Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 11:30am Students’ Prior Knowledge:
Date:
Students in the previous lesson have learnt ‘What is
Learning Area: Design & Technologies and Science Grey Water?’

Students know:
• Greywater is water than has been used, for
washing or drinking that can go on to be
recycled and reused.

Strand/Topic from the Australian Curriculum

Knowledge and Understanding
Technologies and Society
Ways products, services and environments are designed to
meet community needs, including consideration of
sustainability (ACTDEK010)

Science as a Human Endeavour

Use and Influence of Science

Science knowledge helps people to understand the
effect of their actions (ACSHE062)

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:

• Identify an area of the school where greywater can be collected.
• Justify how reusing greywater can reduce the school’s water consumption.

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

• Teacher prepare a map for the school tour,
organising to visit the canteen and wet areas where
taps and sinks are located.
• Prepare worksheet and assessment rubric
• Create a PowerPoint quiz using last lesson’s
learning objectives.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Able Students (High Achievement)
Students will be encouraged to compare within their
comic strip, of why they chose their specific spot to
collect greywater and not another.
Enabled Students (Low Achievement)
Students will be able to annotate their comic strip
(draw lines and explain what they are drawing) in
replacement to a blurb.

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
Corners segment where they will
be introduced.
Students will have a quiz up on the board, with 4 multiple choice answers.
The corners of the classroom will be labelled 1 through 4 to correspond with
the possible answers on the board. The students will stand up and move to
the corner that best reflects their assumption of the correct answer. Students
will be talked through the answers.

The questions will be a recap of last lessons ‘What is greywater?’

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

School Tour

The teacher will take students on a walk around the school and ask the
students to stop at different points of the school where water is wasted and
where greywater could be collected. Students can start the thought process of
where the best spot would be to collect greywater.

Are there any taps that may need to be tightened?

What spots around the school waste the most water?
Where could you collect the most greywater from?

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Class Discussion

The teacher will gather the students on the mat and read the book “Why Why Should I Save
Should I Save Water?” by Jen Green Water? By Jen Green

Students will discuss the issues of the book, and why it is important to save
our water. Students will also discuss which efforts of saving water work into
everyday life and which are hard to implement into everyday life.

How do we waste water in the classroom?

How does the school waste water?
What small differences did the book highlight that we could change straight
away without it impacting our day to day life?
What changes may need to be made over a longer period?

Students Activity

Students will then use the work sheet provided to create a comic strip of
themselves collecting greywater from a place around the school, with a small Appendix 1
blurb explaining how they will use that grey water to reduce the water
consumption, ie what will the grey water replace.

Where will you place yourself in the school?

What water waste can you eliminate by using collected grey water?
What grey water will you be collecting?
How does your collection of grey water reduce the school’s water
consumption?
Can your grey water replace a water source at the school?

Lesson Closure:(Review lesson objectives with students)

Students will leave their comic strips on their desks and walk around and view
other students.

Students will go back to their desks and discuss the different ways they can
save water by collecting grey water. Students will share with their desk
buddies where in the school they chose to collect and how it saves the school
water.

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

Students will hand their comic strips to the teacher, which will be handed back
in the planning phase of the design brief.

They will pack their belongings ready for lunch.

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

Student’s comic strips will be judged alongside the marking rubric. Students,
on the strip, would clearly identify a location in the school where greywater
can be collected such as a sink, drink fountain or a leaking hose. Students will
also identify that the collection of greywater will eliminate the need for the
school to use a source of water. If they choose to water the veggie patch with
their greywater the school could eliminate sprinklers or a hose that is usually
used to water the veggie patch.

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Appendix 1
Comic Strip – Greywater in Our School
Scene One
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Scene Two
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