Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 6 Time: 11:00am – 12:00pm Students’ Prior Knowledge:
Date: 21/10/2019 - How people address competing
considerations,
Learning Area: Design & Technology/Science including sustainability when designing product
services and environments for current and
future use (ACTDEK019)
- Sudden geological changes and extreme
weather events can affect Earth’s
surface (ACSSU096)
- Identify, plan and apply the elements of
scientific investigations to answer questions
and solve problems using equipment and
materials safely and identifying potential
risks (ACSIS103)
- Work independently, or collaboratively when
required, considering resources, to plan,
develop and communicate ideas
and information for solutions (WATPPS38)

Strand/Topic from the Australian Curriculum:

- Past performance, and current and future needs
are considered when designing sustainable food
and fibre systems for products (ACTDEK021)
- The growth and survival of living things are affected
by physical conditions of
their environment (ACSSU094)
General Capabilities
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies
Lesson Objectives

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

 In groups of three or four, use iPads or laptop computers to research an appropriate and practical idea for a
mini greenhouse
 Refer to the provided Design Brief to design and plan a mini greenhouse, taking into consideration all project
specifications

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

- Teacher has ensured that the whiteboard is free of - Students will be placed into mixed ability
any writing and that whiteboard markers are teams
working and will not run out during the lesson - Teacher will circulate the classroom throughout
- Teacher has made Team Planning and Observation the lesson to ensure students are on task and
Journals accessible to provide guidance where necessary
- Teacher has ensured there are enough - Task is open-ended, allowing students to
iPads/laptop computers for each group determine their own design
- Teacher has created the student Design Brief - Teacher will run through the Design Brief on
- Teacher has ensured the interactive whiteboard is the mat to ensure maximum understanding
working and has the Design Brief ready to be
displayed
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
- What will students have to work on in the next lesson?
- Were students interested and engaged?
- Were the activities helpful and useful?
- Did students find the task easy or hard?
- Did students complete the work in the time provided?
- How could this lesson have been improved?
- Were students able to use iPads or laptop computers to research an appropriate and practical idea for a mini
greenhouse?
- Were students able to refer to the provided Design Brief to design and plan a mini greenhouse, taking into
consideration all project specifications?
Teacher self-reflection and self-evaluation:
- Were the students interested and engaged?
- Were all objectives met?
- How could this lesson have been improved?
- Was the task too hard?
- Were students able to finish the task in the time provided?
- Did students work well in their designated groups?
- Were students able to work in groups independently or was more guidance necessary?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY *Please note: This is lesson 3 of 8*

Resources/References
Time Motivation and Introduction:

11:00am 1. Teacher brings students in from recess and asks them to come and
sit on the mat quietly in their groups from previous Design &
Technology lesson

2. Teacher asks students if anybody can raise their hand to explain to

the class what they completed in their previous Design and
Technology lesson

- Answer should suggest that students conducted an investigation to

simulate what happens in a greenhouse when wet soil is exposed to
sunlight

3. Teacher asks students if anybody can raise their hand to explain to

the class what they found during their investigation

- Response should suggest that the uncovered cup lost more water
than the covered cup

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4. Last week, after conducting our experiment, each group went back to
their desk and completed the hypothesis section in the Team
Planning and Observation Journals. Can anybody remember what
their team hypothesised about their plants ability to grow in a
greenhouse?
Whiteboard and
- Teacher calls on students with their hands raised and writes student whiteboard marker
responses on the whiteboard in the form of a mind-map, titled ‘Mini
Greenhouse Hypotheses’
11:05am
Lesson Steps:
Interactive whiteboard
5. Teacher explains to students that now they have explored and Design Brief
greenhouses and discussed their predictions for plant growth in a
greenhouse, that it is time to research and design their own mini
greenhouses in their groups from previous lessons (groups of three or
four)

6. Teacher displays the Design Brief on the interactive whiteboard

- As discussed in previous lessons, Climate Change is creating

unpredictable growing seasons for many plant species. Your task is
to design and create a mini greenhouse that will maintain an optimum
growing environment for your chosen plant

7. Teacher begins to explain the task in further detail, referring to the

Design Brief on the interactive whiteboard when necessary:

i. Students will work in the same teams from the previous lesson
(Mimicking a Greenhouse)

ii. In these teams, students must designate different group members

different jobs from the ‘Generating Ideas’ section of the Design Brief
(e.g. one student may draw the labelled diagram of the mini
greenhouse, one may determine the recycled materials to be used,
one may determine the type of plant etc.)

iii. Using their iPads or laptop computers, students must research

potential designs for their mini greenhouse, taking into consideration
the ‘Project Specifications’ from the Design Brief

iv. Students must draw their plans in their Team Planning and
Observation Journal

v. Once students have completed their design and are happy with it, the
Team Planning and Observation Journals may be handed to the
11:10am teacher to be approved Team Observation
Journal, pencil, eraser,
8. Teacher asks group members to quickly determine who is going to ruler, laptop
collect the Design Brief for their group. Other group members will be computer/iPad
sent back to their desks/area where they will take out their Team
Planning and Observation Journal, any materials they may need (e.g.
pencil, eraser, ruler etc.) and laptop/iPad for research

9. Once students have received their Design Brief and have retrieved all
necessary materials, students may begin research for their mini
greenhouse, making sure they refer to the Design Brief when
necessary

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10. As students work, teacher will circulate the room to ensure students
are on task and are not having any difficulty with their design

- Teacher will also take this time to ask students about their plans and
11:50am to provide guidance where necessary

Lesson Closure: Team Planning and

Observation Journals
11. With 10 minutes of the lesson remaining, teacher will ask students to
pack away their materials and for one member of each team to
deliver their Team Planning and Observation Journal to the teacher

12. Once students have packed materials away and journals have been
collected, students will return to the mat, where the teacher will ask
students a series of questions such as:

- What did we like about this task?

- What were the things that we found difficult?
- Do you have any worries regarding your greenhouse?
- Did your team work well together?

13. Following class discussion, teacher will thank students for their efforts
during the lesson and congratulate them on their mini greenhouse
designs

14. Teacher reminds students that they must bring in their chosen
recycled materials as soon as they can, ready for next week’s Design
and Technology lesson
12:00pm

Transition: Maths books, pencil,

eraser
15. Teacher will send students back to their desks, where they will be
asked to take out their maths books and a pencil and eraser for the
next lesson

Assessment: Checklist for

- Group plans/designs will be assessed and approved via a checklist of assessment
the ‘Project Specifications’. Checklist will include:
- Is the design made predominantly of recycled materials?
- Does the design contain all vital features of a greenhouse?
- Is the design both aesthetically and environmentally appropriate?
- Will the greenhouse be able to successfully house the groups chosen
plant when the plant has grown?