Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: 8:30-9:30 Date: Students’ Prior Knowledge:
19/10/2018
Introduced into the theme of waste in our
Learning Area: Design and Technology waterways. Students observed and discussed the
effects of the toilet paper, explore what happens
when items are placed into our water system and
these effects on wildlife and environments. Students
brainstormed types of human waste and the impact
of human waste.
Strand/Topic from the Australian Curriculum
Design and Technologies:

 Define a problem, and set of sequenced steps,

with users making a decision to create a solution
for a given task (WATPPS27)

 Develop and communicate alternative solutions,

and follow design ideas, using annotated
diagrams, storyboards and appropriate technical
terms (WATPPS29)
Science:

 Scientific knowledge is used to solve problems

and inform personal and community
decisions (ACSHE083)

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
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:

 Present a waste item idea
 Design a solution on how to solve this waste issue.

1
  

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

 Individual student white boards Students who have eyesight problems are to be
 White board seated at the front of the mat in order to view the
 YouTube links ready YouTube video. Considerations of student seating
 A3 paper placement on the mat.
 Printed QR codes Catering for diversity:
 Ipads For extension students, they are to write about their
invention to their local newspaper. For lower
capability students, the teacher is too help guide
them to think of ideas.

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
8:30 Write instructions on board: segment where they will
be introduced.
1. Grab your white boards
2. Come sit on the mat in a circle

Teacher: Greet students as they come into the classroom.

Teacher: Your task is write on your individual white boards as many types of White boards
waste they can think of in one minute, as a recap from yesterday lesson.
Whoever has the most words wins group points. Timer
Time one minute

Students are to take turns calling out ONE waste item they thought of and
then the total number of waste items they could think of in one minute. Whilst
the teacher records waste items on the board. The student with the highest
number of waste items wins group points.

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

Students are to put back their white boards and sit back on the mat.
8:40
Smart board/projector for
Watch YouTube video ‘How much plastic is in our Ocean?’ YouTube
https://www.youtube.com/watch?v=YFZS3Vh4lfI.

2
  

Key question: use think-pair-share

 What problems does plastic cause in our environment?

Watch YouTube video ‘Solutions for water waste YouTube link

8:45 problems’ https://www.youtube.com/watch?v=c-w92Ka70VI.

Key questions: Strategy use think-pair-share

 What solutions were proposed to fix this issue?
 What are other ideas that we can think of in society that helps clean
up waste?

Activity:
Teacher: Your task for our next activity is a creative task. You will individually
9:55 select one of the waste items on the board from our activity this morning and
design an invention to solve this current waste problem. You will be designing
on A3 paper.

Criteria needing to be meet include:

 Name of waste item.
 Name of the invention.
 Inventions role/how it works to solve the issue.
 A labelled diagram of their design.

Ask if students have questions.

Once you have finished you are too to take a photo on your iPad of your
White board
design on share it on the shared google document I created, so the
class/parents can see everyone’s designs.

(Learner diversity)
Teacher: *Extension students are to write an advertisement ‘selling’ it to the
local newspaper as to why their invention will solve this current waste issue.

*If students are struggling with what to do and unsure still come and sit on the
mat and help guide students to pick a waste item and a potential solution.

Teacher scaffolds an example:

Teacher: My waste item I’m picking is plastic, my invention will a robotic
underwater vacuum cleaner that sucks in the plastic as it scurries on the
ocean floor. It will be called the “Robbo Vac 100.” Draw example on board.

A3 paper

9:00
Students are to repeat instructions: (checking for understanding)

1. Collect A3 paper from the front desk and go back to their seats.

3
  

2. Pick a waste item

3. Create an invention and work out how its functions
4. Then draw and design your invention, labelling the main parts

Send students back to their desk

Help students how are struggling by guiding them to pick an idea and
potential designs they could make.
Ipads
Put a QR code on each desk.

9:20 Teacher: Indicate 5 minutes left. QR codes

Teacher: Call students to stop, look and listen.

Lesson Closure:(Review lesson objectives with students)

Teacher: Explain instructions. Students are scan the QR code on their desk,
and it will take them to a shared google document. They are then to take a
9:25 picture of their work and upload it on the shared Google Doc with their school
email.

*Note they will compare these original designs with their designs for the water
filter they will create in the next few weeks. Comparing and contrasting their
designs after they have spent time on learning how to design properly.

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

Students are to hand in their work to the front desk, put away their pencil
9:27 cases, stand behind their desks and wait for the sport teacher to come and
pick them up for sport.

4
  

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

Objectives will be assessed from their inventions uploaded onto the google
document they will be assessed if they have met the criteria of picking one
waste item and having a proposed idea/invention on how to fix this waste
issue.
9:30

Assessment Checklist:

Name… Objective 1. Name one Objective 2. Design a Other comments….

waste item device on how to solve
this waste issue.

Yes No Yes No
Johnny Becsi

Alice Baker

Sandy
Crossword

* Next to their name indicates they sat on the mat, however they are developing understanding
** Next to their name indicates they sat on the mat, and having difficulties with understanding