Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 9.00am- 10.30am Students’ Prior Knowledge:
Date: 19/10/18
Previous years:
Learning Area:
Design and Technologies

Strand/Topic from the Australian Curriculum Year 4 Materials and technologies

Design and Technologies specialisation:

Materials and technologies specialisations
Characteristics and properties of a range
of materials and components, and the suitability and
safe practice of their use (ACTDEK023)
Identifying the properties of materials for the design
and construction of a sustainable item.
Suitability and safe practice when using materials,
systems and components for a range of purposes
(ACTDEK013)
Year 4: Science CHEMICAL SCIENCES
Natural and processed materials have a range of
physical properties that can influence their
use (ACSSU074)

Producing and implementing Year 5 Materials and technologies

Select, and apply, safe procedures
when
using components and equipment to
make solutions (WATPPS30)
Matching material and joining techniques to the
design intention, for example accurately cutting and
sewing the fabric pieces to make a community banner
or joining components to produce an electric circuit
specialisation:
Characteristics and properties of a range of materials
and components, and the suitability and safe practice of
their use (ACTDEK023)
Year 5: Science
Scientific knowledge is used to solve problems and
inform personal and community decisions (ACSHE083
- Scootle ) : Lesson on Reduce, Reuse, Recycling.

Investigating and defining - Students are familiar with interactive board

Define a problem, and set of
sequenced steps, with users making
a decision to create a solution for a
given task (WATPPS27)
activities as well as using their iPad appropriately
in the classroom.
- Consequences: Students know the consequences if
they take advantage of IPad use and go off task.
- Behaviour management: Students will receive
raffle tickets throughout the lesson for hard work.

- Pop sticks: If there are no volunteer’s the students

know the teacher will use the pop sticks. Each pop

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stick has a student’s name on it and if its pulled out

with their name they are to contribute to the class
discussion. This ensures students are always
paying attention.

- Students know how to access the portal with the

daily lessons and attachments for the day.

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

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Students will be competence creative thinking behaviour Social understanding
using their literacy Throughout the Students will competence
skills when they lesson students participate in a Research task will
are reading the will be using their Scootle activity be done in pairs,
articles and iPad to add which requires students need to
writing notes into information into critical thinking to work compatibly
their own words to an answer ensure they are together to ensure
answer the given garden. answering the they are writing
questions on the questions the correct
board. Students will also correctly (Putting information as
use their iPad to the correct well as gathering
read various materials in the information from
articles and watch correct piles). reliable and
videos that the appropriate
teacher has sources.
allocated to the
students for them
to gain
information on the
three main
objectives.
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
Asia and Australia’s engagement with Asia
Sustainability
- Critical and creative thinking to
determine more sustainable ways of
living
- Teaching children to adopt
environmental responsible practices
- Learn how to produce less rubbish
- Learn how to ‘reuse’ and use
recyclable materials
- Develop respect, responsibility and
learn their actions may have
consequences (If we don’t reuse and
recycle what may happen).
- How not to compromise the future
generation’s needs.
- Children will learn they are the future
and it is up to them to recycle and
reuse materials for a cleaner and more
sustainable future.

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

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1. Define what a waterproof, recyclable and reusable material is and provide an example of each they can find
at home.
2. Describe what makes an effective bag and list three features that it includes.
3. List at least three materials that can be used to bind the bag and explain how e.g. String.

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

- Prior to the lesson set up the scootle activity ready to Struggling students:
go on the interactive whiteboard. (Links to curriculum Will be seated in the front row of the class to ensure
links & topic). the teacher can monitor them all at the same time.
- Make an answer garden with the question ‘What is a They will use a template provided by the teacher with
reusable material? What is a recycled material?’. Have all of the questions they need to research so it is easier
this open as a tab on the computer ready to project to follow.
onto the interactive white board.
- Ask the students to have their iPad closed on the top of Advanced students:
their desks once they enter in the morning, ensuring Will be encouraged to research from other websites
they are accessible and ready. other than just the ones allocated by the teacher
- Have the design brief handouts ready for x 21 students ensuring they are appropriate. They may wish to list
with a few spare. more than one example for each definition as well as
- Tech & Enterprise files/books ready at the front of the providing extensive answers to increase their overall
classroom for student helpers to hand out. mark.
- Ensure the white board is clean of any previous writing
from other lessons.
- Find a range of Websites and upload the links to the Special requirement:
student’s portal easy for them to access and click on Make sure student B has their air-filled cushion, and
the links when needed. stress ball if need be, to prevent fidgeting or distracting
- Have brief instructions of the lesson on the board for others. Depending on the time of day, remind student B
students to follow once activity has commenced. to take their ADHD tablet at their set time to help with
- Questions clear and visible on the other white board. their concentration.
- Written templates with questions printed enough for
each student in case they would like one.
- Pop sticks ready on the teachers desk
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
- Did the students achieve the determined objectives/ outcomes? Refer to lesson objectives.
- How do I know that the objectives/ outcomes were achieved?
- What follow up learning is needed by particular students?
- Who did/ did not achieve the determined outcomes and why?
- What will be the instructional focus for future lessons?
- What areas of the lesson could have been improved? Describe any improvements that could be made.
Teacher self-reflection and self-evaluation:
- What did I do that worked particularly well in the lesson?
- What aspect of my teaching could be improved upon? Focus on two or three aspects of the lesson.
- How successful was the introduction?
- How well did students get involved in the lesson?
- Overall impression of the lesson:
[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:

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http://www.scootle.
edu.au/ec/viewi
1. To start off the lesson the students will participate in an activity on ng/L1004/index.html
9.00 am
‘Scootle’ on the interactive whiteboard whist sitting on the mat. This
activity looks at the rubbish that the average Australian produces each
year. They must act to reduce the pile. The students will do this by
choosing whether to reduce, reuse, recycle, or throw away household
items such as bottles, cans, plastic bags, paper and food waste. This
activity is to refresh student’s memory on which items are classified as
‘reusable’ and ‘recyclable’.

Ensure students like Cate, Mania and Aleisha (struggling students) are
sitting at the front of the mat so they aren’t distracted and can be easily
monitored by the teacher. https://answergarden.ch/79088
Interactive white board
Make sure that student B has their stress ball to decrease the chance of
he/she is distracting others by fidgeting. Have ‘answer garden’ open on th
interactive white board.
Take any anecdotal notes during the lesson of behaviour, questioning and
9.10am
struggling students.

Design brief hand outs

2. After the class will return to their desks and complete an answer
garden on their IPad. They must answer the question “What is a
9.20am
reusable material? What is a recyclable material? They will have five
minutes to brainstorm everything they can think of.
3. Then the class will discuss all the ideas on the board. This discussion
will lead into the teacher talking about the student’s project for the next
seven lesson (Including this one).
4. The students will be given a design brief handout on crafting their own
reusable bag. As a class the teacher will ask for volunteers to read
certain sections on the design brief. (Prior to this lesson the teacher
9.30am
has already told students of the exciting project they will be completing
for the next seven weeks).
5. The teacher will ask students to stand up and complete some quick Air-filled cushion in Student B’s
draw
exercises to ensure they aren’t drifting off e.g. Ten star jumps & jump
up and down on the spot.
Highlighters

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

9.35am 1. Students will return to their desks and get ready to begin the first
stage of their design brief.
Design and Tech files
Have Cate, Mania and Aleisha sit in the front row. Ensure that student B has
their air-filled cushion and taken their medication. Instruction on the white board

2. “Everyone needs to get out a highlighter, we are going to highlight

the important ‘project specifications’ so we know exactly what we are
doing”. Question on the white board
9.40am 3. The teacher will then ask students “What parts should we have Template provided for strugglin
highlighted?” e.g. Waterproof that’s very important because... students/ anyone else who wou

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like one.
4. The first two students to finish will be asked to hand out the Design
and technology files which are at the front of the class. Ask the
students to put the sheet into their plastic sleeve ‘Technology &
Enterprise’ files immediately.

5. The students will then be broken into pairs made by the teacher.
They will be using their IPad to research the following:

1. What makes an effective bag? Size, Shape, materials?

2. How can I use other bag designs to influence my own? (Is there
features of a bag you would like to include in your design?) Template work sheet
3. What other materials will you need to construct your bag and
10.00am
why? Thread, pencils, ruler? (How will the materials you use to
make your bag stick together? List a minimum of three. Websites & interactive white boa
4. Define what a reusable material is. Provide examples you can find Design and technology books
at home.
5. Define a recycled material is. Provide examples you can find at
home. Questions on the board show
6. Define what waterproof means. List examples of water proof students where.
materials found at home.

6. Explain to students that on the portal there is a range of helpful resources

that have already been found especially for them. Open one or two of them
on the interactive white board to show the students how to access as well as
what the website includes.
Helpful Resources for the students to use:
10.10am These will be on their portal easy for the students to access.
1. What are recyclable materials and how does recycling
work?
http://education.abc.net.au/home#!/media/30438/ (Watch video with
ear phones)
2. Reduce waste in your home:
http://www.scootle.edu.au/ec/viewing/L1031/index.html
3. Recycling and Reducing:
https://www.reusethisbag.com/articles/kids-guide-to-recycling/
4. Recyclables and examples:
http://www.wm.com/thinkgreen/what-can-i-recycle.jsp
5. Reusing materials: http://gogreenplus.org/nuts-and-bolts-
guide/planet-nuts-and-bolts-guide/waste-reduction-responsible-
10.20am disposal/reusing-materials/
6. What materials are waterproof?
https://www.bbc.com/teach/class-clips-video/what-materials-
are-waterproof/zjxd7nb Template printed and at the front
of the class
7. Waterproof materials: https://sewguide.com/waterproof-
water-resistant-fabric/
8. Define waterproof:

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https://dictionary.cambridge.org/dictionary/english/waterp
roof

7. For struggling students (and anyone else who would like one),
the teacher will provide a template with the questions written
out as well as lines for them to answer the questions.

Each question has a mini hint in brackets on how to approach each

question. Once the sheet is complete it will go straight into their
Design and Technology books.

RE: struggling students: Each student may answer one question

using the relevant websites and at the end assist the students to
collaborate ideas and findings with each other.

8. Advanced students will be encouraged to write their findings

straight into their book (or paper which will go into their files)
as they will write down more information in the time given.
They are encouraged to explore other websites that aren’t from
the list given as long as they are appropriate and reliable. White board
9. The students will read the given resources as well as exploring White board markers
some of their own and rewrite their answering using their own
10.30am words straight into their textbook or on the template provided.

Pop sticks ready: on the teacher

desk
Lesson Closure:(Review lesson objectives with students)

10. Coming towards the end of the lesson the teacher is going to ask all
the students to stand up, turn around three times, jump up and down
and sit back down.
11. Then using the whiteboard, the teacher is going to say each question
and ask for volunteers to express their findings to the class. They
may refer to their notes in front of them ensuring their iPad are now
closed and face down to avoid distraction.

(Use the pop sticks if no/the same students are volunteering or use the
strategy think, pair, share).

This step is very important as its allowing students to reflect what they have
learnt.

12. By the end of the lesson the whiteboard should be full of ideas for
each point. The students are encouraged and reminded to write
down any ideas they don’t have written down and would like to
maybe use in their designs later.
13. Ask student helpers to collect all the design and technology files. Get
the students to make sure their desk space is clean and wait for

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further instructions.

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

1. Each student’s work needs to be marked before the next lesson on

‘generating design’ so the teacher has an understanding on what
children are struggling and may need help in the following lesson.

Marking rubric

Assessment: (Were the lesson objectives met? How will these be judged?)
Anecdotal notes taken during the lesson may be added to the comment
section of the rubric. Notes may be on behaviour, questions asked during the
lesson or struggling students.

Students will be assessed at the end of the lesson. The teacher will collect
each of the student’s design and technology files and using the marking
rubric below give them a mark by using the scale:

Tick = established, Dash (-) = consolidating, Dot (.) is emerging, NA = not

apparent

The marking rubric covers the three main objectives:

1. Define what a waterproof, recyclable and reusable material is and

provide an example of each they can find at home.
2. Describe what makes an effective bag and list three features that it
includes.
3. List at least three materials that can be used to bind the bag and
explain why e.g. String.

The teacher will then allocate an A, B, C or D depending upon their overall

average for each section. A = established, B = consolidating, C is emerging,
D= not apparent. This will be for the teacher to keep track of where each
child is performing and see what students are struggling and may need extra
help in further lessons to come.

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Lesson one: Introduction to Design Brief

Reusable Bags

Date Completed:
Names: Define what a Define what a Define what a Describe what List at least Othe
waterproof reusable material recyclable material makes an three Ove
material is is and provide an is and provide an effective bag materials
and provide an example of one example of one and list three that can be A, B
example of found at home. found at home. features that used to Ave
one found at (objective 1) (objective 1) it includes bind the A: E
home. (Objective 2) bag and B: co
(objective 1) explain why C: E
e.g. String. D: N
(objective
3).

Define Example Define Example Define Example

AAMINA

ALYSSA

AMELIE

BILIJANA

BRODIE

BRODY

CHLOE

EMILY

JUN

LILA

NATHAN

Key:
Tick = established, Dash (-) = consolidating, Dot (.) is emerging, NA = not apparent

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Name: ______________________ Date: ____/____/____

PLANNING DESIGN BREIF: LESSON ONE

What makes a good bag? (Size, material, is it strong/soft)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

How can I use other bag designs to influence my own? (Is there features of a bag you would like to

include in your design?)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What other materials will you need to construct your bag? Thread, pencils, ruler? (How will you make

your materials stick together and not fall apart).

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What is a reusable material? Provide examples you can use (Think of the ones in the video, is there

anymore?).

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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What is a recycled material? Provide examples you can use.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What does waterproof mean? What materials are waterproof? (Is plastic and cardboard waterproof? How

do you know this?).

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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References:

Australian Curriculum and Reporting Authority. (2018). Australian curriculum. Retrieved from:

https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-

priorities/sustainability/?fbclid=IwAR1btaISEdZpVklifMNGqX6rlmHNggqsy0-WBrgL-

m6gB-PP6cnnmMw4Qfo

Curriculum Corporation. (2006). Your rubbish pile: reduce your waste - (TLF L1004 v5.0.0).

Retrieved from http://www.scootle.edu.au/ec/viewing/L1004/index.html

Sander, R. (2018). Answer Garden ». Retrieved from https://answergarden.ch/790881

School curriculum and Standards Authority. (2018). Design and Technologies. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum

browser/technologies/design-and-technologies2#year-4-syllabus

School curriculum and Standards Authority. (2018). Science. Retrieved from

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

School curriculum and Standards Authority. (2016). Sustainability. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/cross-curriculum-

priorities2/sustainability

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