Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 10:00-11:00 Date: 11/3/18 Students’ Prior Knowledge:

Learning Area: Science & Design & Technologies - Familiar with the concept of sustainability and
what it means to be sustainable

Previously in YR5: Design & Technology

Characteristics and properties of a range
of materials and components, and the suitability and
safe practice of their use (ACTDEK023)

Previously in YR5: Science

Strand/Topic from the Australian Curriculum Scientific knowledge is used to solve problems and
inform personal and community
Design and Technologies
decisions (ACSHE083)
How people address competing considerations,
including sustainability when designing products, services
and environments for current and future use (ACTDEK019)

Characteristics, properties and safe practice of a range

of materials, systems, tools and equipment;
and evaluate the suitability of their use (ACTDEK023)

Science
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)

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
Wonder cards
Sustainable
discussion Experience with
rain water
catchers
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
Sustainable materials in design brief
Purpose of rain water catcher discussion
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 use the Wonder Cards to answer the questions:
 What is the problem we are solving in D&T?
 Why is it important we solve this problem?
 How does creating a rain catcher contribute to being sustainable?

1
Teacher’s Prior Preparation/Organization: Provision for students at educational risk:

- Prepare questions to ask the students during the
lesson – e.g questions to begin the lesson:
““In order to protect the fish in the book from overfishing,
pollution, and climate change what are some of the things
we can do?”
- Make sure the whiteboard is clear of any writing
- Make sure the whiteboard pen works well and will
not run out during the lesson
- Faction tokens
- 25 copies of wonder cards
- 25 copied of design brief
- 1x A3 design brief & Wonder card for Indi
- Prepared images and videos
- Ensure the projector is working
- Read ‘World without fish’ and prepared questions
Enabling prompts (Low achiever): break down the
question on the Wonder Card and remind students
where answers can found in discussions.
- Scaffold the steps and apply
- Target teach focus group – Arki, Jake M,
Annalise, Jaxon, Freya, Amber gradual
release as students demonstrate competence
and guide students with additional needs by
rephrasing paragraphs and questions
- Use positive reinforcement to encourage
desirable work habits
Extending prompts (High achiever): Once completed
Wonder Card to a high standard – the student can start
brainstorming more sustainable materials not listed on
the design brief they may want to use.

Enabling prompts (Sensory impairment):

Indi, blind out of left eye, sensitive to colours
- Need to stand on right side when talking to
- Needs to sit up front on the mat
- Enlarge wonder card to A3 sheet
- Print wonder card in black & white

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)

Resources/References
Time Motivation and Introduction:
Align these with the
10:00 Introduction segment where they will
be introduced.
1. Students are sitting on the mat in front of the teacher
The teacher starts by reading the book ‘World without fish’ by Mark Kurlansky. World without fish
After the book has been read the teacher asks “In order to protect the fish in (children’s literature)
the book from overfishing, pollution, and climate change
what are some of the things we can do?”

Possible answers: Don’t waste water, reduce/re-use/recycle, turn off the lights
in your house, stick to your bag limit when fishing, don’t fish endangered
species or fish that are too small etc.

2
 “Great! All these answers are contributing to being sustainable for future
generations by only taking what we need. Sustainability will be a focus for our
next Design and Technology project which I will be telling you about now.”
“Today we will be starting our new topic for design and technology. Now, I
don’t know if you’ve noticed but our sprinklers in the school’s garden have
10:10 broken down and are not watering the garden. Our principal Mrs. McDonald
has informed the staff of this problem and I suggested the idea that for our
new design and technology project the year 6’s could design and build a rain
water catcher for the garden.”
Question: “Is this a project you’d be interested in doing?”
Follow up question: “Has anyone have a rain catcher at home or seen one
before?
- Discussion regarding students experiences with rain water catchers
(Personal & social competence)
Motivation
2. The teacher will introduce the students to what a rain catcher is and
why we would use a rain catcher rather than water from the tap
(Sustainability)
Discussion question: Why is it important to collect rain water?
10:20
Answer: “A rain catcher is a structure that collects rain water and stores it to
be used when pleased. It is important that we collect and use rain water as
they implement affordable and sustainable methods for providing clean water
for everyone. As the supply for fresh water available is limited and decreasing,
rain water catchers provide a sustainable alternative to using tap water.”
The teacher plays the following videos on the projector: Projector
Why collect rain water: YouTube videos
https://www.youtube.com/watch?v=WHYZ2MDLBUY&feature=youtu.be
What are the benefits: https://youtu.be/gNK_jYE2grI

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

10:30
3. Introduce students to main sustainability topic (Sustainability)
“We know what sustainability refers to meeting the needs of the present
without compromising the needs of future generations. In moving towards
sustainability, we are attempting to reduce our ecological footprint on the
Earth.”

Question: “How can we make our rain catchers sustainable?” (Creative and
critical thinking)
Answer: Use recyclable materials, make the catchers durable for future
generations
- Discussion regarding how to make the rain water catchers sustainable
10:35 Design briefs (25x copies)
4. “Today I’ll be dividing you up into your groups of five, each group will
be allocated a different garden to build their rain catcher for.” 1x A3 copy for Indi
- The teacher divides students randomly according to birthday months

3
 - The students split up into their groups and are given a design brief
10:50
each and allocated a garden area in the school.

5. The teacher will run through the whole design brief template with the
students and answer any questions regarding the brief.
11:00
Wonder Cards (25x
Lesson Closure:(Review lesson objectives with students) copies)
1x A3 copy for Indi
6. Students return to their desks and are to fill out a Wonder Card. The
card asks the questions: (Literacy) – Appendix 1
- What is the problem we are solving in D&T?
- Why is it important we solve this problem?
- How does creating a rain catcher contribute to being sustainable?

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

Have the councillors to collect the Wonder Cards and place them on the
teacher’s desk. Students return to their desk and stand behind their chair for
further instructions.

Assessment: (Were the lesson objectives met? How will these be judged?)
Rubric reflects the year six students of the 6a class.
STUDENTS OBJECTIVE 1: OBJECTIVE 2: OBJECTIVE 3: COMMENT
NAME What is the Why is it How does
problem we important we creating a
are solving in solve this rain catcher
D&T? problem? contribute to
being
sustainable?

JASPER
BEN
JACK
DECLAN
JAMES
JAMIE R
JARRAH
SETH
JAKE S
ELANOR
LACHLAN J
SAM F
NIC C
TIRIK
23* students in total

= Still developing, has basic knowledge, needs modelling

= Achieving standards, confused in some parts

= Deeper understanding, reasoning, application

4
NAME: DATE:
Wonder Card
What is the problem we are solving in D&T?

Why is it important we solve this problem?

How does creating a rain catcher contribute to being sustainable?

5
 References:

Kurlansky, M. (2018). World without fish. New York: Workman Pub.

Rain Harvesting. (2011). Benefits of Collecting Rainwater [Image]. Retrieved from

https://www.youtube.com/watch?v=gNK_jYE2grI&feature=youtu.be

Rain Harvesting. (2011). Why Collect Rainwater? [Video]. Retrieved from

https://www.youtube.com/watch?v=WHYZ2MDLBUY&feature=youtu.be

School Curriculum and Standards Authority(2014). West Australian P-10 Curriculum.

Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/
curriculum-browse