Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 4 Time: 9 am Date: 17th Students’ Prior Knowledge:

April - Knows what the physical features of a Bilby
- Knows the basic needs of a Bilby
Learning Area: Science

Strand/Topic from the Australian Curriculum: From year 3:

Science understanding, biological science. - Locate and collect information from a variety of sources
Living things depend on each other and the environment to survive (e.g. photographs, maps, books, interviews, internet)
(ACSSU073) (WAHASS28)
Sustainability Topic: - Work independently, or collaboratively when required, to
Biodiversity plan, safely create and communicate sequenced steps
CCT Level 3: (WATPPS20)
Identify main ideas and select and clarify information from a range
of sources.
Collect, compare and categorise facts and opinions found in a wid-
ening range of sources.
SDG 15:
Protect, restore and promote sustainable use of terrestrial ecosys-
tems, sustainably manage forests, combat desertification, and halt
and reverse land degradation and halt biodiversity loss
OI.2:
All life forms, including human life, are connected through ecosys-
tems on which they depend for their wellbeing and survival.

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

Literacy Numeracy ICT compe- Critical and Ethical behav- Personal and Intercultural
tence creative think- iour Social compe- understanding
ing tence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia

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:

• List, in groups, the needs of a Bilby
• Identify and write about the threats to the Bilbies
• Research and explain, in groups, the importance of Bilby’s to our environment/ecosystem

1
Teacher’s Prior Preparation/Organisation:
- Having books about Bilbies and rehabilitation centres at the front
of the class for student to use as reference
- Having the YouTube video loaded
- Having a document on the TV screen/ whiteboard that has the
guiding questions on it for students to research
Provision for students at educational risk:
- Students who have dysgraphia, can research information
about the bilbies and have someone else write the infor-
mation they have found.
- Students with dyslexia can focus on listening to videos to
find information and tell someone to write down the infor-
mation found for them.
- Students who suffer from anxiety when talking in class can
choose whether to contribute to the end discussion or not.

Resources/Ref-
Time: Motivation and Introduction:
erences
9:00 The lesson will begin by the teacher showing the students a video clip
about Bilbies. https://youtu.be/I
8l_BBCPsG4
The teacher will ask the students to do a think, pair, share, about what they
found interesting about Bilbies in that video.
After the sharing, the teacher will then explain to the student’s what task
they will be completing today.
9:07
Lesson Steps (Lesson content, structure, strategies & Key Questions):
Students will use their iPads, and books from the school library, to collect
information about Bilbies to help them with constructing their miniature iPads
scale of a Bilby rehabilitation centre. Books
The students will be in the same group’s as they were for the last lesson.

Guiding questions that will be put up on the TV screen/whiteboard for the

students to research.
- What their natural habitat consists of? TV
- What do they eat? screen/White-
board
- What do they do?
- What are the threats to Bilbies?
- How are they vital for our environment/ecosystem?
The students can choose how they would like to present the information,
that will best suit them when drafting their Bilby rehabilitation centre.
9:55
Lesson Closure:(Review lesson objectives with students)
Student will be called to sit on the mat. The teacher will ask the students if
they want to share any information regarding the Bilbies that they found.
The teacher will then tell the students what their next science lesson will be
about, eg Wildlife rehabilitation centres.
10:00 Transition: (What needs to happen prior to the next lesson?)
Students will stay seated on the mat to hear what the next lesson is about.

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

judged?)
The teacher will have a marking rubric/ anecdotal sheet to check the les-
son objectives were met.