LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 1:05pm Date: Week 3 Students’ Prior Knowledge:

Learning Area: Design and Technologies
Strand/Topic from the Australian Curriculum:
Work independently, or collaboratively when required,
considering resources and safety, to plan, develop and
communicate ideas and information for solutions
(WATPPS38).
Learning Area: English
Strand/Topic from the Australian Curriculum:
Use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety of
textual sources including media and digital texts
(ACELY1713).
Students have worked using Design Briefs throughout
primary school: have previously worked independently
and collaboratively in groups to develop and
communicate ideas and information for solutions.
Students are experienced with utilising iPads and a
variety of apps.
Students have considered plants that grow in the local
area and the conditions they need to thrive, for the
purpose of the habitat design.
Students have previously used comprehension
strategies to analyse information, and integrate ideas
from a variety of online sources.

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
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:

1. Describe characteristics of a specific local native animal, verbally in presentation and on poster.
2. List a particular animal’s habitat requirements and diet, verbally in presentation and on poster.
3. Identify the native animal’s predators, verbally in presentation and on poster.
4. Apply knowledge of local native animals to their habitat design on Explain Everything and Design Portfolio.

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

25 iPads charged. Mixed ability groups, students with learning difficulties

A3 paper. already paired with a friend to complete activity in
Video cued on IWB. pairs. EA also available for support.
Map cued on IWB.
A list of useful websites for scaffolding. A list of useful websites if lower-end students need
Investigation questions displayed on IWB. help.
Timer.
Easy access to Design Portfolios. Higher-end students/ early finishers to apply what
they’ve learned to their draft habitat design and
research possible habitat design.

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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)

Time Motivation and Introduction:
1:05pm Watch video of Beeliar Regional Park (2:04). Video ready on IWB.
https://www.youtube.com/watch?v=DRSO6yjE_IE

1:08pm Brief class discussion:

Did you enjoy that video? Why/ why not?
Did you see any animals?
How do you know there are animals in Beeliar Regional Park? (Critical and
Creative Thinking.) lll
Close your eyes and think about how the video made you feel? Play 20
seconds of the video again while students have their eyes closed.

1:10pm Display map showing how close JPS is to the Beeliar Regional Reserve – Beeliar Regional
approx. 5 min walk. Also point out wetlands at the end of Baningan Avenue. Reserve map set up
https://www.dpaw.wa.gov.au/images/documents/parks/management- on IWB.
plans/decarchive/beeliar_management_plan_18_10_2006.pdf, p.25.
Encourage students to visit the wetlands with their friends or family outside of
school.

Share personal experiences of quendas in garden, and frogs in cat’s outside

water bowl, turtle in driveway. Invite students to share which native animals
they have encountered at their homes. Why are native animals coming so
close to our houses and roads? (Critical and Creative Thinking.)

1:15pm Lesson Steps (Lesson content, structure, strategies & Key Questions):

Brainstorm animals we know live in the vicinity of the school. Write animals on
The list will likely include: Quendas whiteboard.
Wattlebirds
Magpies
Twenty-eight Parrots
Motorbike Frogs

Allocate an animal to each group to investigate.

Explain activity: Students will use the iPads to research their particular animal.
Groups can decide if they will tackle the questions as a group, or if each
individual will research one question each. Students to use Google Safe
Search as their search engine (https://www.safesearchkids.com/). Students
will create a poster with the relevant information. They will share what they
found with the rest of the class and their poster will be displayed in the
classroom. Read through questions as a whole class:

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 - Write a description of the animal. Questions displayed
- What vegetation do they live in? on IWB.
- What do they eat?
- What are their predators?
- Can you tell the class something interesting or unusual about your animal
that we might not already know?
- Find a picture to show the class.

If they finish early, use Explain Everything app to apply what they’ve learned to Explain Everything app
their draft habitat and research possible habitat design (Literacy, ICT, Sustainability, on the iPads.
Critical and Creative Thinking). Answer student questions. Let students know they Timer.
have 15 minutes, set timer.

1:25pm Students collect iPads and paper and work in groups (Critical and Creative Thinking, 25 x iPads.
Personal and Social Capability, ICT, Literacy). Teacher monitors students to make sure 5 x A3 paper.
they are on the right track. Suggest relevant websites for students who are
struggling. Websites:
Perth Zoo
Quenda Group: Museum of WA
https://www.healthywildlife.com.au/quenda-3/#/ Healthy Wildlife
Beauty of Birds
Wattlebird Group: Australian Geographic
https://www.beautyofbirds.com/redwattlebirds.html Birdlife Australia

Magpie Group:
https://www.environment.nsw.gov.au/topics/animals-and-plants/native-
animals/native-animal-facts/australian-magpie

Twenty-eight Parrot Group:

http://www.birdlife.org.au/bird-profile/australian-ringneck

Motorbike Frog Group:

http://museum.wa.gov.au/explore/frogwatch/frogs
https://perthzoo.wa.gov.au/get-involved/do-your-part/frog-friendly-garden

1:40pm Groups present their poster to the class. (Literacy, Personal and Social Capability.)
When they’re finished, a group member will collect four pins from the teacher’s
desk and pin posters on the Hammond Road Habitat Rehabilitation display.

During presentations, teacher lists on whiteboard what the groups have

learned about specific animal’s habitats.

1:55pm Teacher will leave list on the whiteboard. Groups will use the iPads and design Design portfolios.
portfolios to continue designing their habitat (ICT, Literacy, Critical and Creative
Thinking, Personal and Social Capability, Sustainability).

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

2:05pm Students remain working in groups for the next lesson: English, where they will
apply their knowledge of native animals to plan their presentations.

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

1. Poster and presentation (see marking rubric).

2. Poster and presentation (see marking rubric).
3. Poster and presentation (see marking rubric).
4. Evidence in portfolio/ Explain Everything, observation of group work.

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 HRHR Design Brief Marking Rubric
Design and Technologies – Week 3 Researching Animal’s habitat needs

GROUP: ____________________________________________________________

D C B A

Animal description Cannot describe Describes 1-2 Describes 3-4 Comprehensive

animal characteristics characteristics description

Habitat Cannot list habitat Identifies 1-2 Identifies 3-4 Comprehensive

habitat habitat habitat
requirements requirements requirements

Diet Cannot list diet List 1 type of Lists 2 types of Comprehensive list
tucker tucker of dietary needs

Predators Cannot identify Identifies 1-2 Identifies 3-4 Comprehensive

predators predators predators identification of
predators

Application to Does not apply Uses knowledge of Uses knowledge of Uses knowledge of
habitat design animal’s need to animal habitat animal habitat all animals
habitat design discussed to cater discussed to cater discussed to cater
design to 1-2 design to 3-4 design to maximum
animals animals number of animals

GROUP: ____________________________________________________________

D C B A

Animal description Cannot describe Describes 1-2 Describes 3-4 Comprehensive

animal characteristics characteristics description

Habitat Cannot list habitat Identifies 1-2 Identifies 3-4 Comprehensive

habitat habitat habitat
requirements requirements requirements

Diet Cannot list diet List 1 type of Lists 2 types of Comprehensive list
tucker tucker of dietary needs

Predators Cannot identify Identifies 1-2 Identifies 3-4 Comprehensive

predators predators predators identification of
predators

Application to Does not apply Uses knowledge of Uses knowledge of Uses knowledge of
habitat design animal’s need to animal habitat animal habitat all animals
habitat design discussed to cater discussed to cater discussed to cater
design to 1-2 design to 3-4 design to maximum
animals animals number of animals

4
References

Australian Geographic (n.d.). How to Attract your Favourite Birds to your Garden. Retrieved from
https://www.australiangeographic.com.au/topics/wildlife/2017/01/how-to-attract-your-favourite-
birds-to-your-garden/

Beauty of Birds (2011). Red Wattlebirds.Retrieved from

https://www.beautyofbirds.com/redwattlebirds.html

Birdlife Australia (n.d.). Australian Ringneck. http://www.birdlife.org.au/bird-profile/australian-ringneck

Department of Parks and Wildlife, Government of Western Australia. (2006). Beeliar Regional Park
Final Management Plan. Retrieved from
https://www.dpaw.wa.gov.au/images/documents/parks/management-
plans/decarchive/beeliar_management_plan_18_10_2006.pdf

Healthy Wildlife, Healthy Lives. (2019). Quenda. Retrieved from

https://www.healthywildlife.com.au/quenda-3/#/

NSW Government (2018). Australian Magpie. Retrieved from

https://www.environment.nsw.gov.au/topics/animals-and-plants/native-animals/native-animal-
facts/australian-magpie

Perth Zoo, Government of Western Australia. (n.d.). Frog-Friendly Garden.

https://perthzoo.wa.gov.au/get-involved/do-your-part/frog-friendly-garden

School Curriculum and Standards Authority, Government of Western Australia. (2014). Western
Australian Curriculum. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser

TDA TV Perth. (2017). Beeliar Regional Park. Retrieved from

https://www.youtube.com/watch?v=DRSO6yjE_IE

Western Australian Museum, Government of Western Australia. (n.d.). Alcoa Frog Watch. Retrieved
from http://museum.wa.gov.au/explore/frogwatch/frogs