Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 1 Time: 2:00pm – 3:00pm Students’ Prior Knowledge:
Date: 25th October 2019

Learning Area: Science and Design Technologies

Strand/Topic from the Australian Curriculum - Students have been learning about Australian
Native bees, in particular, their local habitats,
how they sustain the environment, why they
Process and production skills: Designing are in danger and investigating ways to help
Native bees. This has been done over a period
Develop and communicate design ideas through describing,
of two lessons.
drawing, modelling and/or a sequence of written or spoken - Student have had a lesson that looks at the
external features of a native bee.
steps (WATPPS07)
- In pre-primary students have had opportunities
to generate design ideas through describing,
drawing and modelling.
Materials and technologies specialisations
Characteristics and behaviours of individual materials used
in products (ACTDEK004)

Science Understanding: Biological Sciences

Living things live in different places where their needs are
met (ACSSU211)

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

Literacy Numeracy ICT Critical and creative thinking Ethical Personal and Intercultural
competence See green for areas of CCT behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Asia and Sustainability:
Torres Strait Australia’s O1. 2: All life forms, including human life, are connected through ecosystems on which they depend for their well-
Islander histories engagemen being and survival.
and cultures t with Asia OI. 7: Actions for a more sustainable future reflect values for care, respect and responsibility, and require us to explore
and understand environments.

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 front view design of a bee hotel and list the materials.
 Communicate designs ideas with a partner and decide on one design by drawing it on the template.

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

- Slide show of different models of Bee Hotels.
- Print labelled images of materials to be stuck to the
whiteboard.
- Bring in objects of different materials for the
students to feel and inspire their designs. (Wood,
paper straws, bamboo stems etc.)
- Print A3 copies of both drawing templates for
modelling
- Print 24x copies of the individual drawing template
- Print 12x copies of the partner drawing template
- “Nifty Native Bees” By Rebecca Johnson close by
during mat discussion.
- Smartboard and slide show set up before the
lesson.
Miles who has difficulties with his spelling, fine motor
skills and writing abilities. (Dysgraphia)
Encourage him to refer to the labelled images of
materials when writing his list of materials. Allow him
extra time to complete his writing. Make sure he is
using his pencil grip correctly and his posture is seated
well – both feet on the floor, sitting up right with bottom
and back on the chair.
Ally may finish her drawings quickly. Encourage her to
label her drawing and provide extra details. She may
also add colour if she would like to.
Group 5 (weaker students) need to be seated towards
the front of the mat during discussions to help them
stay focused. These students need to be paired with
students in group 2 (stronger students) to help them
throughout the lessons.

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
 Students are seated on the mat. Group 5 students at the front. segment where they will
2:00pm
 Review their prior learning about Native Bees from the two previous be introduced.
lessons by asking questions such as:
 Refer back to the text “Nifty Native Bees” By Rebecca Johnson and Text “Nifty Native Bees”
the students work to help activate prior learning. By Rebecca Johnson.
“What do we know about Native Bees?”
“Where do they live?”
“How do they help our environment?”
Critical and creative thinking – Identify and clarify information and ideas.
identify and describe familiar information and ideas during a discussion or
investigation
 Introduce todays lesson.
“Today we are going to put our learning into action!
We are going to be thinking about how we are going to design our

2
 Bee Hotels by looking at some images on the smart board of different
designs and what types of materials can be used.
Then you are going to draw a design on your own at your desk. Then,
with a partner, you are going to share your designs and chose your
favourite parts of each, to draw one final design together.
 Open the slide show of images on the smartboard.
 Ask students to think about what they like about each of the different Smart board with slide
types of Bee Hotels. show of different bee
 After displaying some images, ask students to share what they like hotel designs.
with the person next to them (about 30 seconds)
 Ask the students to think about the materials being used? Is this
wood or is it paper? Refer to the labelled images of materials.
 Allow students to share their think with the person next to them.
Critical and creative thinking – Identify and clarify information and ideas.
identify and describe familiar information and ideas during a discussion or
investigation
 Hand a bamboo stem straw and a paper straw to the students to pass Materials that the
around on the mat. students can work with
 Ask them to feel which material feels stronger to protect the bees to feel for inspiration.
from the rain and wind. Wood
 Inform them that they will need to consider this for their drawing Bamboo stems
designs. Paper straws
Pieces of paper
Lesson Steps (Lesson content, structure, strategies & Key Questions):

 Quick movement break. Get the students to stand up and buzz softly
2:15pm
like bees around the classroom. Count down from 30 seconds and
have the students sitting back on the mat. This will help with their
attention and behaviour management.

 Model how the students are going to draw their designs. A3 drawing templates to
 Show an A3 template that the students will draw their designs on. model task
 Explain that they will have 10 minutes to draw a front view design of
their bee hotel. 24x copies of the
 Model what a front view drawing looks like on the white board and individual templates
show examples. Tell students to make sure their drawings use up the
whole space provided on the template.
 Explain that once they have drawn their design, they will need to list
the materials they would like to use underneath their drawing.
 Ask students “What types of materials do you think we might use?”
 As the students answer “wood” etc stick the labelled image of the Labelled images of
material to the white board. Leave these labelled images up on the different types of
board to help them with their ideas and writing. materials and blutak to
 Ask some students to hand out the templates. stick to the board.
 Send the rest of the students back to their desks to start drawing their
designs on the template provided.
 Use the group reward system to transition the kids smoothly. “The
2:20pm group to go back to their desk quietly and start their drawings will
receive a pom pom for their group”.
 Remind students to print their name on their template.
 Allow about 10 – 15 minutes for students to draw and list their ideas.
 Walk around the classroom and remind students to draw a front view
image and use up all the space provided.

3
 Critical and creative thinking: Generating ideas (imagine possibilities and connect
ideas) Use imagination to view or create things in new ways.

Some students may suggest alternative and creative ways to approach a given
situation or task

 Gather the student’s attention. “Flat tyre…shhh”.

 Assign students a partner they will be working with. (considerations
2:30pm
such as, who works well with each other and weaker / stronger
students together will be thought out).
 Ask students to sit next to their partner at a desk. A3 Template of partner
 Explain that they will have 5 minutes to share their design ideas and drawing design
work out what they like about each other’s designs. They will then
need to come up with one design and draw their final Bee Hotel on a
new template (one between two).
 Go through how the students will come to their decision by asking the
students questions such as:
“How could we come to an agreed decision?”
“What should you do if you are disagreeing?”
 Encourage the students to look for the positives in each other’s work
and find a balance of each.
 Allow students 5 minutes to share their ideas.
 Give students time warnings to make sure each child is having a turn
at sharing their ideas.

Critical and creative thinking

Generating ideas – Consider alternatives - suggest alternative and creative ways to

approach a given situation or task

Reflect on thinking and process element - describe what they are thinking and give
reasons why

4
  Provide the students with a time warning by displaying a timer on the Timer on smartboard
smart board. Allow 5 minutes to discuss and 10 minutes to draw.
 Walk around the classroom and help the students make their
decision.
 Encourage students to complement each other’s design elements.
 After 5 minutes, gather the student’s attention “All set, you bet”. 12x copies of the
 Ask one partner to come collect a shared drawing design template. partner drawing
 Let the students know that they need to start drawing their final template.
design together.
 Remind them to draw a front view design and use the whole space
provided.

Lesson Closure:(Review lesson objectives with students)

 Ask students to sit on the mat with their partner in a circle and have
their design template in front of them.
 Ask students to share their design ideas and the materials they have
chosen to use with the class.
describe what they are thinking and give reasons why
 If there is not enough time to do this in a whole class circle, split the
students into small groups and get them to take turns in sharing their
designs.

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

Students will need to:

- Glue their individual designs into their Science work books. (Ask Science books
some students to start handing these out). Glu sticks
- Place their partner design templates in a neat pile.
- Start packing and stacking their desks/chairs ready for home time.

 Use group reward system to complete this smoothly.

The group to complete all instructions the quietest and quickest will
receive 5 pom poms for their group.

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

A checklist will be used with the following headings

- Draw a front view design of a bee hotel.

- List the materials.
- Work collaboratively with a partner to make an agreed decision.

1 tick will indicate a low level.

2 ticks will indicate an average level.
3 ticks will indicate a high level.