Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 11:20-12:20 Date: 6/11/2019 Students’ Prior Knowledge:

Learning Area:
Science - Understanding that living things live in different
Design and technologies. places where their needs are met.

- Basic understanding of what a living thing is.

Strand/Topic from the Australian Curriculum - Able to observe and pose questions in relation
Biological science to what an animal needs to survive and also
Living things can be grouped on the basis thrive.
of observable features and can be distinguished from non-
- Able to research and take summative notes on
living things (ACSSU044) (recognising the range of different
living things – and what they need to survive as living basic information found on websites.
things)

Design and technologies:
Select and use materials, components,
tools, equipment and techniques and use safe work
practices to make designed solutions (ACTDEP016)
- selecting and using materials, components, tools,
equipment and processes with consideration of the
environmental impact at each stage of the production
process

Plan a sequence of production steps when making designed
solutions individually and collaboratively (ACTDEP018)
- sequencing steps to collaboratively produce a designed
solution

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:
• Design an enclosure that would be realistic for student’s chosen animal to live and thrive in at the Zoo.
• Work together with a partner to correctly label necessary elements for student’s chosen animal’s ideal Zoo
enclosure.
• Identify suitable recycled materials to use for each element of the Zoo enclosure.

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Teacher’s Prior Preparation/Organization: Provision for students at educational risk:
• Mason (child with ADHD and hyper mobility – back
-You-tube video: Funny animals problems) will sit on a chair to the side of the teacher in
- Planning sheet for Zoo enclosure design a place where he is not blocking other students from
- Pencil pots seeing the teacher where he can be closely monitored
- Whiteboard and markers and encouraged to pay attention.
- Colouring pencils and crayons
- Peer review sheet • Herbert, Michael and Carrie will be closely monitored
- Anecdotal notes sheet and spread out when sitting on the mat as they often
distract each other and struggle to follow instructions
given for an activity.

• Jane, Sean and Ronald will be extended and

encouraged to think outside of the box when thinking
about what features should be included in their design
and model; what would really allow the animal to
thrive.

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

Resources/References
Time Motivation and Introduction:
Align these with the
1. Students will all make their way to the mat from their desks by
segment where they will
invitation of the teacher of groups that are sitting the quietest and
be introduced.
11:20am have packed up from the previous lesson.

2. Teacher will begin the lesson by asking students what they remember
doing from the last 3 STEM lessons.
Expected answers which are to be encouraged if students are unsure:
- Looking at living and non-living things. (teacher ask “What is a living
thing?”)
- Went to the Perth Zoo (teacher to ask “why?”)
- Researched an animal we find interesting.

3. Teacher to watch “Funny animal’s” video and ask students if they

11:23am Funny animals
recognised any of the animals in the video or if they saw the animal
they have researched in there?

4. Teacher will reiterate as done in previous lessons, the reason why

students are focussing on living things - particularly animals - is to
make them aware of the features of living beings and features where
11:26am they live that can not only help them survive but thrive in their
environment. Overall promoting the knowledge of animals being an
incredibly important part of the world and that nothing would be the
same without them.
11:30am
5. Teacher to explain to students what will be happening during today
lesson:
“Firstly you will need to find your partner from last lesson and sit next
to them, you have 10 seconds” Teacher will count down from 10 as
students move to sit next to their partner.
Teacher will hold up and explain each section of the planning sheet.
Planning sheet for zoo
“Today you are going to begin designing your zoo enclosure model.
enclosure.
You and your partner will be given your own design and planning
sheet but will have to work together to come up with a design for your
zoo enclosure.”

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

11:33am 1. Students are instructed to go back to their desks with their partner
while the 3 classroom helpers for the week hand out work books.
Student workbooks
2. Students will open their workbooks to the design brief they have Pencil pots
been using as their guide for the project so far and check off what
they would like to and should include in their plan.
11:35am
3. Students will also open their research notes that they have taken
with their partner on their chosen animal to help fill out their plan
and information section.

4. Students begin work on their information planning section of their

sheet. Whiteboard and
markers
11:45am 5. Teacher will write up what is expected in students plans:
- Design must be the same as your partners.
- Information section must include the animal, if it lives alone or with
others, what surroundings/environment it lives in (rainforest, desert
etc.), what it eats, if it lives with lots of water, if it needs climbing
equipment and its shelter.
- Features must be labelled
- Features must be allocated a recycled material for the model – what
are you going to use to make it?

6. After their plan has been checked off by the teacher, the pair may
begin designing their zoo enclosure in the space given using
either a birds-eye view or front on view.

7. Teacher will walk around the room and observe while taking Anecdotal notes sheet –
anecdotal notes on student’s ability to work with another student. Appendix 2

8. As the teacher walks around the room, they will ask students
extending or prompting questions such as:
“Have you included everything the design brief states?”
“Are there any other features your animal might find useful or fun to play
with?”

9. In the key area students will draw the symbols of features they
have included in their design and label them.

10. Students will decide with their partner what that feature should be
made from – what recycled material would work best in their
model.

11. Both partners must have their work checked by the teacher for Colouring pencils and
spelling mistakes and encourage them to include anything they crayons
have missed out from the list on the board outlining the criteria.

12. Students may colour their design to represent how they want their
model to look.

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12:04pm
13. Students are given a 5minute warning before pack up time.

Lesson Closure:(Review lesson objectives with students)

12:09pm
Peer review sheet
- Students will pack away their workbooks and pencils Appendix 3
- Students will come sit on the mat in a circle
- Students will find another pair in the classroom and move to a
separate part of the classroom away from others to complete a peer
review.
- Students will each complete a peer review for the other pair checking
off the level of achievement for each point.

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

12:19pm
- Peer reviews will be handed to the teacher by one person in each pair
of partners.
- Students will return to their seats and wait quietly to be let out for
lunch

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

- Objective 1 and 3 will be judged through the use of a peer review

checklist – appendix 3
- Objective 2 will be judged by teacher through anecdotal notes
recorded on appendix 2

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Appendix 1 – Planning sheet

Design:
Key:
Information:

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 Appendix 2

Zoo Enclosure Project

Anecdotal notes for each student’s ability to work in a pair.

Abby: Adam: Amie: Bruce. K: Bruce. S:

Chris: Caleb: Francis: Gary: Gordon:

Harry: Isabella: Isabelle: Janie: Johnny:

Kelly: Lucas: Marco: Margaret: Mary:

Oscar: Patricia: Quinn: Xander: Zach:

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Appendix 3

Student Name/Group: __________________________Date: _____________

Peer review checklist:

Key elements | Could improve | Done well | Outstanding

Identified recycled materials to

use
Creative design
Design corresponds with
research done – have students
explain each part of their
enclosure with evidence from
their research

Correctly labelled features of the

enclosure

Presentable design
Same design as partner
Information section of plan must
include the animal, if it lives
alone or with others, what
surroundings/environment it
lives in (rainforest, desert etc.),
what it eats, if it lives with lots of
water, if it needs climbing
equipment and its shelter.