LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 11:50-11:50 Date: 30/10/2019 Students’ Prior Knowledge:
- Living things have basic needs, including food
Learning Area: and water
Science - Living things have a variety of external
features
Strand/Topic from the Australian Curriculum - Living things live in different places where their
needs are met
Living things depend on each other and the environment to - Living things have life cycles
survive (ACSSU073). - In the first two lessons of the course students
explored the idea:
o Living things depend on each other
and the environment to survive
o How the human population relies on
bee’s

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: N/A
Lesson Objectives

As a result of this lesson, students will be able to:

 Identify and explain the effects of unsustainable behaviours such as deforestation on bee’s and the human
population.

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

- Load videos and interactive map.
- Ensure all iPads are charged for use.
- Pre-determine groups for activity.
- Set up classroom so all students can see the
whiteboard and participate in brain storming activity.
- EA to work with students who need extra
assistance in reading the reports.
- Have students repeat instructions before
commencing the activity, allows for processing.
- Ensure think time during class discussion.
- Print of detailed instruction sheet for students
who require structure in the classroom.
- Do not group students on BMP’s together.

1
  

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

Resources/References
Time Motivation and Introduction:
1. Teacher introduces deforestation through a deforestation https://www.youtube.com/wat
animation ch?v=nUstYj4o2VQ

2. On the whiteboard, teacher is to conduct a brain storm showing:

a. What they know about deforestation
b. Why they think deforestation is bad
3. Teacher poses the question;
a. As we know that forested areas were the original habitat
for bee’s, how do you think the bee population would be
effected by deforestation?
i. Think-Pair-Share
b. How may this effect the human population?
i. Think-Pair-Share
4. Teacher draws students attention to UNESCO sustainable https://www.youtube.com/wat
development goal fifteen, ‘Life on Land’ before watching a video ch?v=51AwOL0He4c
on how we can preserve wood

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

1. As a class, the teacher will go through the interactive map on the
smart board which looks at the various locations of deforestation
around the world.
a. The teacher will click on a pin to read the report to the
class
2. Teacher outlines activity; using the interactive map in small
groups, students are to read a report and create a speech, poster
or PowerPoint aimed at organisations involved in deforestation. It http://www.globalforestwatch.
should include; org/map
a. What deforestation is
b. Why is it important that we stop deforestation?
c. How does it effect the bee and human population?
d. Make suggestions of alternatives.

Lesson Closure:(Review lesson objectives with students)

1. Students present their information to the class
a. Following this, a student from the class will present two
stars and a wish about their presentation
i. Star = what they liked
ii. Wish = what they would like to have seen or done
differently
2. Teacher highlights common answers to why we should stop
deforestation and how it effects us.

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

1. Students are to place their work on the teachers desk for marking
and place all other science materials in their trays.
2. Return to the mat and await further instruction

2
 

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

judged?)
Identify and explain the effects of unsustainable behaviours such as
deforestation on bee’s and the human population.
1. Formative assessment – teacher collects students work samples
and assess them against a marking rubric

Excellent High Satisfactory Limited

Using Explains Describes Makes simple
examples, relationships relationships connections
explains between between between bee’s
relationships Bee’s and the Bee’s and the and their
between bee’s environment environment relationship with
and their that assist their that assist their their
environment survival. survival. environment.
that assist their
survival.
Using Explains and Describes the Makes simple
examples, defines the process of and broad
explains and process of deforestation. statements
defines the deforestation. about
process of deforestation.
deforestation.
Using Explains the Describes the Makes simple
examples, effects of effects of statements
explains the deforestation deforestation about the
effects of on humans and on humans and impacts of
deforestation the ecosystem. the ecosystem. deforestation.
on humans and
the ecosystem.