Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 12:00pm Date: 30/06/2019 Students’ Prior Knowledge:

Learning Area:
- Design and technology
- Science
Strand/Topic from the Australian Curriculum
Design and technologies: Knowledge and understanding:
- 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)
Science: Science understanding: Biological sciences
- Living things depend on each other and
the environment to survive (ACSSU073)
Note: This is students second lesson from the design
brief out of 8 lessons
- Identify how people design and produce
familiar products, services and environments
and consider sustainability to meet personal
and local community needs (ACTDEK001)
- Explore the characteristics and properties of
materials and components that are used to
produce designed solutions (ACTDEK004)
- With guidance, plan and conduct scientific
investigations to find answers to questions,
considering the safe use of appropriate
materials and equipment (ACSIS054)

- Reflect on investigations, including whether a

test was fair or not (ACSIS058)

- Represent and communicate observations,

ideas and findings using formal and informal
representations (ACSIS060)

- Prior knowledge: students used a design brief

(popcorn) in term 1, they have broken down a
design brief before.

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

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence behaviour understanding
Students will creative Social
be reading the Students use thinking competence
children’s iPads to Students will Students work
literature The research come up with with their
buzz on bees different bee their own groups of 4 to
by Shelly hotels. 1 design of a discuss and
Rotner. The between 2. bee hotel. brainstorm the
teacher has Students will different types
written some need to label of materials
blank levelled their diagram. they will be
Students using in their
questions on
imagine design bee
some sticky possibilities hotels
notes to ask

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students and create Students will
throughout the new ideas. need to share
reading Students think their bee
session. critically and hotels with
creatively their group
during the Students will
drawing of the need to
designs, discuss with
discussing the their group
designs and what designs
creating the they liked best
design from each
together as a person
group. During Students will
this student be
consider participating in
different a whole class
alternatives of brainstorm
bee hotels about different
recycled
The teacher materials
poses level
1,2,3
questions to
students
during and
after the
shared
reading of The
Buzz on bees.

Think critically
and creatively
when thinking
about the
different
recycled
materials they
could use and
in what way
they could use
their materials
for their bee
hotels

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

Aboriginal and Torres Strait Islander
histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
Sustainability is linked in this lesson
during the shared reading session.
The teacher and students discuss
why bees are disappearing, what is
happening to their habitat, why they
are important and what can we do to
help them.

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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:
• Individually design and a label a bee hotel using at least 3 different recycled materials.
• In a group of 4 write a materials list containing at least 4 different recycled materials.
• In a group of 4 students allocate 1 role for each member of the group for the creation of the Bee hotels.
Teacher’s Prior Preparation/Organisation:
- Recycled materials that the teacher and some
students have brought in over the last week:
bamboo (make great nests for bees)
paper straws
wood
metal
timber
cans
- Children’s literature The buzz on bees: Why are
they disappearing by Shelly Rotner.
- Prepared blank levelled questioning for before and
after the shared reading of The Buzz on bees by
Shelly Rotner.
- Pencils
- Rulers
- Prepared bee hotel groups
- PowerPoint- examples of bee hotels
- Design brief
- A4 sheet to design their bee hotel- Appendix 1
- A3 sheet of paper for group design- Appendix 2
- Checklist- assessment- Appendix 3
Students discusses the different
types of recycled materials as a class
and why it is important to use only
recycled materials
The whole class discuss why they
are going to make and design bee
hotels and why it is important and
sustainable for the future.
Provision for students at educational risk:
High achiever
- During the reading of The buzz on bees by
Shelly Rotner the teacher will be asking a
series of blank level questions. There will be a
range of low levelled questions and high
levelled questions. These high levelled
questions are targeted for this student. - These
questions link to critical and creative thinking.
- Mixed ability paring in design groups
- Open- ended learning tasks (drawing their own
design individually) students can use as many
and as less at 2 recycled materials in their
design brief.
- The use of ICT can be used in the drawing of
their design.
Learning difficulty
- Concrete and hands on material
- Open- ended task (design) student can use as
little as 2 recycled materials
- Recycled materials will be up on the
whiteboard. Students will also have access to
their material list.
- The use of ICT can be used in the drawing of
their design
- The EA will help the student design their bee
hotel
- Blank levelled question (low levelled
questions) – links to critical and creative
thinking
- The EA and the teacher will scribe on the
whiteboard some of the tricky words of the
recycled materials when labelling their bee
hotel design.
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 Behavioural disability
- The teacher has carefully grouped students
according to students’ behaviour
- The teacher will place this person in a group
with students who are not distracting and who
this person gets along with

Groups
- The teacher has carefully grouped the
students into mixed abilities.
- With students who work well together
- The higher achiever and the student with
learning difficulties will be in different groups.
- Each group will have a ‘leader’.
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:
12:00pm
Note: this is the second lesson out of the 8 lessons. Mystery box: teddy bee,
- The teacher activates student’s prior knowledge using a mystery box. bamboo sticks, flowers
- Inside the mystery box is some bamboo sticks a teddy bee and some
flowers.
- The whole class will determine what’s in the mystery box together,
without seeing what it is inside.
- The teacher will get students to guess what is in the box, once Prepared mystery box
students make a guess the teacher will then shake the mystery box questions
and ask students “what do you hear”? “is it a loud sound or a quiet
sound?”. – Links to Critical and Creative thinking
- The teacher brainstorms on the board what students come up with.
The teacher then allows students to feel what is in the box and
describe what they are feeling. “is it hard? Is it soft? How many
objects are in the mystery box?”. – Links to Critical and Creative
thinking
- Students will discuss as a class and make assumptions of what might
be in the mystery box. Finally, after the teacher reveals the box, she
will stimulate students’ knowledge by asking questions.
- “Remember last week when we looked at the different native bees in
Australia and we spoke about out bee hotel project that we are
creating this term. Today we are going to be getting in groups to

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 design our bee hotel. This bamboo stick is a recycled bamboo from
my backyard. This is a great material that you can include in the bee
hotel. We need bee hotels to help the bees and pollinate the flowers,
vegetables, fruits, and plants”.
- “Before we get into groups to discuss our bee hotels, we are going to
12:10pm be reading the children literature The buzz on bees: why are they
disappearing by Shelly Rotner.
- This children’s literature talks about the disappearing of bees and
how important they are to the ecosystem. This will inspire students to
design their bee hotels and get a little background information why it
is so important to do this project.
- After the shared reading the whole class will participate in some blank Children’s literature The
level questions that the teacher has prepare. – Links to Critical and buzz on bees: why are
Creative thinking they disappearing by
- What happened in the book – level 1 Shelly Rotner.
- What was the message of the book
- What was the issue? (bees were disappearing)
- Why are they disappearing? (homes, habitats)- Links to sustainability
goal: 15 – level 3 question Critical and Creative thinking
- What can we do to help the bees and their homes? (bee hotel) Prepared blank levelled
12:15pm - How can we make a bee hotel to help them (materials)? questioning
- Where would we put it (recycled: students give examples)

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

- Students go back to their desk
- The teacher discus’s with students the different types of bee hotels
using on the whiteboard pictures that was gathered prior to this
lesson. Students will refer back to the design brief and look at the
different pictures of the bee hotels and focus on the generating ideas
and project specification.
- Note: The teacher has invited students to donate materials by
sending home a letter outlining the project. This will gain support from
the parents to help the teacher. On the note there was also a section PowerPoint (pictures of
for parents to volunteer to help. The classrooms in the school will also different bee hotels)
be invited to bring in any recycled materials to help with the bee hotel
project. – Links to sustainability
The teacher discusses the materials that have been brought in for the
bee hotels so far.
- The teacher brainstorms with the class some recycled materials they
12:20pm could they use.
For example: bamboo/ paper straws for the nests, metal, wood, pvc
pipe… etc.
- Students will be allocated to sit with a group of 4. The groups will be
pre-organised by the teacher.
- The students will discuss what recycled materials they will use for the
bee hotel project. Students will be given 2 iPads per groups to look at
some examples of bee hotel and different recycled materials. – Links
to ICT 2 iPads per group
12:25pm - While students are looking at examples on the iPads students will be
writing a list of some different recycle materials they want to will use.
– Links to personal and social competence
- After this student are going to be individually designing and labelling
their bee hotels on an A4 sheet of paper and then they will share it
with their group. - Links to critical and creative thinking A4 sheet of paper 1 per
student

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 - The students can refer to the recycled materials they wrote down with
their group.
- During this the teacher will also put pictures up on the white board of
example bee hotels to inspire students.
- The whiteboard will also state the project specifications: what the Pictures of different bee
designed bee hotel must include recycled materials, a hook to place it hotels from the
on the tree, a base at the bottom to stand up on its own, and a place powerpoint
for the bees to nest (straws, pipes, bamboo). Students are given (15
minutes to do this)
- After drawing their bee hotels students will share their design with 3
12:35pm other students in a round robin, students will spend 1-2 minutes each
talking about their creation.
- After this the students will come together to make a decision of how
their design is going to look based on the 4 mock designs they
created. - an A4 sheet of paper and then they will share it with their
group. - Links to critical and creative thinking
- Students need to choose one creative idea from each design.
- Then as a group the students will carefully draw their design on an A3
piece of paper. This exercise is for students to collaborate and make A3 sheet of paper 1 per
a group decision. It is also to see everyone in the group’s ideas. group
Everyone is contributing. – Links to personal and social competence
- After creating their final design students will write 1 material list at the
bottom of their design containing the different recycled materials they
will be using. At the end of the lesson the teacher will be collecting
this to gathering materials for the next lesson.
- The students will also discuss roles within the group with the teachers
influence and approval. These roles are written on the final design.
- The teacher will discuss that there is going to be one parent helper
12:55pm per group.

Lesson Closure:(Review lesson objectives with students)

1:00pm
- Students will share their ideas with another group (materials, design)
(2 minutes) -Links to personal and social competence
- The classroom will then participate in a quick discussion about the
safety of the bee hotel project.
Examples: Students will need to wear gloves at all time, safety
glasses and an art smock. Students are not required to use the hot
glue gun or doing any cutting of wood. The group will be using a
parent helper to help them. The teacher will explain that any students
being silly will not be participating in the project.

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

The teacher will collect the worksheets and students will pack away and get
ready for lunch

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 Assessment: (Were the lesson objectives met? How will these be judged?)
The teacher will be using formative assessment to assess students learning.
- The teacher will use a checklist to assess students using the lesson
objectives to see who achieved the classroom activity.
- The teacher will be collecting the individual design, the group design
as well as the materials list to refer back to the lesson objectives

The checklist will contain:

- 3 Lesson objects and whether or not the students have met the
criteria.
- Will contain some anecdotal notes next to the lesson objectives.
- The checklist will provide a key of how to mark the students and how
well they performed.

The teacher will be able to see by the end of the lesson which students are
struggling with the activity and which students are excelling.

APPENDIX 1- students individually design their honeybee hotel

Name:
Date:

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 Design your honeybee hotel

APPENDIX 3- group honeybee design

APPENDIX 2- Students create a design of their bee hotel together

Names:
Date:

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 Design and label your honeybee
hotel

List the materials you are using Write the names of the students in your group and
1. what role they are going to be doing
2.
Checklist
3. 1.
4.
5. 2.
6.
7.
References 3.
8.
Australian Curriculum, Assessment and reporting Authority. (2012). ACARA. Retrieved from
9. 4.
10.
References
APPENDIX 3- checklist assessment

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 Students Objective 1 Objective 2 Objective 3 Any anecdotal notes
name Individually In a group of 4 In a group of 4
design and a write a students
label a bee materials list allocate 1 role
hotel using at containing at for each
least 3 different least 4 member of the
recycled different group for the
materials. recycled creation of the
materials. Bee hotels.

Ethan
Abbie

Nicoletta

Jairon

Jaxon

Dylan

Caileigh

Kaylee

Kupa

Levi

Kaden

Key
Star= Students completed independently
Tick= Students required minimal teacher assistant
Dot= Students required significant assistance

References

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Australia Curriculum, Assessment and Reporting Authority (2016). Australian Curriculum:

Design and Technology. Retrieved from: https://www.australiancurriculum.edu.au

School Curriculum and Standards Authority. (2014). Science v8.1. Retrieved from:

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8

Rotner, S., & Woodhull, A (2010). The buzz on bees: Why are they disappearing. New York,

NY, United States: Holiday house.

United Nations Sustainable Development Goals. (n.d.). Goal 15: Life on Land. Retrieved from:

https://www.un.org/sustainabledevelopment/biodiversity/

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