Design Your Own Environmentally Friendly House Lesson Plan

Sally Blackwood of 1 3
Class: Early Stage 1 Date: November 2013 Time Start - Finish 45mins
Key Learning Area: HSIE Lesson Topic: Design Your Own Environmentally Friendly House
Recent Prior Experience: This is one lesson in a Unit of Work focused on Places and Spaces
Syllabus Outcome(s):
Environments - Patterns of Place and
Location
ENES1
Gathers information about natural and built
environments and communicates some of the
ways in which they interact with, and can care
for, these environments
Indicators of learning for this lesson:
Ss are able to identify the impact man made buildings
have on the environment
Ss are able to recognise the need for man made
buildings for shelter etc
Ss are able to identify the need of balance between man
made buildings and the natural environment
Ss draw their own environmentally friendly house and
discuss this with the class
Assessment:
T observes Ss engaging with the subject matter and referring
to the effect development has on the environment
T observes that Ss can identify both positive and negative
effects
T observes Ss thinking about the design of their houses,
drawing from their existing knowledge and from the
discussions in class
T observes Ss justifying their designs- why they are
environmentally friendly and why they chose that particular
form etc
Any safety issues to be considered:
Ss may get restless during the lesson,
swinging on their chairs. This puts them at risk
of falling off and hurting themselves or others
Resources:
Board of Studies NSW. (1998). Human Society & Its Environment K-6 Units of Work. Sydney. Retrieved from http://
k6.boardofstudies.nsw.edu.au/files/hsie/k6hsie_unitsofwork.pdf
Board of Studies NSW. (2006). Human Society & Its Environment K-6 Syllabus. Sydney. Retrieved from http://
k6.boardofstudies.nsw.edu.au/files/hsie/k6_hsie_syl.pdf
Teaching resources:
Whiteboard easel
Whiteboard markers
SmartBoard
'Different types of Houses' keynote presentation
'Design your own environmentally friendly house' worksheet
Pencil baskets
Ss journals
Glue sticks
Lesson Content / Indicators of Learning: Timing
(mins):
Teaching Strategies / Learning Experiences: Resources and Organisation:
INTRODUCTION - whole class
T opens the lesson by guiding a discussion on the
impact of man made buildings on the environment
5mins T recaps the previous lessons in the unit of work
regarding man made structures
T draws up a pros/cons list on the whiteboard
easel
T asks Ss (think/pair/share) of the impact
development has on the environment
T writes down Ss suggestions
Resources:
Whiteboard easel
Whiteboard markers
Organisation:
Ss are sitting on the floor in front of the
SmartBoard. T is sitting on a chair beside the
whiteboard easel
Assessment:
T observes Ss discussing with each other the
question
T observes that Ss can identify both positive and
negative effects
DEVELOPMENT - mixture of whole class, group and individual learning
T goes through the 'Different types of Houses'
keynote presentation, guiding a discussion on the
effect these have on the environment
5mins T guides a discussion on the different types of
houses in the keynotes, looking at the materials
used, how many people can live there etc
Resource/s:
Smartboard
'Different types of Houses' keynote presentation
Organisation:
Ss are sitting on the floor in front of the
SmartBoard. T is sitting on a chair beside the
whiteboard easel
Assessment:
T observes that Ss can recognise the positive and
negative attributes of each house

Sally Blackwood of 2 3
Ss design their own environmentally friendly house 30mins T tells Ss that they are to design their own
environmentally friendly house. What kind of
house is it (treehouse, house boat, apartment
block) and what is it made of etc.
Ss stick their designs into their journals
Ss then, with the aid of a teacher, can write a
sentence about their house and why its
environmentally friendly, e.g its s houseboat so we
didn't have to clear any land for it etc
T roams the classroom, checking in on each S,
offering support, advice, assistance and praise
when needed
Ss who finish early can sit on the floor and read a
book quietly leaving their journals on their desks
Resource/s:
Ss journals
'Design your own environmentally friendly
Housing' worksheet
Pencil baskets
Glue sticks
Organisation:
Ss are sitting at their desks writing in their
handwriting books while the T roams to help Ss
when needed
Assessment:
T observes Ss thinking about the design of their
houses, drawing from their existing knowledge and
from the discussions in class
CLOSURE - whole class
Ss share their work with the class and T guides a
discussion
5mins T asks Ss to finish what they are doing, tidying up
the pencils, and to come to the floor bringing
their journals with them
T ask each S to show their work to the class and
guides a brief discussion around each Ss work
Resource/s:
Ss journals
Organisation:
Ss are sitting on the floor in front of the
whiteboard easel. T is sitting on a chair beside the
whiteboard easel
Assessment:
T observes Ss justifying their designs- why they are
environmentally friendly and why they chose that
particular form etc
T observes that Ss understand the impact of
development and how we can reduce it through
environmentally friendly designs
Lesson Content / Indicators of Learning: Timing
(mins):
Teaching Strategies / Learning Experiences: Resources and Organisation:
Sally Blackwood of 3 3