Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 1.30 - 2.30 Date: Students’ Prior Knowledge:
 Communicate and discuss design ideas
Learning Area: Design technologies and science through describing, drawing, modelling
and/or sequenced steps
Strand/Topic from the Australian Curriculum  Living things can be grouped on the basis of
observable features and can be distinguished from
Design technologies non-living things (ACSSU044)
Technologies and society
Ways products, services and environments are designed to
meet community needs (ACTDEK010)

Science
Planning and conducting
With guidance, plan and conduct scientific investigations to
find answers to questions, considering the safe use of
appropriate materials and equipment (ACSIS054)

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:

 Investigate the people and processes of food production
 Justify why a vegetable patch is sustainable for the use of the school
 Discuss and explain the materials and function of the school vegetable patch

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

 Youtube video - youtube.com/watch?v=- Student with learning difficulties
GY1mHiRHmU&feature=youtu.be  Student who may have learning difficulties can
 A4 worksheet have alternative demonstrate their answers for
 Task sheet the task sheet through drawing or orally
demonstrating their understanding through a
voice memo.
High achievers
 Student who can accomplish this task and
handouts with less guidance can form their own

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group in the classroom to discuss the task sheet

questions.
 During the KWL and think, pair, share tasks ask
these students to share their ideas to the class.
Lower achievers
 Student who have more difficulty with the task can
follow along with the teachers ideas or form a
smaller group with the teacher to help guide
inquiry.

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:

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

Resources/References
Time Motivation and Introduction:
Align these with the segment
This is lesson 3 of 8
where they will be
introduced.
1:30pm 1. In this lesson students will be investigating how to become sustainable
in the school environment and why this is important.
 Where does our food come from?
 What can the school do to become more sustainable?

2. Reference sustainable development goal 12- , ‘responsible

consumption and production. ’
 State that 1/3 of the world’s food is discarded
 Define overproduction and consumption

3. Introduce the lesson with a question for students to reflect on: Do you
know where your food comes from?
 Allow students to reflect on the questions and answer accordingly.

4. As a class, student will complete a KWL chart. Allow students to

brainstorm as a group for 5 mins for the ‘know’ and ‘want to learn’
columns.
 Discuss, what students know about food production and where it
comes from.
 Is food production sustainable?
 Who’s involved in the production of food?
 What do you want to find out?
5. Ask each group for their questions and write them up on the board.
Discuss any interesting questions that are interesting or may lead to
the topic in the lesson.
1:40pm
Lesson Steps (Lesson content, structure, strategies & Key Questions):
6. Show students the video – Lunch Box Legends youtube.com/watch?v=-
 After the video has played revise the KWL and add any additional GY1mHiRHmU&feature=youtu.be
information student have learnt.
 What did you learn from this video?
 Who’s involved in the production of the ingredients in the
sandwich?

1:45pm 7. Explain that there are many people and processes involved in the
making of food and there are more sustainable ways of doing so.
 Link this idea to the canteen and investigate what the canteen
might need to do to get their food.

8. Referring back to sustainability. Ask students, How can our class help
the school and the canteen become more sustainable?
 Reference the ideas that were brought up in the brainstorm in the
previous lesson.

9. Explain that the project students are going to complete over the next
few weeks will be growing and producing vegetables for the canteen to
use in their cooking and for the class to use.

11. Think, pair, share - Why would a vegetable garden be sustainable

rather than have food delivered form an external source?

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 Producing one’s own food limits over production and provides

adequate amount of food for the persons involved.
 Students can think and discuss in partners.
 Ask students to share their ideas with the class and write them on
the board to reference later.

2:00pm 12. As a class, begin to create inquiry questions to support student

learning to create a task sheet.
 Consider questions like:
i. Why is a vegetable patch sustainable?
ii. What do material do we need to build a vegetable
patch?
iii. Where in our school is there enough space to grow a
garden? Task sheet
iv. What equipment will we need?
v. What plant can could we put in our vegetable patch? A4 worksheet
vi. What do we need to do to keep the vegetable patch
alive?
 These questions will be featured on the task sheet and handed to
the students. As a class discuss each question and allow student to
investigate and write answers down for themselves.
 Give students 20 mins to complete the task sheet
 On a separate A4 worksheet students are to complete a sketch/
design of their vegetable patch and what vegetables they would
want inside. (labelled)

Lesson Closure:(Review lesson objectives with students)

2.20pm
13. Students will be grouped into partners by the teacher. Students are to
use their task sheets and A4 sketches to:
 Justify why a vegetable patch is sustainable for the use of the
school
 Discuss and explain the materials and function of the school
vegetable patch

2.30pm Transition: (What needs to happen prior to the next lesson?)

Next lesson, students will be given a vegetable to research by the teacher.
They are to answer the following question on their inquiry worksheet.
 Where does the vegetable grow?
 Does the plant grow in sunlight or shade?
 How much water does the plant need?
 Students have individual worksheets but complete the task in
groups of the same vegetable.

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

judged?)

 Collect the task sheets and A4 worksheet sketches.

 Evaluate students during the lesson closure on their understanding
by questioning their design and chosen products for their garden.
 Create anecdotal notes on each student in conjunction with the
handouts and observations during the lesson

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Sustainability:

Sustainability is one of the three cross-curriculum priorities of the Australian Curriculum. The
Australian curriculum places emphasis on the Sustainability as it is relevant across all learning
areas and subjects (ACARA, 2012). In my lesson plan and programme I have incorporated the
learning areas of Design Technologies and Science. These learning areas are suitable for the
tasks I have created as students learn about the processes and production of growing fauna, in
particular, vegetables (science - (ACSIS054)) and how this can contribute to living more
sustainably in the school community (digital technologies - (ACTDEK010)) . Furthermore, the
lesson created “… develop(s) the knowledge, skills, values and world views
necessary to contribute to more sustainable patterns of living” (ACARA,
2012). Students learn how plants are grown, what materials are needed to do
this and why growing and producing vegetables is a sustainable option.
Moreover, these lessons relate to Sustainable Development Goal twelve,
‘responsible consumption and production’. According to the United Nations
(2016), “Each year, an estimated 1/3 of all food produced…ends up rotting in the bins of
consumers and retailers, or spoiling due to poor transportation and harvesting practices.”

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Through the production of the school community vegetable patch, students learn that producing
food for the school canteen, is sufficient, reduces over-production and limits waste. This task
can be further developed to comply with Health and Physical Education (nutrition), Humanities
(geography) and English (literacy). Overall, this task enlightens students to the three key
concepts of Sustainability; systems, world views and futures (ACARA, 2016)
through investigating why the vegetable patch is sustainable, how it can help
the school community and reduce over-production.

References:
ACARA. (2019). Sustainability. Retrieved 21 October 2019, from
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/

United Nations. (2019). Sustainable consumption and production. Retrieved 21 October 2019,
from https://www.un.org/sustainabledevelopment/sustainable-consumption-production/