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Year Level: 4 Time: 12:00pm Date: 01/04/2022 Students’ Prior Knowledge:
 Students have been on two excursions prior to
Learning Area: this lesson, the Perth Zoo and Piney Lakes.
Science & Technologies The information students learned at those
venues is relevant to this program
 Students have previously looked at ways
products, services and environments are
designed to meet community needs
Strand/Topic from the Australian Curriculum
Biological Science  Students learned about the three aspects of
1. Living things depend on each other and the sustainability at piney lakes
environment to survive (ACSSU073)  Students learned about animal habitats and
Technology and Society endangered animals at the Zoo
2. Ways products, services and environments are  Students also have an understanding of living
designed to meet community needs, including things and know that they are part of the world
consideration of sustainability (ACTDEK010) around us

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

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Intercultural
 creative thinking  Social competence understanding
Cross-curriculum priorities (may be addressed in the lesson)

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

 Select an endangered animal to design an enclosure for
 Identify three major aspects of that animal’s natural environment
 Students understand and can access the design brief

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

 Prior to this lesson the entire design brief would be  Links to web resources will be provided to students
planned, colour coordinated and uploaded to the who have poor research skills
Weebly  There is a challenge section of the project for
 The envelopes would be hidden (easily) around the students who excel

 The teacher has a list that says which colour
envelope is which part of the brief

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time Motivation and Introduction:
1. Students return to class
i. Instruct them to sit on the mat quietly facing the front

2. Once all the students are seated inform the students that there are 8 different Coloured Design Brief
coloured envelopes hidden around the room and that they will need to find Envelopes
i. Remind students of the classroom behaviour expectations
ii. Instruct the students that once they find an envelope they must return to
the mat and sit down Without opening the envelope
iii. Stop any students who are violating the expectations

3. Once all the envelopes have been found call all students back to the mat

4. Ask the students what they think are in the envelopes

5. Tell the students that in the envelopes is all the information they will need to
complete a new project

6. In order (refer to list) ask each student to open their envelope

i. Once the student has opened it ask them if they are happy to read it or
if they want the teacher to
ii. After it has been read out write a simplified version on the board
QR Code
7. The last envelope contains a QR code
i. Get the student to bring it up to the front
ii. Stick the QR code underneath all the information on the board
iii. Inform the students that they need to scan the code and that they will
be taken to a website that has all of the information that has just been
read out

8. Ask the students if they have any questions about the Project

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

1. Play the YouTube video about mountain gorillas YouTube

i. https://www.youtube.com/watch?v=rHhSCO5-3Pg

2. Ask the students if they were building an enclosure for the Silverback Gorillas
what they would put in it and why?
i. Refer to the video about the environment and lifestyle of the gorillas
ii. If students are struggling to respond play the video again and pause at
places where there is important information

3. Instruct the students that they will need to research and choose an endangered
animal for their project
i. Students will need their iPads and can Quietly discuss will the person
next to them

ii. Students can find their own space around the room for this task
iii. Students will need to write down the animal they choose and 3
different features of its natural environment (use the discussion about
the gorillas as an example)
iv. Inform students that there are links to websites on OneNote if the need
help finding an animal
https://www.worldwildlife.org/species/directory?direction=desc&sort=extinction_status Website Links

4. Call all the students back to the mat

5. Get the students to sit in a circle

6. Go around the circle and each student says what animal they chose and three
features of that animal’s natural environment
i. Take not of the similar environments that students list e.g. the

Lesson Closure:(Review lesson objectives with students)

1. Once all the students have shared point out the similarities of the environments
of the endangered animals

2. Ask the students why they think there are similarities

i. Direct the discussion towards the three types of sustainability
(which the students learnt at Piney Lakes)
ii. Facilitate a discussion about the role people play in protecting
animals and the environment.

3. Ask the students to close their eyes and put their heads down
i. Ask students who had difficulty understanding the design brief, or
project, to raise their hand
ii. Ask students to raise their hand if they are confident with the animal
they chose (take note of who does not raise their hand)
iii. Ask students who are excited to do this project to raise their hand (also
take note of who does not raise their hand)

4. Students open their eyes and await the teacher’s instructions

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

1. Depending on the outcome of this lesson some points may have to be revisited

2. Adjustments to the proceeding lessons should be made to engage the students

who said they were not excited

3. Students who said they were not confident with their animal will need to
choose a new one either at home or when they have spare time
i. Recommend an animal to them that they may be more suited to

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

1. Objectives 1 and 2 can be assessed through informal, formative observations

and anecdotal notes. During the circle stage of the lesson each student should
verbally identify an endangered animal as well as 3 features of that animals
environment. The teacher will take note of students that are unable to list three
features or features that don’t match the animal and students who select an
animal that isn’t endangered.

2. The third objective will be informally assessed using an interview (couldn’t

think of a better word) and the teacher will note any students who raise their

3. Using the same method the teacher will be able to conduct an informal
diagnostic assessment of student interest which will enable the teacher to
modify future levels to enable those students