LESSON PLAN

Appendix 1

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time:1:00pm Date: 14th October 2019 Students’ Prior Knowledge:
 Contextual understanding of Kununurra –
Learning Area: Green-Tree Frogs found in toilets
Science  Students have been learning about the UN
Sustainable Development Goals throughout
Science Understanding & Science Inquiry Skills the year. In Term 2 the main science project
Biological Science & Questioning and Predicting was on SDG 11 & 12 and was about how we
can live more sustainable lives - Earth’s
resources are used in a variety of ways
Strand/Topic from the Australian Curriculum (ACSSU032)
 Students have also been learning about
The growth and survival of living things are affected by sustainability and where their rubbish ends up.
physical conditions of their environment (ACSSU094)  This is the first lesson of the project.

With guidance, pose clarifying questions and make

predictions about scientific investigations (ACSIS231)

School: East Kimberly College

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:

 Investigate Green-Tree Frogs by using credible sources (i.e. National Geographic) and complete the research
section of the assignment booklet.
 Recognise the issues affecting Green-Tree Frogs by correctly listing the two major threats to their habitat and
population – Cane Toads and choice of habitat.

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

 Create and print out assignment booklets  Students will be paired with those they work
 Print out design brief well with. If the class size allows for it, students
 Book the computers who work at a lower level will be paired with
 Confirm time for Skype session with Ms Grove those who work at a higher level in groups of
threes.
 Students who aren’t ICT competent will be

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 assisted with a list of links to use to find the
information.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

Where the students interested in the lesson that you presented them with?
Did each student participate?
Were all objectives met?
What aspects of the lesson did the students complete?
How can this be improved?

NAME STUDENTS WHO DID WELL - WHO DIDN’T ETC

[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
Who am I? Game be introduced.
1:00pm
The teacher will play Who am I? with the class giving the following clues:

“I am native to Australia.”

“The colour of my skin is mentioned in my name.”

“My scientific name is Litoria caerulea.”

“I sometimes choose to live in the toilet!”

“I am an amphibian.”

“I have webbed hands and feet.”

“You can find me in every Australian state except Tasmania and Victoria.”

“I have slimy skin.”

“My name consists of three words – two are often hyphenated.”

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 The teacher will keep giving clues until a student has successfully guessed
Green-Tree Frog.

“Native Australian Green-Tree Frogs have recently seen a decrease in

population. This has been attributed to two things - Cane Toads and their https://www.facebook
.com/watch/?
choice of home - the toilet! Let’s have a look at what the Broome Bird
v=10155826636232635
Observatory has done to help their frogs.” Watch video.

“This term we are going to be designing a hotel specifically for Green-Tree

Frogs to live in. The hotel must be made out of recycled and sustainable
materials. You can not purchase any new materials. This is going to be a part
of our SDG tasks for the year. What goal do you think we are targeting?”
Expected answer: SDG15

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

“This is going to be our major project for the term. You will be working in pairs,
1:10pm that I have already assigned. You will have 12 lessons to research, plan,
design and construct your hotel. You will need to complete this booklet and
submit it at the end of the project. Each of you will have to hand in a booklet. ”

The teacher will project the class pairings onto the smart board for students to
see. The teacher will ask students to find their partner and sit next to them.
The booklets will then be handed out, providing an opportunity for students to
flick through.

“Today we are going to be working on the first part of the planning section.
During our next lesson, which will be later this week, we will be Skyping
Stephanie Grove, from Barkly Landcare. Miss Grove designed a frog hotel for
Alexandria Station located in the NT. I want you to use today’s lesson to
complete the first question sheet and the brainstorming sheet.”

The teacher will wait for students to open their booklets to the planning
section.

“Using the computers, you will need to research Green-Tree Frogs and other
animal hotels – i.e. bee hotels. It is really important that you list your source.
What kind of source do you think would be good to use for this activity?”
Expected answer: National Geographic, Australian Museum etc

“You will also need to brainstorm some questions for Miss Grove. I want you
to choose two questions to ask and hand them in to me at the end of the
lesson. You may have the opportunity to ask Miss Grove your question during
the Skype session.”

The teacher will ask students to collect a computer and begin their research.

As the lesson progresses the teacher will give suggestions for questions:
Materials used
Number of frogs using the hotel
Water feature

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 As the lesson progresses the teacher will ask students what answers they got
and ask students to add anything they may have missed with their research.

The teacher will ask the final question to the students and ask if anyone has
1:45pm not yet completed their work. If not they will be given an additional five
minutes to complete their work. For the students who have completed their
work, the teacher will discuss the questions they are planning on asking Miss
Grove.

1:50pm The teacher will call upon students to share their questions with the class.

Lesson Closure:(Review lesson objectives with students)

The teacher will finish the lesson by asking the students the following
questions

1:55pm “What are the two main issues that have caused a decline in Green-Tree Frog
population?”
Expected answer: Cane Toads and living in the toilet

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

2:00pm

Ask students to hand in their finalised questions and put their workbooks in
their science folders.

Students will then be asked to pack away for the day and line up for music.

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

Marked against a rubric used for the whole project.

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 Rubric for Green-Tree Frog Hotel
Name:_____________________
Partner:____________________

Below 20 points - E
20-28 points – D 34-40 points – B
29-33 points – C Above 40 points – A

High Above Satisfactory Unsatisfactory Not Completed

Satisfactory 0 points
7 points 6 points 5 points 4 points

Researching Source listed and Source is listed Source is listed and Source not listed Not completed
information is and credible. credible. or is not credible
correct. Full Most answers are Information is (Yahoo
sentences used. in full sentences. mostly correct. Dot answers).
Dot points used. points used. Information is
incorrect or .
Planning Planning Planning Planning documents Planning Not completed
documents are documents are are completed. documents are
clear and concise. clear. partially
completed.
Designing Drawings and Drawings and Most drawings are Drawings are not Not completed
plans are 2D and plans are 2D and completed and labelled.
labelled. A ruler labelled. A ruler labelled.
has been used. has not be used.
Constructing Design has been Design has not Design meets all Design does not Not completed
followed or altered been altered but requirements. meet
to represent the construction requirements.
construction. meets all
Design meets all requirements.
requirements.

Self reflection grade: ___________________Peer reflection grade: __________________

Teacher grade: ________________________

Comments:

Teacher signature:______________________________

5
 High Above Satisfactory Unsatisfactory Not Completed
Satisfactory 0 points
7 points 6 points 5 points 4 points

Researching Source listed and Source is listed Source is listed and Source not listed Not completed
information is and credible. credible. or is not credible
correct. Full Most answers are Information is (Yahoo
sentences used. in full sentences. mostly correct. Dot answers).
Dot points used. points used. Information is
incorrect or .
Planning Planning Planning Planning documents Planning Not completed
documents are documents are are completed. documents are
clear and concise. clear. partially
completed.
Designing Drawings and Drawings and Most drawings are Drawings are not Not completed
plans are 2D and plans are 2D and completed and labelled.
labelled. A ruler labelled. A ruler labelled.
has obviously been has not be used.
used.
Constructing Design has been Design has not Design meets all Design does not Not completed
followed or altered been altered but requirements. meet
to represent the construction requirements.
construction. meets all
Design meets all requirements.
requirements.