LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 4 Students’ Prior Knowledge:

Time: 2:00pm - 3:00pm • Students recognise that different
Date: Lesson 2 (according to lesson sequence) materials can be combined for different
Learning Area: Design and Technology purposes. (ACSSU031)
• Students have talked to the Year One
Strand/Topic from the Australian Curriculum teachers in the previous lesson and
Knowledge and Understanding- Ways products, now have a few extra requirements
that they will need to take into
services and environments are designed to meet consideration.
community needs, including consideration of • Students have investigated
Sustainable development goal 12 and
sustainability (ACTDEK010) understand the need to use recycled
Process and Production Skills- Develop and materials within their designs.
communicate design ideas and decisions using
annotated drawings and appropriate technical
terms (WATPPS23)
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
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:

• Sketch and annotate three pencil caddy designs on the design scaffold worksheet,
ensuring that it will meet all of the design requirements.
• Write a list of materials required to make each of their designs on the design scaffold
worksheet.
• Explain at least 3 ways that their designs have taken caring for the environment into
consideration, writing them onto the design scaffold worksheet.

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Teacher’s Prior Preparation/Organisation:
• Photocopy the design scaffold sheets for
the students to use (A3 size).
• iPads fully charged with the Explain
Everything app downloaded and fully
updated.
• Scaffold design sheet ready to be
projected onto the smartboard
• Cut up scrap pieces of paper for exit
tickets.
Provision for students at educational risk:
• Students will be able to use their iPads
to search for design caddy ideas.
• Weaker students will be asked to make
a material list for only one of their
designs, rather than all three.
• Students can also be given the choice
of taking a picture of their design and
verbally listing materials using the
Explain Everything app.

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:
2:00 pm 1. Students will be sitting at their desks with their iPads. Class iPads with
2. Students will complete a Kahoot quiz on their iPads internet connection
(Literacy, ICT competence) to review the prior knowledge
they have on design process, sustainability
(Sustainability), properties of materials and the
requirements of the design brief. Read the questions out
so that all students can comprehend them.
3. After completing the Kahoot quiz, introduce the focus for
todays lesson- creating three designs for their pencil
2:10pm caddy.
4. Discuss with students the key things that all designs
need. This should include an annotated diagram of the
design and a materials list.

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 Lesson Steps (Lesson content, structure, strategies & Key
Questions):
2:12pm
Scaffold design sheet
1. Students will be sitting at their desks and the design Projector
scaffold sheet will be projected onto the smartboard for Smartboard
them to see.
2. Explain to students the parts of the sheet:
a. Three boxes to draw three separate designs.
b. Three boxes to list the materials for each design
underneath.
c. A box to explain three ways that your designs
take caring for the environment and sustainability
into consideration (Sustainability).
d. A box with reminders about the design Example design and
requirements. materials list
3. Show students a design and materials list that you
created as an example (this can be handed around the
classroom during the rest of the lesson as well). Explain
the ways that it meets the design requirements.
4. Model to students how you expect the design and
materials boxes to be filled out by completing one
example of each with the students.
5. Ask students for ideas about the design and incorporate
them into the design. For example:
a. Use a tin can
b. Use newspaper clippings to create the students
2:18pm name.
c. Use bottle caps to create a flower on the outside.
6. Remind students that they need to consider how they
can reduce the environmental impact that their design
2:20pm
will have (Sustainability).
7. Allow students to ask questions if they have any before
allowing them to begin their own designs. Hand a pile of
sheets to each group to individually distribute between
themselves.
2:40pm
8. Ask students to work independently for 10 minutes so
that they can begin their own designs (Literacy, Critical
and creative thinking). After 10 minutes students can be
allowed to work with each other (Personal and Social
competence) to come up with designs and ideas together.
Each student will still have to complete their designs
independently. Students can use their iPads if
necessary, to gain ideas however they should have a
few ideas already as they have been looking at different
caddy designs in previous lessons. Less able students
can be given the choice of taking a photo of their

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2:50pm designs and listing the materials in a voice over in the
app Explain Everything (ICT competence).
9. Give students a ten-minute warning before they will Square, scrap pieces of
need to pack up. Remind students that by the end of the paper
lesson they should have completed at least two designs
and be relatively close to finishing the third.
10. Ask students to hand their design sheets to one person
in the group who will bring them to the front of the room.
11. Ask another student at each group to collect a small
scrap piece of square paper for each of the members in
their group and hand them out.
3:00pm Lesson Closure:(Review lesson objectives with students)

1. When each of the students have a piece of scrap paper

and all of the design pages have been handed in,
review the requirements of the designs and process of
designing. Students should be able to recall things such
as:
a. The requirements of the design
b. The elements of a design- annotated diagram
and materials list.
2. After a quick discussion, ask students to write one thing
they learnt or remember from today’s lesson and one
thing they still aren’t sure about or would like to improve
on onto their scrap piece of paper (Literacy).
3. Have students hold on to the paper and hand it to you
on their way out the door when they leave school.

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

• Teacher needs to have all of the design sheets collected

and look over them before the next lesson. The teacher
should make comments on their checklist about student
progress and understanding however should leave
specific feedback on the students’ work itself. The
feedback on the student work should only be in regards
to detail and ensuring the design process is followed
correctly. Specific questions or suggestions regarding
the design itself should be avoided as students will be
evaluating each others designs.
• The teacher can use the designs so far to come up with
a list of evaluative questions that the students will be
able to use in the next lesson.

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

The lesson objectives will be assessed using a checklist to

record student achievement on the design scaffold worksheet.
Students should have almost completed the design sheet by
the end of this lesson however there will be time at the
beginning of the next lesson to finish them off.
Students will also complete an exit slip which can be used to
judge their understanding.