Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION

Year Level: 6 Time: 10.00 am - 11.00am Students’ Prior Knowledge:

Date: Friday 19th October 2018
In year 5 students focused on technologies in
Learning Area: Science: Design and Technology society throughout different contexts.

Specifically in this area students explored the

technologies they used in the home and de-
signed models of what they thought were envi-
ronmentally friendly. This incorporated ideas
such as rain water tanks, solar panels, energy
systems etc. From this children were able to
grasp a concept of what is used in homes and
the community, that is environmentally friendly,
which now links to the topic of sustainability in
relation to technologies and design.

This background knowledge will enable ideas

for their houses and descriptions of what they
are going to use in their sustainable houses.

In year 6:
Prior to this assignment children have learnt
about sustainability and sustainable develop-
ment in the area of science.

Strand/Topic from the Australian Curriculum

ACTDEK019
How people address competing considerations,
including sustainability when designing prod-
ucts, services and environments for current and
future use. 


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

Literacy Numeracy ICT compe- Critical and Ethical be- Personal and Intercultural
tence creative think- haviour Social compe- understanding
ing tence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia

Proficiencies:(Mathematics only)

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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 ‘Sustainability and Sustainable development

• Compose one idea/draft for their sustainable house design brief

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

Organise materials: Enabling student:

- Ball - participate in motivation activity, however ask
- Vide on smart board them towards the middle/end of the game so
- Print out 28 design briefs and brainstorming that they have had time to process ideas
sheets about sustainability.
- 2 extended worksheets - Give them the same design brief, however
- 2 enabled worksheets give them the enabled marking key, with lower
expectations e.g. 2 rooms within the house
During the class: design
- Hand out worksheets to desks when students are - Give them an enabled brainstorming work-
watching the video sheet

Extended student:
- participate in motivational activity, however
ask them to give you more than one idea
- Give them the same design brief, however
higher exceptions and a different marking key
(attached to lesson plan)
- Extended brainstorm sheet
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

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Time Motivation and Introduction: Resources/Refer-
ences
Sustainability Recap Ball game: (recap from prior lessons about
sustainability)
Ball
10.00 Once all children are standing in a circle on the mat area, introduce
- them to the ‘Sustainability ball’
Explain that every time the ball is thrown to a student, they must
10.10 think of one word that comes to their mind, when they think of ‘sus-
AM tainability’

Once each student has given an answer they can sit down, so you
know who has contributed. Or if familiar with the students to extend
them, they can stay standing up to allow them to think of more an-
swers. 



Once finished our warm up activity, stay on the mat but have the
children seated so that they can see the smart board 

https://k10outline.sc-
Go through the proper definition of sustainability featured on the sa.wa.edu.au/home/
SCSA web page p-10-curriculum/
cross-curriculum-pri-
orities2/sustainability
Lesson Steps (Lesson content, structure, strategies & Key Ques-
tions):

Discussion:

Once all children are seated on the mat with their listening ears on,
begin with introducing the design brief

‘Now we have recapped what we know about sustainability we are

10.10
going to go through our assignment’
-
Before reading aloud the design brief ask a series of questions to get
10.30 the students thinking
AM Firstly ask the the students to think about these questions:

‘Who would like to make their own house?’

‘What rooms would you put in this house?’

‘If you had to make it sustainable would could you put in your
house?’
- Now with someone sitting next to you we are going to do a ‘think-
pair share’ to discuss these questions
- also write the questions on the board whilst they are discussing so
they do not forget
- (Give students 5 minutes to think, pair & share)
- Ask 3-4 groups about what they discussed:
- Answers you are looking for:
- ‘Yes I would like to make my own house’ ‘Because… I like creating,
I like making and I like designing’
- What things would you put in this house ‘bedroom’ ‘living room’
‘kitchen’ ‘bathroom’
- What could you put in this house to make it sustainable ‘Recycled
water tanks’ ‘Solar panels’ ‘energy systems’

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 Explanation of design brief:

So before giving the deign brief structure to the children, give them
the main ideas to generate so that when they come to looking at the
actual brief they have ideas that they can expand on:
‘We are going to make our own mini suburb. To do so we need to
think about what, where, how, why and when factors. This is going to
be a mini house, for mini people sort of like for dolls or action figure
sized people’

‘Now the challenge of this task is to create the most sustainable

house you can think of. So before when we played with the sustain-
ability ball that was an activity to start processing ideas’.

Before we start brainstorming we are going to watch a video on sus- You tube video:
tainable development to refresh your memory and explore factors ‘What is sustainable
you must consider when building your house. development’
https://www.y-
outube.com/watch?
Watch video ‘Sustainable development’ v=7V8oFI4GYMY

Once video is finished send children back to their desks, where they
will have a copy of the design brief and brainstorm sheet waiting on
their desks.
As a class go through the design brief and read aloud the instruc-
tions. (Design brief is attached to the lesson plan and on weekly un-
der ‘design brief’ Design brief & brain-
storm hard copies
10.30 Once all instructions are completed, allow the children to begin with
their first brainstorming activity.
-
(Activity sheet and design brief is attached to the lesson plan)
10.55
- Give students a 5 minute warning before lesson closure
AM
- Ensure them we will be working on this again next lesson
Lesson Closure:(Review lesson objectives with students)

Gather all students attention

Ask:

10.55 ‘Put your hand up if you have answered question one and two’
- If not address the students who haven’t and assign it to them for
- homework
11.00 - ‘Who got started with some ideas for their design briefs
- ‘Put your hands on your head if you think you have a good idea of
AM what sustainability is’
- ‘Put your finger on your nose if you think you know what sustain-
able development is’ 



Transition: (What needs to happen prior to the next lesson?)
- Lastly, ask all students to put the design brief and brainstorming
activity in their homework bag
- Encourage the children to work on it at home
- Ensure the importance of those sheets, the children must NOT
loose them!
Homework

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