Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 1:50- 2:50 Date: 19/10/18 Students’ Prior Knowledge:

Learning Area: Science, Design & Technologies
• Students have had a previous lesson researching
waste disposal.
• Students know about reduce, reuse and recycle.
• Students have a good understanding of researching a
topic and knowing what is a creditable website.
• Living things depend on each other and
the environment to survive (ACSSU073)
• Science knowledge helps people to understand the
effect of their actions (ACSHE051)
• Create a sequence of steps to solve a given task
(WATPPS16)

Strand/Topic from the Australian Curriculum

Science
Natural and processed materials have a range of physical
properties that can influence their use (ACSSU074)

Design & Technologies

Ways products, services and environments are designed to
meet community needs, including consideration
of sustainability(ACTDEK010)

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:

- Create detailed and inspired designs for their posters
- Show effective use of research and sources through their brainstorms
- Effectively work collaboratively with others in their groups

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

- Extra design sheets Enabling

- YouTube clip To assist students the teacher can assist with more
- Paper bins resources and designs to students who are struggling
- Textures and aid with their designs.
- Paints
- Pencils Extending
Students who need extra extending can label their
designs with what materials they will be using and
writing up a small explanation of their design and why
they have done it that way.
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:

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

relevant)
Resources/References
Time Motivation and Introduction:
Align these with the segment
where they will be introduced.
1. The Teacher calls class to the mat for Science, Tech and Design
lesson, asking the class about a recap from last week.
“Last lesson class what did we discuss about our research and
design project?” (Pause and wait time)
15
2. The Teacher will begin the class with a short video from BTN about https://www.youtube.com/
minutes
waste in school. This is a follow up from the lesson before when watch?v=UJcLPZ0raVc
the teacher introduced the project and students started their (Appendix 1)
research.
The teacher asks the students to discuss with their talking buddy
about the clip and what they have learnt or already know, the
teacher will ask for some student’s answers.

3. The teacher will then ask, “Why are we making posters for the
bins, why is this an important project for our class and the school?
discuss with your talking buddy”
The teacher then asks for answers and write a brainstorm up on the
whiteboard of why the students are doing this project.

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

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1. The teacher explains to the class that this is their second

researching and designing class and that designs must be
completed by the end of the lesson.

“To those students who have not completed their research or their
designs you must focus and get that dine as next week we are
35 beginning the making stage of our project.” “Please come and see
minutes me if you need some assistance with your research or designs”

2. The teacher asks the students to make their way back to their
desks and grab their project workbooks out and begin work. The
students must be;
- Researching on the class iPads or computers about waste and
what were items should go and in which bins.
- completing their 3 designs in their workbooks, one design for
each different bin.
- collaborating with their group and deciding which bins designs Example of project
they should use. booklet brainstorm page
and design pages.
(Appendix 2)
Not all students will be up to the same stage, the teacher must ensure
students are working effectively, this is an exciting and fun project but
students must stay on task and finish what needs to be completed before
the next lesson which is making and creating.

3. While students are completing their work the teacher will be

walking around making notes on the students’ progress,
encouraging students, solving issues and ensuring everyone is on
task.

The teacher may also talk to students about their design, ask students
about how and what materials they will be using, especially as the poster
must be A3 size made from the recycled paper from the paper bin.

4. Students also can look through the materials and see what is
available, this will help with the design process as they can touch
and view what is available.

5. Groups who have finished their personal designs and collaborated

for their group designs may then start collecting materials and
starting the creating process. (this is depending of time and
materials available that week)

6. In the last 5 minutes before wrapping up the class the students

must get into their assigned groups and decide on their final
designs.

Lesson Closure:(Review lesson objectives with students)

5
minutes - To close the lesson the teacher asks each group to place their
finalised designs on the desk that have been working on. All the
students will then walk around the classroom and look at each
other’s designs.

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

minutes
- Groups must have their 3 designs finalised.
- Project books must be placed back onto big desks and designs
must not be lost.
- Students must pack and stack and tidy up the classroom before
standing behind their desks while waiting for the final bell.

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

judged?)

- The teacher can assess the students their work samples of Checklist
brainstorms showing research and their designs will be used to (Appendix 3)
assess their design process.
- The teacher will also have a checklist, the checklist includes the
students’ names, this lesson objectives to ensure that all students
are on task and completing the work asked of them.
- At the end of the project the teacher will collaborate all the
checklists to make the final designs and posters.

Appendices

Appendix 1.)
YouTube Video
https://www.youtube.com/watch?v=UJcLPZ0raVc

Appendix 2.)

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Example of workbook brainstorm page and design page.

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Appendix 3.)
Assessment Checklist

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References
k10outline - Science v8.1. (2018). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/science-v8#year-4-syllabus

Wipe Out Waste school program - Behind the News. (2018). Retrieved from
https://www.youtube.com/watch?v=UJcLPZ0raVc