Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 9:30am – 10:30am Date: 25 / 10 / 2019
Learning Area:
Technologies – Design Technologies
Science
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)
Processes and Production skills - Collaborating and managing
Work independently, or collaboratively when required, to plan,
safely create and communicate ideas and information for solutions
(WATPPS26)
Students’ Prior Knowledge:
Students will have completed the following lessons prior
to this lesson:
Lesson 1: Investigating – Students will explore a
variety of current theme parks through YouTube and
images to identify what makes up a theme park and how
to the satisfy the needs of all people.
Lesson 2: Defining - Students will re-cap the idea of
sustainability and what living sustainably means.
Students will watch a video and then complete an
activity that encourages sustainable living through a rally
robin
Lesson 3: Investigating: Students will participate in an
excursion to Kings Park and Rio Tinto’s NatureScape
park. Here they will explore all of the different ways that
sustainability can be implemented within a recreational
venue.
Ways products, services and environments are designed
to meet community needs (ACTDEK010)

The difference between needs and wants, and how they

Science Understanding - Chemical Science
may differ between individuals (ACHASSK119)
Natural and processed materials have a range of physical
Students must be able to listen and follow instructions
properties that can influence their use (ACSSU074)
Students must be competent in using De Bono’s
Thinking Hats Strategy in groups.

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

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Intercultural
creative Social understanding
thinking competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
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:

 List in groups, at least 3 different environmentally friendly theme park attractions that contain either a sustainable
purpose, recyclable materials or renewable resources.
 Identify in groups, at least 3 needs and wants of society for a nature fun theme park by completing the worksheet
provided.

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Provision for students at educational risk:
 Those with vision and hearing impairments will be seated at the
front of class so they can clear see/hear.
 Students with clashing personalities and behavioural problems
will not be grouped together.
 Ensure that De Bono’s thinking hat A3 sheets are visible to all
and remind them that this is the type of thinking that is required.
 Those who struggle academically will be buddied up with a
student/close friend who they work well with.
Those students who excel will be grouped with each other so that
they can participate in more challenging and creative discussions.
Teacher’s Prior Preparation/Organisation:
 Desks to be arranged in groups of 6
 Clear whiteboard with working markers
 Smartboard / Projector
 Rio Tinto’s NatureScape images Document
(*resource 1*)
 De Bono’s thinking hats A3 Information sheets
(*resource 2*)
 De Bono’s thinking hats to be cut out (*resource 3*)
 Thinking Hats activity worksheet (*resource 4*)
 Marking Rubric (see below)
*All resource sheets are found on the Weebly page
under this document*

ASSESSMENT (include all relevant template / rubrics)

Assessment of Lesson Objective

Both objectives 1 and 2 will be assessed using a formative type of assessment. This assessment will take place in the form of a
simple marking rubric (see below). I have chosen formative assessment because this is an ongoing activity and I only require
gradual progress / results. This will assess students’ current knowledge and understanding on the topic.

Each groups thinking hat worksheet will be collected at the end of the lesson.

*Please note: This rubric is a simple and shortened version of the end marking rubric. A more detailed and finalised rubric
would be prepared for the end product of this sequence of lessons*

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/
Time Motivation and Introduction:
References
Students in the previous lesson will have been on an excursion to Kings Park and
Rio Tinto’s NatureScape. On this excursion they will have focused on exploring all
of the different ways that sustainability can be implemented within a recreational
venue. This lesson will form number 4 in a sequence of 8 lessons. Students are in
the middle of creating a 3-D mini nature fun theme park. This lesson will aim to
generate ideas for sustainable, eco-friendly attractions.

1. Students will be seated on the mat in front of either a smartboard or projector.

5 mins Re-cap with students what they did in their previous lesson (excursion to Kings
Park). Ask students what they did on the excursion and what they found  Desks to be
interesting to stimulate prior knowledge. arranged in
groups of 6

2. Before moving on to the next activity, outline the learning intention for the  Clear
lesson. whiteboard
- Today we will be continuing planning our 3-D mini nature theme park. with working
This lesson will be focussed on coming up with fun, innovative, markers
sustainable attractions that will be included in our theme parks.

 Smartboard /
3. Bring students’ attention to the projector / smartboard with the excursion Projector
images document open. Students will engage in a visual reflection on what
Rio Tinto’s NatureScape had to offer in regards to creating sustainable and  Rio Tinto’s
interactive attractions. NatureScape
images
4. For each page (there are 4) allow students to conduct a think, pair share Document
discussion about what the sustainable aspects are within the image. Ask the (resource 1)
following questions:
10 mins - What part of the image makes it sustainable?
- What materials are used in attraction?
- What is the purpose of the attraction?
- Do you remember playing here? what made it fun?

5. Allow for at least 2-3 responses per page and ensure that a variety of students
are invited to participate.

6. Once all the images have been discussed and analysed, students will now
brainstorm some ideas of their own. Invite all students to think of their own
sustainable attraction ideas. Encourage students to think about the materials
that would be used to make the attractions and also what these attractions
would need to be maintained.

7. Brainstorm on the whiteboard these ideas and to kick start the activity provide
5 mins an example of your own, such as a maze, flying fox or botanic garden.

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

1. Debrief students on the next lesson before sending them back to their desks.
Explain to students the following steps:  De Bono’s
i) Everyone is going to go back to their desks and clear it of any thinking hats
paper and stationary. A3 Information
ii) We all remember our thinking hats don’t we? Today’s lesson sheets
5 mins involves a discussion using our thinking hats. (resource 2)
iii) In a second I am going to hand each of you a hat. This will be your
role for today. What your given is what you get so no trading roles.  De Bono’s
iv) Each group will receive one of these worksheets and your task is thinking hats to
to go through each thinking hat and explore different be cut out
environmentally friendly theme park attractions that contain either (resource 3)
a sustainable purpose, recyclable materials or renewable
resource.’
v) Think back to the images we just spoke of and also feel free to  Thinking Hats
use some of the examples we came up with on our brainstorm. activity
vi) Remember to look at the board if you get stuck on what to do as worksheet
each hat is on there with a description of what it involves. (resource 4)
vii) You will get 30 minutes to discuss and come up with ideas and
30 mins improvements for your nature fun parks. I suggest that each group
spends 5 or so minutes on each hat
viii) Once this time is up you will need to flip the page over and fill in
the answers. You must include at least 3 different environmentally
friendly theme park attractions that contain either a sustainable
purpose, recyclable materials or renewable resources.
ix) Below that it asks you to come up with some general needs and
wants that society has for a theme park. It would be a good idea to
think back to lesson 1 about how we can satisfy those needs.
Include at least 3 examples.

(Objectives 1 and 2 will be both developed in this part of the lesson)

If students struggle to pay attention during these instructions get them to move
back to their desks immediately and continue explaining.

Sustainable Development Goal 9 – Industries, Innovation and Infrastructure:

This activity aims to promote innovative thinking in the classroom to come up with
more sustainable infrastructure in the community

Sustainable Development Goal 15 – Life on Land:

This activity aims to encourage students to use more renewable and eco-friendly
resources when creative fun entertaining attractions. This will aid in conserving
land and reducing the impact of human consumption.

2. Hand out students a thinking hat each and instruct them to go back to their
desks once they have one. Students’ desks have been arranged in groups of 6
this term as it works well with De Bono’s thinking hats strategy.

Prior Knowledge
Students have used De Bono’s thinking hats in previous lessons and are
competent in conducting collaborative discussions in their groups. Ensure that
each group is still monitored for the duration of the activity.

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 Critical and Creative Thinking
De Bono’s thinking hats is a strategy that aims to encourage critical and creative
thinking. It does this through allowing students to approach a topic from all
directions. It stimulates students’ knowledge, emotions, judgements, optimism,
creativity and future thinking.

3. The teacher is to go to each group and provide any help where necessary.
Use prompts to help students who are stuck and provide ongoing support to
students

Personal and Social Competence:

Students will be exposed to working in groups of 6. This activity will allow them to
work collaboratively to achieve a common goal. This will enhance their social skills
and also promote higher order thinking.

Ethical Behaviour:
Students are involved in building a strong personal and socially oriented ethical
outlook that helps them to develop an awareness of the influence that their values
and behaviour have on others. This is done through exploring the needs and
wants of society.

Lesson Closure:(Review lesson objectives with students)

1. To conclude the lesson allow students to calm down and listen intently.
5 mins Instruct students to all come to the mat with the blue hat member to bring the
worksheet with them.

2. Each group will share one of their examples and outline:

- What is it?
- Why they chose it?
- What makes it sustainable?

3. This will serve as the ticket out the door to recess. Everyone must listen to
each groups examples. Encourage students to listen intently as they might
hear something they like and want to include in their own nature fun theme
park.

4. Collect each groups worksheet for marking and assessment purposes.

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

1. Students desks are to be cleared before heading to the mat.

2. Students will then go out for recess.