Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 10:00am – 10:50am Date: 22.10.2019 Students’ Prior Knowledge:

Learning Area: Science + Design & Technologies.
Strand/Topic from the Australian Curriculum
Design and technologies:
Plan a sequence of production steps when making
designed solutions individually and collaboratively
(ACTDEP018)
Critique needs or opportunities for designing and explore
and test a variety of materials, components, tools and
equipment and the techniques needed to produce designed
solutions (ACTDEP014)
Evaluate design ideas, processes and solutions based on
criteria for success developed with guidance and including
care for the environment (ACTDEP017)
Science: Living things depend on each other and the
environment to survive (ACSSU073)
• Students have previously collaboratively
worked on creating an assembly piece and
Arts piece.
• Science involves making predictions and
describing patterns and relationships
(ACSHE050)
• Living things can be grouped on the basis of
observable features and can be distinguished
from non-living things (ACSSU044)
• Consider the elements of fair tests and use
formal measurements and digital technologies
as appropriate, to make and record
observations accurately (ACSIS055)
• Recognise the role of people in design and
technologies occupations and explore factors,
including sustainability that impact on the
design of products, services and environments
to meet community needs (ACTDEK010
• Investigate the suitability of materials,
systems, components, tools and equipment for
a range of purposes (ACTDEK013)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Students will be Students will be competence creative thinking behaviour Social understanding
using literacy to using numeracy Students will need Critical and competence
articulate and for the recording, ICT competence creative thinking Students are
write the learnings testing and by the end stage will be working in groups
throughout this charting stage of of this project, the demonstrated by and therefore
project. the assessment. groups will be the expectation of need to be
creating an ICT creativity and respectful.
tool to show their thinking of new
reflection. innovative ideas.
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:

• Create and write three or more focus questions through KWL chart or another teacher approved form.
(ACTDEP017)

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 • Work collaboratively to begin to generate ideas and plan for the project. (Anecdotal checklist/notes)
(ACTDEP018)
• Write and explain the dependency animals have on others & the environment in two or more sentences
(ACSSU073).
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
Learning difficulties: Extra posters will be printed off for
• Create & test QR codes are working and ready.
Isaac and given to him so he is able to refer to them
• Make sure the internet is working when needed, teacher support will be given when
• Update WALT & WILF for the lesson. needed.
• Prepare anecdotal checklist/notes for lesson. High achiever: Wendy will be placed with other thigh
• Create exemplar & posters for class. achievers as to challenge her. If the group finishes
• Print off KWL chart. quickly the teacher will encourage the developing of
• Not for me, I choose green – Maria Godsey their plan.
• Parent letters printed out. Behavioural issues: Nicholas will be placed with
students suited to his needs; the other group members
will need to be mature students. If Nicholas is reactive
during this lesson, the group is able to work outside –
near the window so the teacher can see at all times.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Mode of Assessment: Formative – anecdotal notes and checklist during the lesson.

Teacher self-reflection and self-evaluation:

• Did the students find the lesson interesting and engaging?

• Could the students link their learning of the continents in relation to the book at the beginning of the lesson?
• Did the students work well in groups, ensuring even distribution of workload?
• Did the students understand the task at hand?
• What could be improved in this lesson?

[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
Safety: No particular safety precautions are needed for this lesson besides segment where they will
being aware of space as well as being mindful when walking with scissors etc. be introduced.
10 mins
Although will be safety precautions throughout the project.

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Gain attention of the students- advise students to sit with their bottoms on the Not for me – I choose
green by Maria Godsey
mat, their legs crossed and their arms in their lap. Advice students to move
book.
into their own spot – where they are not too close to another student.
Updated WALT & WILF.
1. The teacher will begin the lesson by reading the book ‘Not for me – I
choose green’. Before reading, the teacher will ask “What can we tell
from the cover page?”
2. Throughout the book the teacher will stop to ask questions such as;
3. Examples: “What are some other ways we can recycle?”, “What
negative impacts have you seen on the environment?” “How do you
think Luke will help the world?” “What adjectives would you use to
describe Luke?”
4. The teacher will now introduce the topic of sustainability; the posters
will be pinned on the whiteboard by the teacher now as a teaching Sustainable posters
aid.
5. “Sustainability helps better our environment which is our world. We Anecdotal
checklist/notes
can incorporate more sustainable behaviours simply in our everyday
lives.” The teacher will say.
6. A discussion will be made on everyday behaviours we can implement
QR codes.
(walking to and from school, re-using zip lock bags from lunch time,
cutting down meat intake).
Sustainable Susie
7. The students will have explained to them; like the animals in the book, costume
animals in our world depend on our environment and other living
things, if the world continues to deteriorate then animals will slowly go
excitant and the world will completely change. Explain that the
environment also needs animals, and this is why it is so important we TWINKL slideshow
take care of it.
8. The teacher will present a slideshow to aid the understanding of the
topic. Praise students or class who are sitting attentively.
9. In religion students have been participating in a ‘secret mission’. The
missions are a kindness task each week and the goal are to impact
enough people that the message spreads back to the teacher. For the
next three weeks, students are to try pick up three pieces of rubbish
each day – the religion teacher and ESTE teacher have
communicated and agreed prior to this lesson.
10. Students will be instructed when their name is called (using the pop
stick method), to receive a handout and go to the desk instructed (the

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 teacher will need to direct the previously organised groups – have
10 mins
these written down if needed).
11. The teacher will call the students who are sitting patiently and quietly.
12. On the handout will be QR codes for handouts, instructions and
inspiration.
Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. The teacher will walk away while students are making their way to
their desks, sneaking off to place a green eye mask on – a crown,
pick up a wand and a green cape.
2. The teacher will run into the classroom and say, “Sustainable Susie is
back!” “Did you guys miss me?” (Students have looked at sustainable
Susie in year 2 humanities)
3. “I need your help B4, mother earth and I really just don’t know what to
do – there are so many people on this Earth and the making of foods
is harming our world.” “Your teacher told me that you are all really
great inventors and love helping – will you please help me?”
- What is something we could build to solve this problem?
(Continue discussion until a vegetable garden is brought up, if the
discussion goes for longer than 3 minutes without vegetable
garden being mentioned, prompt students; what about
vegetables? How can we implement them to be sustainable?)
- “What a great idea!” Holds fingers up to ears to simulate
receiving a message* “Mother earth just informed me that she
has placed special documents on your QR codes that explain the
20 mins
details of this project” “Follow them to help make your school and
world more sustainable”
- “I have to go but I have given your teacher the top-secret papers
detailing this mission, listen to her and all will be well”
4. The teacher will change back into normal clothing.
5. The teacher will instruct students to scan their QR codes in the
groups they have been placed in, they are to use the KWL chart to
create focus questions for the project. Allow for 20 minutes for this
process.
6. The teacher will monitor the level of noise and the topics of
conversation throughout this time period. Checking the direction
students are taking and making anecdotal notes/checklist.

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 7. Once groups have raised their hands, the teacher will instruct to start
brainstorming and planning their vegetable garden. Choose photos,
how will you record the observations? Inform the students they will
need to create a presentation, suggest that they take photos of the
process and suggest they choose a front on angle.
5 mins
8. Students will have the success criteria and other
information/specifications + examples for the project on QR codes.
- Praise students throughout the lesson for staying on task and
working well, provide assistance when needed and prompt
students to further develop their plans and questions.
- Provide dojo points or the chosen reward system.

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

1. Instruct students to begin to pack up, placing their work into ESTE
folders or save their work on the iPads.
2. Once the students have all packed up, they will make their way to the
mat where the they will think-pair-share.
3. Some questions that will be asked are;
- What are you most excited about?
- How can we work effectively in our groups?
- What are some vegetables you could plant?
- What materials would best be suited?
- What do you think will be most challenging?
- What is sustainability?
Transition: (What needs to happen prior to the next lesson?)

1. Once the discussion has come to the end, the teacher will wait for
students to be sitting patiently for the next lesson – the teacher will
praise the students for working well during the lesson.
2. Students will be called upon to take a parent note, place it in their bag
and go back to their desk.

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

• Anecdotal notes will be taken on;

1. Students’ contributions to class discussions/ability to answer
questions
2. Students’ contributions when brainstorming in groups
3. Students’ contributions to the think-pair-share

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- The first lesson objective will be assessed using anecdotal notes
based on the discussion as a whole class and group work with the
teacher/KWL chart.
- The second objective will be assessed using a rubric at the end of
then by looking at the students’ design plans – do they have explicit
illustrations that are clearly labelled?
- The final objective will be assessed by reading the comments made
by students about their peers’ design/brainstorm/KWL.

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 References

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10

Curriculum: Language, Language for Interaction (ACELA1428). Retrieved from
https://www.acara.edu.au/curriculum/foundation-year-10/learning-areas-subjects/technologies

Fleer, M (2016) Technologies for Children. Melbourne, Australia. Cambridge University

Press

k10outline - Western Australian Curriculum. (2014). K10outline.scsa.wa.edu.au. Retrieved 25

2019, from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser

Miller, G.T & Spoolman, S (2018) Environmental Science (16th ed.) OH, United States. Cengage

School Curriculum and Standards Authority (2014). Assessment principles and practice.
Retrieved from http://k-10_outline.scsa.wa.edu.au/assessment_principles_and_practice

School Curriculum and Standards Authority, Government of Western Australia, (2014) Design
& Technologies. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/technologies/technologies-overview/rationale

Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South
Melbourne,
Vic;South Melbourne;: Cengage Learning Australia.