Do you think we should all measure waste after
cooking to evaluate how much we have?

1:58 Teacher will say:

“For our first lesson, we need to form pairs, and for
Pre-pared list of
this activity I have already organised the pairs. When I
student’s pairs.
call your name, I want you to stand up find your pair
and go sit next to them.”

Teacher call out pairs. Students form pairs and sit next to
each other.
1:59
Teacher will say:
2:02

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 “Who can share with us what they believe to be zero-
waste? Does anyone want to come up an write it on
the whiteboard?”
Answer could be/ extra information provided by
teacher
- Zero waste is a set of principles focused on waste
prevention.
- The goal is for no or minimal trash to be sent to
landfills.
- Zero-waste living helps people live more sustainably
by reducing their waste.
- Links to sustainability as it refers to the idea that
human activity should be guided by the principle that
2:04 the effects of the environment and future generations
should always be considered.”

Teacher will say:

“Today, in your pairs you are going to create your
criteria for success. Remember last term when we
made our solar powered ovens, I gave you a success
criterion? Does anyone remember the types of
statements it had on there? [Teacher will write the
correct responses on the board, for students to come
back to]
Answer should be
- Was your design successful?
- Describe how your design worked?
- How could I improve?
- What have I learnt about solar power?
- What strategies helped me best?
- Did I correctly and independently create an oven?
2:08
Teacher will say: 15 iPad.
“When you are creating your success criteria, it is
important to remember the focus of the project which
is to create a zero-waste menu. Remember when
writing to be specific, use adjectives, it needs to be
measurable, and you must also consider how
sustainability will be included in your design. You will
create your criteria for success on the iPad in any
form that you choose. For example, you can use a
rubric, checklist, ratings, graphic organiser or an idea
2:10 of your own.”

Students will create success criteria.

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 Teacher will circulate the room helping students to complete
their criterion for success as well as providing immediate
2:25 feedback on their criteria.
2:27
Teacher will give students a 2-minute warning.
Timer
Teacher will then say:
“In your pairs you will now play Round Robin. During
the roundrobin you are going to share what you
included in your criterion for success. You will have 1
minute each to share and then you will swap to
2:28
another pair.”
2:34
Students will complete Round Robin.

Teacher will say:

2:37 “You now have 5 minutes to go make any changes to
your design brief.”

2:39 Teacher will give students a 2-minute warning.

Lesson Closure:(Review lesson objectives with students)

Teacher will say:
“Now can everyone make sure that their names are
on the success criteria and bring it up the front to me
2:40 and then go back at your desk.”
26 copies of exit slip.
Teacher will say:
“To finish off our first lesson of our exciting
MasterChef madness project, we are going to
complete an exit slip. In this exit slip you will need to
answer the three questions and then com place them
on my desk. Can all the boys, please come and
collect the slip. Now the girls.”
2:41
Students will complete the exit slip. Teacher will circulate the
room observing student answers.

Transition: (What needs to happen prior to the next

lesson?)
2:45
Teacher will say:
“Can everyone please go place their exit slips on my
desk and pack, stack and tidy their desks.”

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Assessment: (Were the lesson objectives met? How will
these be judged?)
Students will complete an exit slip at the end of the lesson.
The exit slip will assess both learning objective 1 and 3.
Learning objective 2 will be assessed using work samples. A
checklist will be made to clearly indicate the results of both of
these forms of assessment.

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 MasterChef lesson 1
Date: 25/10/19
Curriculum:
• Investigate how and why food and fibre are produced in managed environments
and prepared to enable people to grow and be healthy (ACTDEK021)
• Negotiate criteria for success that include sustainability to evaluate design ideas,
processes and solutions (ACTDEP027)
Objectives:
• Describe considerations that will need to be achieved in their project.
• Create a criterion for success which includes sustainability considerations.
• State the main idea of zero-waste, being no/limited trash being sent to landfills.
Assessment: Students will complete an exit slip at the end of the lesson. The exit slip
will assess both learning objective 1 and 3. Learning objective 2 will be assessed using
work samples. A checklist will be made to clearly indicate the results of both of these
forms of assessment.

Name L.O 1 students will L.O 2 students will L.O 3 students Comments
be able to describe be able to create a will be able to
considerations that criterion for state the main
will need to be success which idea of zero-
achieved in their includes waste.
project. sustainability
considerations.
o Describe in o Yes o Yes
detail a o No o No
consideration
o Describes a
consideration
o States a
consideration
o Describe in o Yes o Yes
detail a o No o No
consideration
o Describes a
consideration
o States a
consideration
o Describe in o Yes o Yes
detail a o No o No
consideration
o Describes a
consideration
o States a
consideration

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 Exit slip
Name: __________________
Question 1: What is one consideration you will need to achieve for your project
to be successful?

Question 2: What do you believe to be the most important consideration?

Question 3: In your own words, state what is meant by zero waste?