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Appendix 1


Year Level: 5 Time: 11:30pm-12:20pm Students’ Prior Knowledge:

50 min Date: 18/05/18 This is the introductory lesson to the design brief
Learning Area: Strand from the Australian (7 lessons). In this lesson students gather and
Curriculum research information that will aid in their
understanding and igniting their drive for the
Design and Technology - native flower beds.
Define a problem, and set of sequenced steps, with users
planning to create a solution for a given task (WATPPS27) In year four Science students were taught and
Science – understood that living things depend on each
Living things have structural features and adaptations that other to survive (ACSSU073). They explored the
help them to survive in their environment (ACSSU043) fragile nature of our ecosystems so that the
importance of the problem with declining bee’s
population cements with them.
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and creative Ethical Personal and Social Intercultural
competence- thinking behaviour competence understanding
Use of iPad and -questioning of reliability Personal (Human)
researching of sources actions/activities
-imagination of consequences on
circumstances without environment.
bee Group work skills.
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Sustainability- This lesson and design brief in its entirety is founded on aiding
Islander histories and cultures Australia’s a stop to the possible ecosystem imbalance. In investigating the students are
engagement with prompted to strive for protection of honeybee species, for a sustainable
future of our biodiversity.

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
 Work collaboratively
 Describe the adverse effects of honeybee extinction
 Compare solutions that can be undertaken by local and global communities
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

Resource one of the listed pieces of Sarah has dyscalculia which inhibits her in mathematics. She
children’s literature from school/community struggles to apply mathematical principles to solve problems. Her
library. sense of number is basic but developing due to her tier two
intervention. She also works hard on her program outside of school
Book out the iPads for 11.30-12.30 with DSF. For this lesson, there is limited creation of written work
Instead the sticky note is a sort factual list style of targeted
Have enough honeycomb sticky notes or print information. The physical activity then exchanging and reading aloud
copies of worksheet one prior to lesson. information is an alternative way to accumulate more knowledge
whilst limiting the need for written tasks.

Tim is a high achiever and will misbehaved if not pushed. In think

pair share teacher questions Tim on the difficult and complex
questioning. Tim also can take leadership in the group work to excel.

Rhett is a behaviour child that has a hard home life. Group work and
pair work has helped to improve his social skills and his assigned
group is thoughtfully constructed of other well behaved students.

Time Motivation and Introduction:
am As students come into the classroom have a cheesy bee
pun on the whiteboard. A fun gesture that hints on the
topic of the lesson about to commence. For example;
“BEEware we have a problem in our hives year fives!”
“Welcome to year hives it’s time to get Beesy”
*Students know to come and be seated on the mat after
Greet students. Set standard of listening and behaviour
(classroom management oppitunity) Flight of the
honey bee
11.32 Raymond
Shared Reading activity (5min)
You Wouldn't Want to Live Without Bees (By Alex Woolf) Huber &
or Brian
Flight of the honey bee (By Raymond Huber & Brian Lovelock

Think pair share (8min)

Think pair share on books Conflict and/or Problem
What life without bees would look like in; You
- MY YEAR 5 EYES Wouldn't
After time is given to think and share in partner’s teacher Alex Woolf
asks individuals to share with class. These students are
picked by the teacher (chance of assessment and
clarification of certain students understanding). The child
picked however can ‘BUZZ (phone) a friend’.

CHANCE FOR ASSESMENT = teacher can listen to the

shared conversation in pairs as well as picking students to
share out loud to class. No comprehensive assessment is
conducted, assessment is rather diagnostic to gage the
level what the teacher needs to address most.

*Students return to their assigned seating for their science

desk groups.

11.45 ‘FACT SWAM’ Activity

iPad power stations at desk groups. Students asked to
take out iPads and research their chosen topic. Chosen
topics are written on the board-
Group 1 – Reasons for bee declines worldwide.
Explore virus, parasites and human activity.
Group 2 – Where bee declines are. Comparisons to https://saveourbees.com.au/save-bees-
Australian populations. how-you-can-help/
Group 3 – Creation of artificial species through https://www.greenpeace.org.au/blog/save-
genetic modification. Considering the pros and cons. bees/
Group 4 – What can be done to stop and/or slow the
decline. Collectively in the local and global community.
Pad of honeycomb sticky notes
Each group member must research their topic chosen for or if unavailable-
their group and find a solid fact to write on their post-it Worksheet 1 (attached below)
note. Each group member must have a distinctly different
fact from another group member. Collaboration is needed
to do so. Due to this the teacher allows the classroom
noise level to be louder but remains on topic as teacher
walks around.
*Another opportunity to for assessment.

iPads are plugged back into ports of power stations and

power station are placed in front of teachers desk away
from student activity.

Lesson Closure:(Review lesson objectives with students)


This activity is similar in ways to “Rob-the-nest” game’s
style of competition. This activity has greater demand
academic skill and learning. For management of student’s
behaviour do not refer to rob the nest as may confuse
them with being allowed to run.

- Students push desks to the side and sit on the
floor in science groups in a semicircle open to
the middle of the class
- Each group puts in front their honeycomb
stickers with their information on in front of them.
- The aim is for a group to trade/swap stickies (in
the centre of the groups) so that they have
a. Why decline
b. Where decline is
c. Genetic modification
d. Ways to stop/slow decline
When swapping/trading students need to
communicate with each other as a group cannot
have more than four stickies at a time. Only one
member of the group can be in the middle
trading at a time. When student retrieves a fact
back to their hive they must read it out loud.
- In having a range of facts from all four students
have a honey-comb hive that has a
comprehensive story. Determine the “queen bee”
hive by the most comprehensive facts.

Transition: (What needs to happen prior to the next

iPad stations are taken to class next door by one student
from each station group.
Stickies are all pasted on wall in class before leaving

Assessment: (Were the lesson objectives met? How will

these be judged?)
Anecdotal notes

Worksheet 1


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