Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 1 hour Date: 25.10.2019 Students’ Prior Knowledge:

Learning Area:
Humanities: Geography Science knowledge helps people to understand the
Science: Science as a Human Endeavour effect of their actions.

Strand/Topic from the Australian Curriculum People use science in their daily lives, including when
caring for their environment and living things.
The importance of environments to animals and people,
and different views on how they can be protected Students are able to research with the iPads.
(ACHASSK088)
In previous weeks lessons recycling has been covered
Science knowledge helps people to understand the effect of – specifically plastic bottles. Lessons have been
building up to this one.
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 at least 5 benefits of bee friendly flowers and herbs in a class discussion
 Create a flower pot using a 2L soft drink bottle following teacher instructions

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

 2L soft drink bottles (brought in by students) with Group students selectively to avoid behavioural issues
holes cut out for plants and drainage holes whilst potting
 Flower and herb seeds/seedlings
 Plastic pots from incursion Students with asthma to wear face masks during
 Potting mix potting
 Face masks (students with asthma)
 Watering can
 iPads
 Popsticks
 Textas

LESSON EVALUATION (to be completed AFTER the lesson)

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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:
Align these with the
segment where they will
Ask students what they know about bees. be introduced.
10 mins
Write up some dot points on the board.

Direct students to iPads, and get them to search for the answer to these iPads
questions:
1. Why do we need bees?
2. What do bees need?
3. What are some bee friendly flowers?
From these 3 questions students will come up with multiple facts about bees,
which will be recorded in their science workbooks. Talk about the answers in a
class discussion.

Show students the seedlings/seeds. Discuss how these might benefit the Seedlings/seeds
bees.

Talk about the 2L bottles that the class has been collecting. Show students the
design plan on the whiteboard.
 Point out the large opening in the side of the bottle for the plant to sit
in.
 Point out the small drainage holes in the opposite side.
 Point out how much dirt needs to go into the bottle.

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Lesson Steps Throughout the following lesson, take photos of students at

work, showing their progress for the storyboard.
5 mins
Organise the students outside with the supplies. Face masks
(Bags of potting mix spread out on the grass for easier access) Potting mix
Bottles
Tell students that the best behaved students will get to plant the seedlings in Plastic pots
the pots as well as do their bottle pot. Watering Can
Popsticks
10 mins *** STUDENTS WITH ASTHMA TO PUT ON THE FACE MASKS *** Textas

Each student to collect a plastic bottle - make sure the lid is on tight.
Remind students of which way the bottles go (big hole on tope, small holes on
the bottom), and how much potting mix to put in the bottle.

Separate the students into 5 groups of 5, each group to go to a bag of potting

mix and fill up the bottle, being careful not to get potting mix everywhere.
Ask “Why wont the bottle roll over once it has the potting mix in it?”

When students are finished they are to sit quietly with their hand up to wait for
10 mins seeds and popsticks.

Go around to each student when they are ready and check that they have
done the potting correctly, handing out a variety of different seeds.
Ask students if their seeds will produce flowers for the bees, food for us, or
both.

Give students a popstick each for their pot, and have them write on it what
seeds are going into their pot, student name on the other side.

Ask students, what do the seeds need now? Water.

When students are finished they are to take their bottle pots over to the
watering can and water the seeds in, being careful not to over-water them.
Watch that students aren’t being silly with the water. Students line up their
bottle pots near the wall (out of the way).
10 mins
After watering the pots, teacher will pick out the best-behaved students to now
do the same thing with the plastic pots and seedlings, while the others wash
up their hands. Also pick out students to pack up the potting supplies.

Lesson Closure:

10 mins Once all the students have cleaned up (apart from those potting the plastic
pots) bring students into a group on the grass to talk about what we have just
done. Discuss the questions and answers with the class. Draw out thoughts.

 Tell me 5 things about bees?

 Tell me 5 things about the benefits of having bee friendly flowers and
herbs?
 What have we done with our plastic bottles?
 How does this impact the environment?
 What are some other ways we could reuse the plastic bottles?

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

Students to go inside and start packing up their desks and chairs for the end
of the day.

Assessment:

Observations on class discussion can be recorded through anecdotal notes.

Bottle pots will be assessed using a checklist