Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: Date: 25-10-2019 Students’ Prior Knowledge:

• Students are able to group living things based

Learning Area: Science & Design and Technologies.
on observable features and distinguish them
from non-living things.
Strand/Topic from the Australian Curriculum: • Are able to use diagrams and other
representations to communicate their ideas.
Science: Living things depend on each other and the • In materials and technologies specialisations,
environment to survive (ACSSU073) students select and safely use
suitable materials, tools and equipment to
create design solutions.
Design & Technologies: Define a sequence of steps to
• Students create a sequence of steps to solve a
design a solution for a given task (WATPPS21)
given task.
• Develop and communicate ideas using
labelled drawings and appropriate technical
terms.
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:

• Sequence a number of steps which indicate the design instructions.
• Identify materials which are sustainable and recyclable.

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

• Organise research sheets from previous lesson so
students have an idea of how they will design their
diorama.
• Prepare planning worksheets for students during
the lesson.
• Check that YouTube video is uploaded.
• Place instructions on the board so students
are aided visually as well as verbally.
• Worksheet is made open so all levels of
students can achieve this set task.

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

Resources/References
Time Motivation and Introduction:

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 https://www.youtube.com/
1. Display to students a video which simplifies the difference between
11:00am watch?v=w9J4LFAGe5M
two deserts; Antarctica and a hot desert environment.

2. Students will begin the lesson by reviewing previous two lessons

11:02am already covered:
- Lesson one: research focusing around the Antarctic
environment.
- Lesson two: research focusing around the desert environment.

11:07am 3. A class discussion/brainstorm will be held identifying the difference Whiteboard needed for
between the two environments. brainstorm.
- “We have been focusing on two environments over the last two
weeks, the Antarctic and desert environment. I would like you to
now think about what you have learnt about these
environments and we will have a class discussion”.

11:15am 4. Students will be introduced to the design brief which will be covered
over the course of four weeks.
- “Over the next four weeks you will be planning, designing and
presenting your own environmental diorama focusing on one of
the environments you have just researched.”
- “Today’s lesson you will be starting to plan your diorama’s and
how you would like to design them”.

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

11:20am 1. Explain to students that they will begin to plan their environmental
dioramas writing instructions and materials they will need for the
design.
- “The first step of your design project will be to plan your
environmental diorama, making sure to include how your
design will look and what materials you will use”.

11:25am 2. Materials that students will be able to use must be sustainable and
recyclable. They will be able to bring sustainable/recyclable
materials from home as well as using some from school.
- “Your materials used for your environmental diorama must be
sustainable and recyclable. If your have some materials at
home, you may bring them in for your dioramas.”
- “The one material every student will have is their own shoe box Make it A3:
for the diorama to be designed in”. https://www.tes.com/teach
ing-resource/dt-planning-
11:28am 3. Students will be sent back to their desks ready to begin their and-evaluation-sheets-
planning. 6424270

11:30am 4. Hand to students their planning sheet which needs to be filled out
with detail and in-depth.
- “Before you colour in your diorama picture you must write down
your instructions first”.

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11:45am 5. Students will need to make sure to include the ‘rough’ steps they
will follow when designing their environmental diorama.
- “As you can see on your planning sheet, you need to write
down the steps you will take when designing your diorama.
Remember these are important as they are your
INSTRUCTIONS you will use when you come to start your
design”.

11:50am 6. Students will show their planning sheet to get it checked before
they can begin colouring their diorama picture.
- “You must get your work checked by a teacher before you are
able to colour in your diorama picture”.

7. Make sure every student has completed their planning sheet before
the lesson ends as next lesson, they will be beginning to design
their diorama.
- Make sure students have been given their science books ready
for gluing their planning sheet into.

Lesson Closure:(Review lesson objectives with students)

11:52am 1. Students will need to glue their designs into their science books, so
they do not get lost or damaged for the following lesson.

11:55am 2. Bring students back down to the mat where they will discuss their
planning stage of their environmental diorama.

3. Make sure students are informed about the following stage in the
12:00pm design.
- “Now you have planned how you want your environmental
diorama to look, the next stage is to begin designing.
Next lesson you will start piecing together your environmental
diorama using the materials you have put on your planning
sheet”.

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

• Students need to have completed their planning worksheet, so they

are able to begin their design.

• Worksheets need to be completed so materials can be identified

and collected prior to the next step in design brief.

• This lesson is the planning stage of the design brief project so they
will need to use this planning worksheet to use as instructions for
their design.

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

1. Students will be given feedback on their planning worksheet as to

know where to improve on next time.

2. A marking rubric will also be used to identify the objectives set.

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My Design Name
I am designing a

What materials I will use and why What equipment I will use and why

My design will look like this

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First I will need to

Next I will need to

My evaluation

What would I do better next time

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