LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: 1:30-2:30pm Date: 25/10/19 Students’ Prior Knowledge:
• Living things have basic needs, including food and
water (ACSSU002)
Learning Area: • Plant and animal products are used in everyday life
• Design and Technologies for food, clothing and shelter (ACTDEK003)
• Science Lesson 1 – may take two lessons.
• As a class student researched, analysed and
gathered information about bees through a class
discussion, mind map and going on a nature walk
around the school to find bees and take photos.
• Students were exposed to multiple children’s
Lessons: literature to explore a bee’s purpose.
• Lesson 2 • Students formed their design groups and looked at
the design brief of what their task for the next
term will be.
• Students will conduct a think pair share.

Strand/Topic from the Australian Curriculum

• Biological Science: Living things live in different places
where their needs are met (ACSSU211)
• Design and technologies: Plants and animals used for
production have basic needs, such as food/nutrients,
water, space, protection (ACTDEK003)

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

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Social Intercultural
creative thinking competence understanding

Use imagination to
view or create
things in new ways
and connect two
things that are seen
different.
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability – Development Goal 15
cultures • Protect, restore and promote
sustainable use of
terrestrial ecosystems, sustainably
manage forests, combat desertification,

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 and halt and reverse land degradation
and halt biodiversity loss.

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:

• Identify and list 5 reusable materials you could use in your honeybee hotel.
• Create 2 honeybee hotel designs and list materials used.
• Make a connection between 2 things that may be different in each design.

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

• Students groups pre picked.
• Provide students with an example of end product.
• Provide students with example of each step in the
lesson.
• Have reusable and recycled materials available for
students to see what they could use.
• Have children’s literature.
• Sticky notes.
• Video loaded and ready to play.
• Butchers paper and craft materials.
• A3 paper.
• Assessment checklist.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
• Attached Below.
Weaker students:
• Groups who may need extra help will be assisted
by teachers.
Stronger Students:
• These students are encouraged to provide an
explanation why and how their honeybee hotel is
sustainable.
• These students can also be encouraged to create 3
designs and use iPads to research ideas.

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
• Students will be seated on the mat. they will be introduced.
• The children’s literature book ‘What If there were no bees? A Video
1:30pm book about the grassland ecosystem – written by Suzanne https://www.youtube.com/watch?v=6CxCTyxRFh0

Buckingham Slade will be read to the students to recap and start Children’s Literature Book:
• What If There Were No Bees?
the lesson after lunch.
A Book about the Grassland

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 • Students will watch a video on Bee’s. Ecosystem” – written by
Suzanne Buckingham Slade
• Questions will be posed for students to think about while the
video is being played:

1:35pm o Why might honeybees be decreasing? What do you

think?
o Who is affected by the decrease of bees? Are you
affected?
• Recap on the videos from lesson one on the important role of
pees. https://www.youtube.com/watch?v=oNWAiWBup2Q
o Discuss the following:
o How does the environment impact on bees.
o What roles do bee play in our lives and,
o Why we need to save bees.

1:40pm • Students will be invited back down to the mat.

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

• Students will get into their design groups – the educator will have
already selected the groups in the first lesson.
• Discuss the issues relating bees and how as a community they
can make a change. Ensure ways to protect of bees and
promoting a more sustainable way of living to protect
biodiversity.
• Revisit the design brief. Have a quick discussion about the first
1:45pm
lesson.
• Students will be sitting in their groups at their desks.
• In groups create a brainstorm on butcher paper to begin thinking
about the designs of the honeybee hotel. You will need to
include:
o 5 reusable materials • Butcher Paper or template
o 2 recycled materials, below.

o 3 different shapes in the honeybee hotel,

o The colour and,
1:50pm
o Where it might be located in our school or local
community.

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 • Discuss with the class your ideas.
• The educator will present images of examples to show the class

1:58pm of a honeybee hotel that is made out of sustainable resources,

providing the students with an idea.

2:00pm • Next students will use A3 paper and create 2 planning ideas of
what their honeybee hotel will look like, labelling the previous
discussed items in the brainstorm. – Critical and creative • A3 Paper
thinking link: use imagination to view or create things in new
ways and connect two things that are seen different.
• Students will be provided with craft materials and coloured
pencils.
• Craft Materials and Coloured
Pencils.
Lesson Closure:(Review lesson objectives with students)
• Pose questions to students to debrief their honeybee hotel
2:30pm designs so far.
o What are reusable materials and where have you used it
in your honeybee hotel?
o What is your favourite part of your design?
o How has your groups created your honeybee hotel
sustainable for the environment?

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

• Present each student with a sticky note. On their sticky note they
must write one concern about the design of their bee hotel and
one positive thing they like about the design. Students will add
their sticky note to the whiteboard. • Sticky Notes
• This will allow the teacher to get an idea on how to approach the
next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)
• Educator will collect the students brainstorms and perform a
checklist to identify the groups progress.
• Provides information for the educator to assess the design brief
progress.

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Assessment – Checklist

Informal Assessment

• Checklist will be conducted to check for the students understanding to assess where the
students are at with their ideas and the concept of the design brief. This will indicate to the
teacher what groups may need some extra assistance.
Names: Objective: Objective: Objective: Comment:

Identify and list 5 Create 2 honeybee Make a connection

reusable materials hotel designs and between 2 things
you could use in label the reusable that may be
your honeybee material different in each
hotel. design.

Group 1

Group 2

Group 3

Group 4

Key:

On track = ✔
Developing = o
Required help = *

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Worksheets:

Brainstorm/Mind Map

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Reference List

Australian Curriculum, Assessment and Reporting Authority. (2012) ACARA. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/sustainability/

Australian Curriculum, Assessment and Reporting authority. (2012). ACARA. Retrieved from
https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-
critical-thinking-learning-continuum.pdf

School Curriculum and Standards Authority. (2014). SCSA. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/design-
and-technologies2

School Curriculum and Standards Authority. (2014). SCSA. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-1-
syllabus

Slade, B., S. (2010) What If There Were No Bees? A Book about the Grassland Ecosystem.
Mankato, Mn, United States: Picture Window Books; Food Chain Reactions edition

United Nations. (2018). Sustainable development goals. Retrieved from

https://sustainabledevelopment.un.org/sdg15

YouTube (2014, January 15). Earth Rangers: Why do we need Bees? [Video File]. Retrieved from
https://www.youtube.com/watch?v=6CxCTyxRFh0

YouTube (2019, January 8). Movieclips: Bee Movie – pollen power scene. [Video File]. Retrieved
from https://www.youtube.com/watch?v=oNWAiWBup2Q

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 ASSESSMENT THREE: ESTE DESIGN BRIEF & LESSON PLANNING 30%

(STEM Project)

Due Friday 25th October by midnight (Turnitin) – Week 12

Assessment Rubric for Assignment 3
ESTE DESIGN BRIEF & LESSON PLANNING (STEM PROJECT) 30%
EDUC 1231 Environmental Science, Technology & Enterprise

Student Name:

Aspect Assessed High Distinction Credit Pass Fail

Distinction
DESIGN BRIEF
Includes all elements as described in the Course Outline and discussed in lectures /
tutorials
Design Brief is created in a form for students to be engaged / motivated by the task
Identifies the Sustainability Development Goal
LESSON PLAN
Specific lesson objectives are well-structured and linked to the Australian Curriculum-
Science, Design & Technology
Lesson is interesting and engaging with varied learning/ teaching strategies included
Appropriate and varied resources (books, websites, teaching aids) chosen to support
learning
Strategies to cater for learner diversity are incorporated
Appropriate worksheets are provided to support the lesson
Description of appropriate and varied assessment strategies included
Assessment strategies link to the lesson objectives
CRITICAL AND CREATIVE THINKING
Recognition of Critical and Creative thinking is evident
Strategies support the development of Critical and Creative thinking
CROSS CURRICULUM PRIORITY OF SUSTAINABILITY
Includes a written (circa 250 words) about how the design brief and lesson link with the
CCP of Sustainability
Identifies a relevant Sustainable Development Goal
WEEBLY (E-Portfolio)
Design Brief, Lesson Plan, Sustainability implications and any resources are uploaded to a
webpage with link included in 3.2 on your Weebly E-portfolio.
Sentence / title introducing the webpage on your Weebly.
Link must be uploaded to Turnitin for the Tutor to access the ESTE page

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Academic Literacy Criteria
Aspect Assessed (NOTE: The overall grade awarded for this assignment High Distinctio Credit Pass Fail
cannot be greater than that awarded for the Academic Literacy Distinctio n
component). n
Academic Literacy
Students are expected to demonstrate a high standard of academic
writing. To score a high grade, these criteria must be addressed:
• Standard Australian English is used to communicate key ideas
clearly and concisely.
• The School of Education’s APA referencing style is followed
consistently and precisely.
• Format requirements for presentation and length are closely
followed.

General Comment:

Tutor: Date: Grade: