Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 9:00AM Date: 19th/10/18 Students’ Prior Knowledge:
- This is the first lesson in a sequence of
Learning Area: Design and Technology lessons on this project.
- Students have learnt about sustainability as a
Strand/Topic from the Australian Curriculum topic in their classroom and how they can live
- Ways products, services and environments are a sustainable life – they did this through a
designed to meet community needs, including series of lesson look at “The Lorax” by Dr.
consideration of sustainability (ACTDEK010 Seuss
opens in new window)
- Define a sequence of steps to design a solution
for a given task (WATPPS21)
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:

 Draw a design for 3-4 (across 2 lessons) wind-powered cars that are within the design brief.
 Create a list of sustainable materials that are going to be used to build the car
 Write a short paragraph about how their chosen car design will move with the wind and what features it has.

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

- Youtube video loaded - Introductory lesson in this part of the topic, this
- Student ESTE workbook (wind powered cars) is a time where students can state what they
- Whiteboard marker know for later reflection at the end of this
- Butchers paper sequence of content
- Class pop sticks - Tasks for the lesson are structured but open
ended, centred on observation and what
perceptions students bring to the task.
- grouping done via popsticks method however
if any groups do not work teacher to adjust
pairs
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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[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 mins 1. students will be seated on the mat looking at interactive board segment where they will
2. in order to introduce the topic to students play YouTube video: be introduced.
https://www.youtube.com/watch?v=niZ_cvu9Fts ; this video
introduces the idea of wind power to students one this video is YOUTUBE VIDEO
completed start a discussion with students regarding wind power and
how we can use this in our environment to create a more sustainable
product in our everyday life.
3. If students do not suggest wind powered cars bring up the idea to
students and begin to explain task to students.

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

1. Introduce the idea of Wind Powered Cars

5 mins “today you are going to be designing a wind powered car, this is the
beginning task of your ESTE design project. You will be in groups of 3
and you will design build and test your wind powered car”
2. On the board with students brain storm some elements that may need
to be in students wind powered car.
3. Write on the board restraints of design brief and discuss with student.
4. Using the pop sticks method put students into groups, if groups
particular students get grouped together that do not work well change CLASS POP STICKS
groups around.
5. Hand out ESTE workbook and go through the workbook with students
reading out all elements of the book ESTE WORKBOOK
6. Ask students to find their group and begin working collaboratively to BUTCHERS PAPER
create their design, ensure you outline the rules of working
35 mins collaboratively – hand out butcher paper to each group
7. Walk around classroom to ensure all students are having an
opportunity to pitch ideas
8. Give students 35 minutes to create some designs (these designs will
be create on butchers paper)

10 mins Lesson Closure:(Review lesson objectives with students)

1. Ask students to quickly and quietly pack up and return to the mat –
put timer on for 1 minute 30 seconds to ensure it is done quickly
2. Give students 5 minutes to start the task of making a list of
sustainable materials they can use and writing a paragraph about
how their car is going to move and what features it has – students will
need to do these for all 3-4 designs that they create (these are to be
done individually)
3. Discuss with students some ideas that they for their cars
4. Explain to students that they will have 1 more lesson to draw up
designs of their cars and then they will begin to make their cars.
5. Tell students that they need to start to bring in any extra materials of
their own if they would like to use them in their car.

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Transition: (What needs to happen prior to the next lesson?)
1. Student to bring own materials if desired
2. Students stay seated on the mat ready to continue on with maths
before recess.

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

- Anecdotal notes will be used for the assessment of this lesson, all
designs of cars will be collected at the end of the next lesson for
marking and teacher will walk around and mark of student
participation
- Students will hand in lists and paragraphs to teacher even if
incomplete in order for teacher to mark down some progress of these
tasks students will finish lists off in follow up class.