Appendix 1 LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 4 Time: 60 minutes Date: 19/10/2018 Students’ Prior Knowledge:

• As the Critical and Creative Thinking levels in the continuum

Learning Area: Science, Design & Technologies progress along two years, parts of the Level 3 outcomes will have

been somewhat developed throughout Year 3 before this unit.

Strand/Topic from the Australian Curriculum: Hence, students have already begun to: ‘pose questions to

Design and Technologies: expand their knowledge about their world’; ‘explore situations

using creative thinking to propose a range of alternatives’; and

Processes and production skills (Investigating and defining)
‘draw on prior knowledge and use evidence when choosing a
• Develop and communicate design ideas and decisions

using annotated drawings and appropriate technical course of action or drawing a conclusion’.

• Students have been introduced to the Design and Technologies

terms. (WATPPS23)
Design Brief of Wind Powered Cars.

Processes and production skills (Designing) • This lesson will begin the process of planning student’s projects

and the materials that will be used, linking to its sustainable

• Identify and choose the appropriate resources from a

given set (WATPPS22) characteristics and recycling attributes.

• This lesson will develop students critical and creative thinking

skills, in developing and acknowledging the different uses of

Science:

Science Understanding (Chemical Sciences) recyclable materials and how this can be used in their projects.

• Natural and processed materials have a range of • Students have prior and in-depth learning surrounding fossils

physical properties that can influence their fuels, wind turbines and wind energy.

use (ACSSU074) • Throughout the Design Brief booklet regarding fossil fuels,

students have recorded the nature of fossil fuels and their

impacts, examples of non-renewable resources, reasons for

renewable resources as a way of the future.

• Regarding wind energy, students have recorded the importance

of wind energy, the pros and cons prior and post research and

• In terms of wind turbines, students have gone through examples

of these and their purpose and have also sketched and designed

their own.

• Students have begun to think about their designs and projects in

preparation for this lesson.

• In the previous lesson, students have discussed and investigated

the purpose of recycling, examples of recycled materials and

how to re-use.

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

1
 Literacy Numeracy ICT competence Critical and Ethical Personal and Social Intercultural

Level 3 à Use Level 3 à Level 3 à Creative Thinking behaviour Competence understanding

language to (Collect, (Collaborate, Level 3 à (Consider

interact with record and share and alternatives) –

others) display data as exchange) – use Explore materials

Students will tables, ICT tools to share using creative

use pair, group diagrams, and exchange thinking to propose

and class picture graphs information and a range of uses.

discussions to and column reflections with

brainstorm and graphs) - trusted parties Level 3 à (Draw

develop the develop and (teacher, student conclusions and

learning area communicate and parents) design a course of

topic on design ideas action) – draw on

sustainable and and material prior knowledge of

recyclable decisions recycling and

materials use using sustainable

for Wind- annotated materials and use

Powered Cars. drawings and evidence when

appropriate choosing a material,

justifications. stating it’s use and

purpose.

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 • Sustainability education is futures-

oriented, focusing on protecting

environments and creating a more

ecologically and socially just world

through informed action.

• It enables individuals and

communities to reflect on ways of

interpreting and engaging with the

world.

• Sustainability in students collecting

their own recycled materials and using

it for a sustained over-arching purpose

of wind powered cars, necessitate a

renewed and balanced approach to

the way humans interact with each

other and the environment.

2
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:

• Investigate and communicate design ideas and material decisions using appropriate explanations, using a ‘Mystery Box’ activity as a

class.

• Specify and illustrate chosen materials for their Wind Powered Car, providing detailed explanations on the recyclable characteristics

and sustainable purpose.

• Illustrate and annotate explicit diagrams and designs of Wind Powered Cars from different angles to begin the design process.

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

• Mystery Box (pre-made, painted and decorated • Students who are not accomplished in writing

• Collect a range of recyclable materials à CD’s, pop sticks, straws, skills, may also annotate and draw diagrams to

cereal boxes, plastic bottles, bottle caps etc. represent their ideas.

• Checklist for assessment • Students will be put into mixed abilities groups,

• Spare design brief booklets for those who were absent ensuring all abilities and learning styles are

• WALT, WILF and TIB printed and laminated to be displayed around catered for. Lower ability students will be able

the classroom to grasp higher-order thinking ideas from

• Whiteboard/Smartboard those higher students support.

• Student’s design brief booklets • Higher level students will also be able to

• Pre-determine groups for lesson develop further concepts as they voice and

explain their ideas aloud.

• Low-level students

- Offer guidance and assistance through one-on-

one or group work with teacher and breaking

down the concepts further where needed.

• High-level students

- Extension activity (Researching the advantages

and disadvantages of their chosen materials,

thus improving their ideas and alternating their

use of resources)

• Implement extending and enabling prompts

for each question to cater for student

capabilities.

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

Resources/References
Time Behaviour Management: Traffic light system will be in use
• Traffic Light System
throughout the term for individual behaviour management. (Green -
• MAB Blocks
well behaved, Yellow – warning and Red – consequence). Attention

mechanisms will be used throughout to gain students focus when

3
 needed such as clapping or class used terms for example: ‘Waterfalls’

and students reply ‘shh’ whilst doing the waterfall actions with their

hands, ensuring everyone is listening and nothing is distracting

them/fidgeting. Group points system – MAB blocks used, at the end

of each week the group with the greatest value in MAB blocks receive

a prize from the prize box.

Motivation and Introduction:

1. Students will make their way to the front of the class, sitting

quietly on the mat ready to begin the lesson.

2. Teacher discusses and displays the WALT and WILF of the

lesson and includes the TIB (recap what each of these • WALT, WILF and TIB printed and laminated for
2 mins
acronyms mean, for example: TIB means “This is because” display board

etc.). TP: Teacher to display these on the pin up board for

students to refer to during the lesson.

o WALT: To investigate and research recyclable

materials in order to design and create a sustainable

Wind Powered Car.

o WILF:

• All: will be able to write and investigate at least 3

recyclable materials and illustrate each.

• Most: will be able to write and investigate at least

5 recyclable materials with link to how these

materials will promote a sustainable wind

powered car and illustrate these.

• Some: will be able to write and investigate

several recyclable materials with link to how these

materials will promote a sustainable wind

powered car and illustrate these explicitly.

o TIB: It helps us to understand the importance and

purpose of recycling in order to promote a sustainable

future.

3. Teacher briefly reviews and discusses the previous lessons

5mins on Fossil Fuels, Recycling and Wind Energy by asking

• SmartBoard
students a variety of recall questions completed in their

Design Brief booklet over the last couple of weeks to

ensure understanding is clear. Teacher will write down key

4
 points on the Smart Board as ideas are shared. à (Critical

and Creative Thinking)

Ø What are fossil fuels?

Ø What are some examples of fossil fuels?

Ø What are non-renewable resources?

Ø Why are renewable resources the way of the

future?

Ø Why is Wind Energy important?

Ø What are some of the advantages and

disadvantages of Wind Energy?

Ø Now, focussing upon last lesson, what was the

topic we learnt about? à Students should recall

the term ‘recycling’.

Ø How do we recycle?

Ø What are some examples of Recycled materials?

Ø How can we re-use these materials?

Ø Why do we recycle? à Teacher discusses and ties

in sustainability and the futures of our world.

4. Teacher outlines and discusses the following ‘Mystery Box’

activity.
15mins

5. Teacher brings out the ‘Mystery Box’ (pre-made, painted

and decorated with question marks and title ‘Mystery Box’ • Mystery Box with objects inside

with an opening for students to be able to pick objects out

of) à (Critical and Creative Thinking)

Ø Today, we are going to be investigating recycled

materials and how they can be used for our Wind

Powered Cars.

Ø To begin, I am going to pick 6 students to come

up to the front and line up.

Ø I will be picking those who are sitting up straight,

not talking and that have been in the green traffic

light this week.

Ø These students are going to place their hand into

the ‘Mystery Box’ and pull out a recyclable

material and think about the different ways this

could be used on our Wind Powered Cars.

Ø Why/Is it recyclable? Is there a better option? Will

it be used for wheels? Will it be part of the body?

5
 Will it be a door? à (Sustainability)

Ø Once each student has shared one idea for the

object they bring out of the box, this student will

pick 3 other students who are sitting quietly with

their hands up to share some more ideas of how

that material may be used on the car.

Ø TP: use enabling and extending prompts based

on student’s level of thinking skills to promote

creativity and justifications.

6. The box will have basic foundational recycled materials

such as

Ø Old CD’s/DVD’s à Wheels, lights etc.

Ø Bottle caps à Wheels, Lights, Windows, Steering

wheel

Ø Plastic Bottles à Body

Ø Pop Sticks à Drive line

Ø Straws à Drive line, body, columns

Ø Scrap Paperà Windows, seats, lights etc.

5mins Ø Cereal Boxes à Body or cut up for decoration

7. Following the activity, teacher summarises the different

objects and the versatility of recyclable materials and how

they can be used for a variety of purposes.

8. After discussion, teacher sends students back to desks,

having 3 students hand out the Design Brief Booklets from • Design Brief Booklets

previous lessons back to students to complete the next

activity step.

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

1. Teacher goes through the activity sheets on pages 6-7 of the

design brief booklet.

2. As of now, you should have completed pages 1 – 5 in

your design brief booklet.

3. Today, you are going to be brainstorming and

reflecting on the materials we have looked at or any

other ideas you may have for your Wind Powered Car,

6
 and further begin the designing process.

20mins
4. On page 6, you will need to write what the material is in

the first column for example, if it is CD’s you write

‘CD’s’ under the ‘material’ heading and under the

reflection heading you will need to justify why you are

using that material. Include information such as why it is

recyclable? how will it promote sustainability in your

car? (Literacy), (Sustainability)

5. Then you will illustrate this material and annotate any

relevant details such as where on the car it will be, how

it will be attached to the car, size, colour, how many • Colouring pencils

etc. on page 7. Please read the instructions properly

and include all relevant information. (Numeracy)

6. If you run out of room, please raise your hand and I will • Spare A4 sheets of blank paper

bring around some blank sheets of A4 paper to attach

to your booklet.

7. For those who finish early, you will need to grab an • iPads

iPad from the tubs at the front of the classroom. You

will then research the materials you have selected on

page 5, and list any advantages and disadvantages of

this material either on the same page or on a separate

piece of paper. You may record any interesting

information that may help with your car design and

make any relevant changes if needed. (ICT

Competence), (Literacy)

8. Students go on with the task, whilst the teacher • White Board

displays or writes up the instructions on the • White Board markers

whiteboard/smartboard for students to refer to when • White Board eraser

needed.

9. Teacher will walk around and monitor students work,

observing work ethic etc. for assessment

10. Students do not have to work in complete silence, a

7
 productive buzz will be allowed, however, If off task

and too noisy, silent work will be put forward.

Lesson Closure:(Review lesson objectives with students)

1. To conclude the lesson, teacher asks everyone to pack up.

5mins

2. If you have not finished your worksheets today, that is fine,

you may spend time on these during silent reading after

lunch time today.

3. Once students have handed their design brief booklets

back to the teacher to keep, the teacher calls all students to

pack away all equipment, return to the mat and sitting

quietly.

4. At the conclusion of the lesson, teacher asks all students to

take a minute to think of something they have learnt today

and share with the person on their right (Think-Pair-Share)

5. Go around the room and pick random people from each

pair to share their ideas

5mins

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

1. Students clear their desks, quietly returning to the mat in

preparation for recess.

2. First group packed away and sitting ready will receive a

‘100’ MAB block for their group (class reward system

involving maths motivation)

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

judged?) • Assessment Check List

Checklist based on the following objectives and column for extra

comments:

Objective 1: Investigate and communicate design ideas and material

decisions using appropriate explanations, using a ‘Mystery Box’

activity as a class.

8
 Objective 2: Specify and illustrate chosen materials for their Wind

Powered Car, providing detailed explanations on the recyclable

characteristics and sustainable purpose.

Objective 3: Illustrate and annotate explicit diagrams and designs of

Wind Powered Cars from different angles to begin the design

process.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Mode of Assessment:

- Informal observation of students’ participation in hands-on activity of the ‘Mystery Box’ and their level of thinking and creativity in

brainstorming ideas verbally

- Checklist of student’s ability to reach all learning objectives with additional comments and instruction where needed.

Assessment Strategy:

- Anecdotal notes in exercise book of observations made throughout the lesson

Marking rubric of final assessment piece at the end of the term will include consideration of all checklists and anecdotal notes throughout the

term on this Design Brief project.

Teacher self-reflection and self-evaluation:

Anecdotal notes will be kept on:

• Were the students engaged and interested in the lesson?

• How successful was the introductory hands-on activity for motivation?

• How involved did the students get in the lesson?

• Did all students actively participate?

• What part of the lesson were students most engaged in?

• What part of the lesson were the students least engaged in?

• Was the lesson completed on time?

Overall impression of lesson:

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