LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Students’ Prior Knowledge:
Year Level: 3 Time: 1310 - 1400 Date: 17.10.18 YEAR TWO
Design and Technology Scope and Sequence
Learning Area: Design and technology Materials and technologies solutions
Characteristics and properties of materials and
individual components that are used to produce design
Strand/Topic from the Australian Curriculum: solutions
Knowledge and Understanding Investigating and defining
Explore design to meet needs or opportunities
TECHNOLOGIES AND SOCIETY Designing
Recognise the role of people in design and technologies Develop, communicate and discuss design ideas
occupations and explore factors, including sustainability through describing, drawing, modelling and/or a
that impact on the design of products, services and sequence of steps
environments to meet community needs (ACTDEK010) Collaborating and managing
Work independently, or collaboratively when required,
to organise information and ideas to safely create and
(See Curriculum Links tab on Weebly for more learning share sequenced steps for solutions
areas this program links to)
General Capabilities
Personal and
Critical and Intercultural
Literacy Numeracy ICT competence creative thinking
Ethical behaviour Social
understanding
competence

Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement
Sustainability
histories and cultures with Asia
Lesson Objectives

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

 Research using two different forms of information sources (books, encyclopaedia, internet, videos)
 Identify at least five sustainable features in a house
 Identify which rooms need to be included in their house design

Teacher’s Prior Preparation/Organisation:

- Prepare a range of book in the classroom sources from the library on topics such as; sustainability, wind
turbines, solar panels, waste, recycling etc.
- Ensure iPads are charged and in the classroom
- Edmodo page with YouTube videos and images set up
- Josh’s house website loaded

Provision for students at educational risk:

Enabling: Students who are finding the researching concept hard to can work in a group with the teacher, reading
books on the topic, this way the teacher can ask leading questions to prompt their research and brainstorming.

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Extending: Students who require enabling are encouraged to highlight why they have chosen their five sustainable
features for their house and why these sustainable features will contribute positively to the community. Give
explanations on their work.

LESSON EVALUATION

Assessment of Lesson Objective and Suggestions for Improvement:

Mode of assessment: Formative and Summative

Assessment strategies used:

Formative
- Observations during in-class activities including observations of students non-verbal feedback during lecture
- Question and answer sessions, both formal (planned) and informal (spontaneous)
- In-class activities where students informally present their results
Summative
- Projects (project phases submitted at various completion points could be formatively assessed)

Teacher self-reflection and self-evaluation:

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

LESSON DELIVERY

Time Motivation and Introduction Resources/References

13.10 Ask students to sit in their places on the mat in front of the projector.

Introduce ‘Josh’s House’ website. Josh’s House is a website about a man

called Josh from Perth who has built his own sustainable home. The website Josh’s house website
documents the entire process from start to finish including videos of his https://joshshouse.com.au
progress. This video will give students an idea of some sustainable features
they can include in their home and how they might set up their home.

13.11 Watch Josh’s house video 1: https://joshshouse.com.au/videos/series-1-the-

build/  Video Link

Key questions (formative assessment):

- What are some things you noticed in this video?
- Did he mention any sustainable features he is going to include in his
home?

Lesson Steps
13.16 Explain to students that they are going to be continuing on with their
researching from the previous lesson.

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 Students are researching in groups of 3 on what sustainability means,
examples of sustainable features in a house and what needs to be included
when building a house. A3 Paper

 Lesson objective 1: Research using two different forms of iPads / Computers

information sources (books, encyclopaedia, internet, videos)
Books on sustainability
They are recording their findings as a brainstorm on an A3 sheet of paper as and waste
a group. Students have been encouraged to use as many research methods
as they can. Pens / Pencils / Eraser

They can use books which the teacher has already prepared in the
classroom, the online Britannica, YouTube videos, the josh’s house website,
pictures.

The YouTube videos and pictures have been pre-selected by the teacher
and loaded onto an Edmodo webpage so that the students can’t access any
unwanted material.

13.45 Once students have completed their research brainstorm they can then start Sustainable house
on planning their own home. Students are to start on page 4 and 5 of their booklets
house building booklets and fill out the pages detailing their house rooms (Example of this is
and sustainable features. attached)

 Lesson objectives 2: Identify at least five sustainable features in a

house
 Lesson objective 3: Identify which rooms need to be included in
their house design

Key Questions (formative assessment):

- Which sustainable features have you decided to use in your home?
- What are some of the benefits of using these sustainable features?
- What rooms do you need to include in your home?

Enabling: If students get this far they can begin a draft floor plan for their
house in their maths grid books.

Lesson Closure
13.55 Gather all the groups A3 brainstorm sheets (summative assessment).
These brainstorms will be marked and hung up around the classroom to
provide as a reference for the students throughout their house building
project. At the end of the project these brainstorms will be hung up at the
exhibition of their final houses.

Gather up the student’s sustainable house booklets. Mark the progress

students have made in their booklets.

Transition
As students to pack away any pens and pencils they used during the lesson.
Students also need to pack away iPads and any books they may have used
for their research. Once all their desks are clean students will sit on the mat
14.00 in preparation for the beginning of the next lesson.

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 Assessment
Lesson objectives:
 Research using two different forms of information sources (books,
encyclopaedia, internet, videos)
This will be assessed by formative and summative assessment through
anecdotal records throughout the lesson and also when marking the
research brainstorms.
 Identify at least five sustainable features in a house
This will be assessed through marking of their research brainstorms, were
the students able to record five different sustainable features in a house?
This will also be assessed through marking of their sustainable house
booklets; which sustainable features has the student selected to use in their
home?
 Identify which rooms need to be included in their house design
This will be assessed through marking of their research brainstorms, were
the students able to record which rooms need to be included in a home?
This will also be assessed through marking of their sustainable house
booklets; which rooms has the student selected to use in their home?

Term plan - Lesson overviews

Lesson overview:
1. Introduction to the topic – Begin research
2. Research – What are sustainable homes, some examples, what are
some sustainable features
3. Research – Work on sustainable house booklets. Finish researching
sustainable features and what is included in a home (which rooms
etc), plan which sustainable features you will include in your home.
4. Research – Finalise which sustainable features you will include in
your home; prepare some questions you would like to ask the guest
speaker (questions about sustainable features or house building)
5. Guest speaker – Guest works for a building planning company and
will talk about his experiences of house building. Students to have
questions ready.
6. Begin design– Begin making a draft design of your home in maths
grid books. Collect materials.
7. Design – Finalise draft
- Establish what you would like to change about your plan
- Begin second draft of house floor plan
- Collect materials
8. Design – Finish grid floor plan and collect materials
9. Plan building process – what are you going to start building first,
what will you leave till last? Bring in materials to school. Select
materials to use.
10. Build
11. Build
12. Building lessons will continue until the end of term / when houses
are complete.
13. Exhibition of houses!