Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 10:00am – 10:50am Students’ Prior Knowledge:

Date: 25th Oct 2019
Learning Area:
- Science, Design and Technologies
Strand/Topic from the Australian Curriculum
Science
- Living things have life cycles (ACSSU072)
- Living things depend on each other and the
environment to survive (ACSSU073)
Design and Technologies
Suitability and safe practice when using materials, systems
and components for a range of purposes (ACTDEK013).
Students should have a basic understanding that living
things form part of the systems of the earth, and each
living thing plays an important role in maintaining our
environment.
Students should be able to work cooperatively with
their peers and provide constructive feedback to their
classmates.
Students should be able to use their creativity and
imagination to create a visual representation of a real-
life scene using hands-on materials.

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)
This lesson links to the sustainability aspect of the Australian Curriculum, focusing specifically on the relationships of
living things, in this case, honeybees. Upon completion of this lesson it is aimed that students will develop
observation skills to examine the relationships of honeybees to the processes of the natural environment. Upon
completion of this lesson it is hoped that students will have developed an understanding of the importance of using
science to predict possible effects of human and other activity and to develop management plans that minimise these
effects.
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

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:

• Observe the school grounds for plants and/or areas that would be an ideal living situation for a honeybee.
• Draw a sketch that will be used as a guide for creating a diorama of the ideal habitat for a honeybee to live
and survive.
• Discuss in pairs improvements that could be made to each other’s diorama sketches in the form of two stars
and a wish.

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Teacher’s Prior Preparation/Organisation:
- Create an observation record sheet (see attached)
- Print 26 copies of the observation sheet
- Ensure each student has a pencil and eraser
Provision for students at educational risk:
- Students who struggle to draw due to fine
motor skills can take an iPad around the
school and take photos of areas they think will
be suitable for a bee to live.
- Students who have difficulty visual or hearing
difficulties will need to be within close range of
the teacher during majority of the lesson.

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)

Resources/References
Time Motivation and Introduction:
Align these with the
2mins 1. Call all students to the mat group by group. segment where they will
be introduced.
2. Explain the focus for this lesson and the task students will be
completing.
4mins 3. Focus on the learning objectives and success criteria for the
lesson. Students can read the learning objectives and success
criteria aloud as a class.
a. Learning Objectives:
i. I will walk in a group with my class and observe the Whiteboard to write the
school grounds for areas that would be suitable for learning objectives and
success criteria on
a bee to live and survive with minimal harm risk.
board.
ii. Using this information, I will draw a sketch of a
design that I think will be safe for a bee.
b. Success Criteria:
i. Look very carefully at the different types of plants
and areas of water in the school.
ii. Draw detailed drawings of what you see and
annotate it.

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 4. Check for understanding that students know the meanings of the
words ‘annotate’, ‘minimal’, and ‘observe’.

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

3mins
1. Once students are aware of the aims for the lesson hand each 26 printed copies of the
observation template. 1
student a copy of the observation template, ask them to get a
pencil and 1 eraser per
pencil and an eraser and line up outside with hats on ready to student.
observe the school grounds.
2. Walk students around the school oval and any other areas where
15mins
there is a large amount of bushland or nature areas and with each
stop allow some time (approximately three minutes) for students to
draw and annotate what they can see.
a. Ensure that all students are supervised at all times. If
required, a parent helper could be asked to come and
assist for this part of the lesson.
1min
3. Once the observation time is complete and all students have some
information on their observation templates, students return to class
with teacher.
4. Students sit at desks with their completed observation templates
and await further instruction.
2min
5. Teacher explains to students that using this information they will
need to draw what they believe an ideal bee habitat would look like.
a. Instigate recall of the word habitat by asking a student in
the class what the word, ‘habitat’ means.
6. Group leaders get out their technology and design books and pass One design and
technology workbook
them around to peers.
per student, for use
10mins 7. Allow some time for students to draw their sketch, this is an during the whole school
year.
individual activity so there should be minimal talking.
6mins 8. Students then swap sketches with the person sitting next to them
(3mins per
partner) and look at the sketch thinking of two stars and a wish (two things
that they like about it, and one thing they think could be improved)
to give as feedback to their classmate.

5mins Lesson Closure:(Review lesson objectives with students)

1. Review lesson objectives with students by conducting a class
discussion.

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 2. Teacher chooses one person from each desk group to tell the rest
of the class one thing they included in their sketch of an ideal bee
habitat and why they included this feature.

3mins
Transition: (What needs to happen prior to the next lesson?)
1. Students glue their observation template on the page following the
Students glue sticks
sketch in their design and technology workbooks. (individual)
2. These workbooks must then be collected by the group leaders and
packed away for use during the next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)
Assessment
takes place 1. Peer Assessment – two stars and a wish conducted during the
during the last step of the body of the lesson.
lesson.
2. Anecdotal Notes Assessment – teacher records observation
Anecdotal notes grid (for
notes on the detail of students sketches and their level of teacher use only)
understanding regarding the lesson objectives (see grid for
anecdotal notes attached).

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Appendix 1: Anecdotal Notes Assessment

Lesson Objective: Draw a sketch that will be used as a guide for creating a diorama of the ideal habitat for
a honeybee to live and survive.

Key:
____ = Student demonstrates sound understanding of the purpose, to design a safe habitat for bees to live
and survive.
____ = Student draws with detail and obviously puts thought into each aspect of the design.
____ = Student uses ideas from observing school grounds and puts these ideas into practical use.
(record student responses)

Sarah Jake Jack Taylor Alex

Winston Eric Matt Tom Hannah

Emma Emily John Isla Brianna

Johanna Kate Robert Richard Brittany

Sharon Oliver Jessica Lucy Ruby

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 Appendix 2: Observation Template

Observation of My School Grounds

Area 1: Area 2:

Area 3: Area 4: