Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 4 Time: 11:30-12:30 Date: 19/10/2018 Students’ Prior Knowledge:

• Be able to follow a sequence of steps which have
Learning Area: been written.
Design & Technologies, Science, English • Come up with concepts and ideas and then transfer
them into labelled drawings.
Strand/Topic from the Australian Curriculum • Have previous knowledge of materials that are
classified as recyclable and reusable.
Develop and communicate design ideas and decisions using
annotated drawings and appropriate technical terms (WATPPS23)
Science knowledge helps people to understand the effect of their
actions (ACSHE062)
Make connections between the ways different authors may
represent similar storylines, ideas and relationships (ACELT1602)

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

Literacy Numeracy ICT competence Critical and creative Ethical Personal and Social Intercultural
Students will be thinking understanding competence understanding
interpreting and Students will be Recycling and Correlates with
distinguishing the using their reusing helps ethical
differences in imagination and students to understanding as it
storylines that are working towards differentiate develops their life
made from author improving their between right and choices and makes
to author. innovation skills wrong and, them better
when thinking of goodness and members of society
ideas for their abuse which also in the future.
house. links to
sustainability.
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 Chemical/nutrient cycling – strengthens their
knowledge with the 3 R’s. Also enables students to
think of systems that they will be able to use in
their house to make it sustainable.
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:

• Identity suitable materials in a group, that fit the specifications and that can be used for their project.
• Compare the original three little pigs storyline with the 2 story lines that students heard within the lesson with a partner.

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

• Printed design briefs for students • Dechlan to transfer his ideas onto the mini
• Popsicle sticks with students’ names whiteboard instead of paper due to lack of fine
• Worksheet for students to work throughout the lesson motor skills.
sequences. • Isabelle to add another sustainable element to her
house.
• Gemma to sit closer to the teacher due to hearing
aid.
 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction:
11:30 • Introduce the lesson by asking student who has heard of the fable of The
Three Little Pigs (majority of students should know).
• Ask for quick answers on the main that happen in the story for students that
don’t know but also to get students into the mindset of the story.
Lesson Steps (Lesson content, structure, strategies & Key Questions):
11:35 • Students are then going to watch two videos that have the same story line as
the three little pigs but both with a twist.

11:45 • After watching the videos, ask students to pair up with another student on the Youtube videos.
mat and share what was different in storylines that they just watched to the
original one that they know.
• After giving them a minute to share, go around the room looking for answers
o Look for answers that relate to the materials that were in both
videos, other answers are acceptable though.

11:50 • From this, ask students what they would do differently if they wanted their
house to stay when a wind came? Pose questions whilst they’re on the mat.
o What materials would you use?
o How could you get your house to stand up in the first place? Would it
be in the materials or in the way that it is structured?
• Tell the students to close their eyes and think of some ideas that they could
have but tell them to keep it in their mind as it will benefit them later.
• After giving them a minute to think for themselves, tell them that they are
going to put these great ideas to good use as for the next few lessons in
design & tech they will be working their way to building a special house.
• Hand out the design brief to students.
11:55
• Go over the design brief as a class getting students to follow along with you,
posing questions as you go along. Printed design briefs.

o Introduction
§ Read this in an enthusiastic voice so students are engaged
fully.
o Design Brief
§ Groups will be chosen by the teacher at random after going
over the brief.
§ Bringing in material is a group effort so everyone must
participate.
o Project Specifications
§ What kind of materials do we consider recyclable and
reusable?
§ Is there anything at home that isn’t being utilised that could
work with your house?
§ Materials that are brought in need to be cut or added to
your house or other materials. You can’t just bring a shoe
box in, cut a door with into it and consider it a house. The
show box must be cut or manipulated in some way.
 § What kind of systems make your house help the
environment somehow?
o Evaluation
§ Don’t just go with your first idea, research some other ways
that’s your house will be effective.
o Presentation
o Time
§ Each lesson is planned to do something differently within
their project, so students should try to finish everything
they
o Resources/Support material
§ Support material will be given within each lesson.
Popsicle sticks with
• Make groups of three at random using popsicle sticks with each student’s
12:05 students’ names.
name on them and get them to find themselves on the mat to sit with each
other.
12:10 • Ask students what they think they have to do in order to be successful with
their house and meet the project specifications. They are to share these ideas
with their group.
• Give out work sheet that they will be completing throughout the project.
o Doesn’t need explanation as this has been gone through in another
science lesson.
• Tell students that for the rest of the lesson they will be researching to find out
Individual and school
what kind of materials they can use that would be considered recyclable and
iPads for students that
reusable.
don’t have one.
• Give them some websites that they can use to find this out.
o https://www.reusethisbag.com/articles/kids-guide-to-recycling/
o https://recyclingnearyou.com.au/education/25-things-to-reuse.cfm
o https://www.favecrafts.com/Earth-Day-Crafts/16-Recycle-Crafts-for-
Kids
• Some students will be confident and move quick in knowing what they need,
so tell these students are able to start researching some potential ideas.

12:25 • Float around the class helping out groups and individuals if need be.

Lesson Closure:(Review lesson objectives with students)

• Before the class ends, ask some random students as to what they plan to
bring in regard to materials.
12:30
Transition: (What needs to happen prior to the next lesson?)

• Before the next D&T lesson, as homework students are to watch a YouTube
video that will help them out with the process of the project.

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

• Observations of who was contributing to discussion will be used when

assessing students of being able to compare the fable stories.
• Worksheets given to them that they were able to work through throughout
the project will be collected at the end of each lesson to be assessed. It will be
judged by seeing if students were able to present their ideas into each section
of the worksheet. For this lesson they will be judged on whether they chose
the appropriate materials.