Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 1:00-2:00pm Date: 19/10/18 Students’ Prior Knowledge:

Learning Area: - Understand concept of sustainability including

Science, Design and Technology importance of key concepts
- Students are aware and proficient in using
Padlet, Socrative and QR codes
- That energy can be transformed between
different forms (wind and solar energy can be
transformed into electricity) (ACSSU097)
- That forces such as wind can control movement
(ACTDEK020)
- Definition and vitality of energy within modern
day lives

Strand/Topic from the Australian Curriculum

Science
Electrical energy can be transferred and transformed in
electrical circuits and can be generated from a range of
sources (ACSSU097)

Design and Technology

Electrical energy and forces can control movement,
sound or light in a product or system (ACTDEK020)

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

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Intercultural
creative thinking Social understanding
Proficient Proficient
Ability to competence
skills in skills in using
interacting and consider
with others manipulating alternatives
during information on and solve
discussions a range of problems
(English software based on
ACELY1709) (ACTDIP016) evidence
during idea
generating at
conclusion of
lesson

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 Develops student knowledge and values
necessary for students to act in way that
contribute to more sustainable pattern of living.

1
 Focuses on futures (3rd key concept) as students
are to think about bettering their futures via the
use of renewable resources.
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:

 Define renewable energy
 Categorise well known resources into either renewable or non-renewable

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

- Organise groups for energy card game
- Create energy cards
- Generate and print QR codes
- Create Socrative quiz
- Ensure students have fully charged personal iPads
- Ensure projector is on and working
- Padlet is open on computer
- Ensure Socrative quiz is live and hence accessible to
students
- Ensure QR code for design brief website is displayed
- Create design brief website
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
- Students who are not proficient in ICT skills are
seated next to proficiently skilled students
- Groups for energy card game are mixed via skill
(with students of high and low skilled students)
and behaviour/attention (to ensure adequate
work is done)
- Enabling: students who are struggling are
provided with adequate prompts and are
assisted via another student or teacher if
possible
- Extending: students who are ahead of class are
able to begin generating ideas for the design
brief during the lesson rather than waiting until
the next lesson
- Students with visual issues are seated at the
front of the class

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:

1. Students are seated at their desks and are asked to think about the
2 mins
following questions:
- What is renewable energy?
- What is an example of renewable energy?
- Why is renewable energy important?

2
 Personal iPads
2. Students walk to multiple corners of the classroom where QR codes are QR code
5mins stuck around the room. Students scan the QR codes taking them to the
class Padlet. Students are to answer the questions to the best of their
ability (formative assessment)

3. The Padlet is displayed on the projector, the list of ideas is read aloud for
the class to think about Projector
2mins
4. Students continue to direct their attention towards the projector and https://www.youtube.
watch the YouTube informative video Resources: Welcome to the com/watch?v=8LfD_E
4mins Neighbourhood – Crash Course Kids Kze2M&list=PL3-
Ima1Dda
CNL5uYYJixELF
Lesson Steps (Lesson content, structure, strategies & Key Questions): u9oC7XUaJi.

1. Activity is explained
2mins I am going to give each group a pack of energy cards. I want you to place
the 2 headings (renewable and non-renewable) at the top. As a group, you Energy Cards
are to sort the resources into their correct column.
15mins
2. Students are split into their pre-organised groups and complete the
activity as a group

3. Once students have completed activity students return to their desks

4mins
4. As a class, students discuss what they noticed between renewable and
non-renewable resources

Renewable resources are natural and non-renewable resources are not

natural

5. Students are asked to complete a Socrative quiz to display Socrative

14mins understanding of learnt information gaining access via the code word iPads
‘MISSCROSTELLA’

Lesson Closure:(Review lesson objectives with students)

iPad
1. Students are to scan second QR code which is displayed on the projector QR code

- QR code takes students to design brief website

12mins - Design brief is read and discussed as a class, relating to
information learnt in today’s lesson (renewable energy, wind
turbine features and designs)
- Students are to ask questions regarding design brief and design
process Design Brief
- Students are directed to information sheet on website and Weebly
asked to read and think about ideas for design brief which will Information sheet
be started next lesson in class (following excursion).

3
 Transition: (What needs to happen prior to the next lesson?)

1. iPads are packed away into trays

2. one student is selected to collect the QR codes from around the
2mins
classroom and place into recycling bin Recycling Bin
3. students remain at desks ready for next class

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

1. Via progress and success during energy card activity

2. Via Socrative results
3. Via classroom discussions