LessonPlan1

Topic area: Tech Mandatory Stage of Learner: 4 Syllabus Pages:

Timber 6, 18, 19

Date: 5/4/17 Location Booked: TAS room 1 Lesson Number: 1 / 25

Time: 60 minutes Total Number of students: 20 Printing/preparation

Outcomes Assessment Students learn about Students learn to

4.6.2 - Identifies and explains Informal Students learn about Explain the concept of
ethical, social, environmental Assessment. what sustainability is, sustainability. Identify
and sustainability Observational its importance, its sustainability issues.
considerations related to notation application in design Design products using
design projects and sustainable sustainability as a key
practices related to factor.
Timber technologies.
CCP & GCs Subject specific concepts
The cross curriculum priority Sustainability, design
of sustainability and the
general capability of ICT are Discipline specific skills
covered in this lesson. Sustainable design, industrial production methods

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.5 Students will learn the metalanguage surrounding sustainability
Metalanguage
2.3 As the first lesson in this unit, students will be explained the high expectations
High Expectations expected of them throughout the unit including this lesson, as the concepts
presented are necessary for the duration of the unit
3.4 Students will experience a fully inclusive, positive learning environment through
Inclusivity diverse teaching strategies such as presenting information both orally and visually
Time Teaching and learning actions Organisation Centred
T/S
0-5 Teacher has students line up outside and enter class 4 at a time, Teacher: Organise entry of
waiting behind their chairs before asking to be seated. This reinforces students into classroom.
the class rules and positive behaviour model being used. T
Student: Follow teacher
instructions and class rules

Resources: N/A
5-15 Firstly, ask students what they think sustainability means. Have Teacher: Facilitate discussion
students think about this for a moment then answer by raising their
hand and being asked to speak. Discuss student answers and explain Student: Participate in S
what sustainability means (if it hasnt been answered correctly) discussion

Resources: N/A
15-20 Have the students divide into groups of 4. Using the jigsaw method Teacher: Organise groups
to break these groups again in to groups of 4 (Say students are
numbered 1, 2, 3, 4). Once this has been done provide each group Student: Organise groups T
with a laptop. (Alternatively this lesson could take place in a
computer room). Resources: N/A

20-25 Have students access the following websites- Teacher: Help students
http://www.environment.nsw.gov.au/households/sustainability.htm where need S
http://www.environment.nsw.gov.au/sustainableschools/
Give them 5 minutes to look over them as a group. Student: Look at website

Resources: ICT
25-40 Organise the students so that all the 1s sit together, the 2s sit Teacher: Organise groups
together etc. Group number 1 and 2 will focus on sustainability at T and S
home and group number 3 and 4 will focus on sustainability at Student: Complete task
school. Have students write a list of ways that their home/school is
sustainable and uses sustainable practices and a way that it isnt Resources: ICT
sustainable. They can use the laptops/computers as stimulus for
ideas
40-50 After 15 minutes of discussion have students come back the their Teacher: Facilitate group
original chosen groups. They are now tasked with having a discussion discussions S
amongst themselves about what they found about sustainability at
home and at school. Student: Participate in group
discussions

Resources:
50-60 Bring the class back together for a final discussion on sustainability. Teacher: Facilitate class
Ask students some questions including: Do we think sustainability is discussion S and T
important in todays world? Why/why not? How do you think you
could better improve your sustainability at home? How could we Student: Use knowledge of
improve it at school? sustainability to answer
Before students leave give them the following newspaper articles questions
(alternatively upload them onto the edmodo site). They must read
these before the next lesson. Resources: Information
Here are the links gathered in class
http://www.afr.com/news/special-reports/industry-
trends/agriculture-goes-vertical-as-buildings-become-the-new-farms-
20160216-gmv7z8

http://inhabitat.com/the-worlds-first-commercial-vertical-farm-
opens-in-singapore/singapore-commercial-vertical-farm

http://popupcity.net/top-5-of-the-greatest-urban-rooftop-farms/

https://sproutinggood.com/

http://www.highergroundrooftopfarm.com/what-is-a-roof-
farm.html

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
The importance of ensuring that the information and concepts covered in the lesson are
relevant and engaging to students. What is taught to the students should be information
they is needed for later classes in order to create a connectedness between lessons.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.6.2 Observational notation

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.5 Using the jigsaw method enables differentiation. Students who may not be
able to read/write can still participate in the lesson through group
discussion
2.1 Using the main lesson concept as sustainability. This is a CCP as well as
threshold concepts related to built environments, environmental design
3.2 This lesson provides students with threshold concepts for the next lesson
on The Use of Space in Built Environments which focuses on sustainable
urban farming practices

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
The teacher needs to make sure students are using the ICT responsibly. Measures
can be put in place to ensure this, including not giving out laptops/allowing students
to log onto computers until they are asked/needed, and roaming the classroom. If
the class takes place in a TAS room that has tools and machinery in it, it is important
that the machines are locked out and the tools put away before students enter the
room.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

References
NSW Office of Environment and Heritage. (2016). What is sustainability? | NSW

Environment & Heritage. Retrieved from

http://www.environment.nsw.gov.au/households/sustainability.htm

NSW Office of Environment and Heritage. (2016). Sustainability at school | Home | NSW

Environment & Heritage. Retrieved from

http://www.environment.nsw.gov.au/sustainableschools/

Parkinson, E. (2016, February 17). Agriculture goes vertical as buildings become the new

farms. Australian Financial Review. Retrieved from

http://www.afr.com/news/special-reports/industry-trends/agriculture-goes-

vertical-as-buildings-become-the-new-farms-20160216-gmv7z8#ixzz4HfwVUfMy

Sprouting Good Urban Farming Sydney Urban Farming For Cause In Sydney Australia.

(2014). Retrieved from https://sproutinggood.com/

Top 5 Of The Greatest Urban Rooftop Farms Pop-Up City. (2012, November 8).

Retrieved from http://popupcity.net/top-5-of-the-greatest-urban-rooftop-farms/

The Worlds First Commercial Vertical Farm Opens in Singapore Sky Green Singapore - the

World's First Commercial Vertical Farm Inhabitat - Green Design, Innovation,

Architecture, Green Building. (2012, October 26). Retrieved from

http://inhabitat.com/the-worlds-first-commercial-vertical-farm-opens-in-

singapore/singapore-commercial-vertical-farm
 LessonPlan2

Topic area: Tech Mandatory Stage of Learner: 4 Syllabus Pages: 6, 15, 18

Timber

Date: 6/4/17 Location Booked: TAS room 1 Lesson Number: 2 / 25

Time: 60 minutes Total Number of students: 20 Printing/preparation

Outcomes Assessment Students learn about Students learn to

4.1.3 - Identifies the roles of Informal
designers and their
contribution to the
improvement of the quality
of life
4.6.2 - Identifies and explains
ethical, social, environmental
and sustainability
considerations related to
design projects
Students learn about
Assessment. sustainable farming
Observational practices in urban
notation areas. This relates to
Built environments-
environmental design
Identify how designers
have developed ways
for sustainable farming
in urbanised areas
where there is a lack of
room for traditional
farming methods.

CCP & GCs Subject specific concepts

The cross curriculum priority Design, sustainability
of Asia and Australias
Engagement with Asia is Discipline specific skills
covered. Vertical and Urban Built environments urban design, sustainable farming,
farming is popular in Asia
due to a lack of space and
this lesson looks at both of
these practices. The general
capability covered in this
lesson is ICT.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.4 Students will use higher order thinking skills such as analysing and evaluating urban
Higher order thinking rooftop and vertical farms success and place in communities
2.2 This lesson has ensured student engagement through utilising strategies such as the
Engagement 8 Ways of Aboriginal learning and using content relevant to students so they can
relate
3.2 The study of urban rooftop and vertical farming in Asia will enable students to gain
Cultural Knowledge knowledge on different cultures other than their own
Time Teaching and learning actions Organisation Centred
T/S
0-5 Teacher has students line up outside and enter class 4 at a time, Teacher: Organise entry of
waiting behind their chairs before asking to be seated. This students into classroom.
reinforces the class rules and positive behaviour model being used. T
Student: Follow teacher
instructions and class rules

Resources: N/A
5-15 Have students watch this video Teacher: Facilitate discussion
https://www.youtube.com/watch?v=kkdOMvo0LFo
After, ask them if they saw anything in the video that they could Student: Participate in S
relate to sustainability or sustainable practices. discussion
(Use of a rooftop as farmland, empty bottles recycled as planters,
PVC conduit pipe used as planters, use of space with 15 plants in 1 Resources: N/A
square foot, produce coming from the city so cuts out transport thus
reducing pollution, etc) What were the ethical, social, environmental
and sustainability considerations related to urban rooftop and
vertical farming?
15-45 At the end of the last lesson students were given a list of newspaper Teacher: Organise groups
article links to read about vertical and urban rooftop farming.
Students will now be tasked with writing their own article. They can Student: Organise groups s
either write the article for or against the practice, but it must be
backed up with their own thoughts as to why. This will enable Resources: N/A
students to critically evaluate the practice and analyse its benefits
and weaknesses. This can be done using a partner in order to
differentiate for those students with reading/writing difficulties.
45-60 Have students stop writing their articles. Using the 8 Ways of Teacher: Help students
Aboriginal learning strategy of narrative, have students share where need S, T
stories about farming or gardening (sustainably or not). Why is it
important to consider sustainability when farming? Does vertical and Student: Look at website
urban rooftop farming provide us with an opportunity to be
sustainable? Discuss with students the role of the designers. Have Resources: ICT
they contributed to an improvement for the way of life?
End Have students hand in their newspaper articles. Although not a Teacher: Organise groups
of marked assessment, these will provide evidence of students learning T
lesson for report writing and show links to outcomes, cross curriculum Student: Complete task
priorities (Sustainability and Asia and Australias Engagement with
Asia) and general capabilities (Literacy). Resources: ICT
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

There are various ways to meet cross curriculum priorities and general capabilities. Thinking
outside the box about real life contexts that students can relate to can help to come up
with learning experiences that cover these priorities and capabilities.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.1.3 Class discussion, notes
4.6.2 Observational notation, newspaper article

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.4 Using the 8 Ways of Aboriginal learning pedagogy
2.2 This lesson is the middle lesson of a three that are sequenced
4.1 Use of differentiation for student learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
The teacher needs to make sure students are using the ICT responsibly. Measures
can be put in place to ensure this, including not giving out laptops/allowing students
to log onto computers until they are asked/needed, and roaming the classroom. If
the class takes place in a TAS room that has tools and machinery in it, it is important
that the machines are locked out and the tools put away before students enter the
room.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Despommier, D. (2013). The Vertical Farm. Retrieved from www.verticalfarm.com/

Edith Cowan University. (2012). 8 Ways of Aboriginal Learning Factsheet. Retrieved from

https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-

ways-of-learning-factsheet.pdf

Rooftop Farmers: Greening Empty Spaces Of Mumbai. (2015, January 20). Retrieved from

https://www.youtube.com/watch?v=kkdOMvo0LFo

Rooftop Republic Urban Farming. (2016). Retrieved from

http://www.rooftoprepublic.com/

Vertical Farming. (2016). Retrieved from https://vertical-farming.net/

 LessonPlan3

Topic area: Tech Mandatory Stage of Learner: 4 Syllabus Pages:

Timber 6, 18, 19

Date: 7/4/17 Location Booked: TAS room 1 Lesson Number: 3 / 25

Time: 60 minutes Total Number of students: 20 Printing/preparation

Outcomes Assessment Students learn about Students learn to

4.3.1 - Applies a broad range Informal Students learn about Read plans, make
of contemporary and Assessment. making the planter sustainable choices for
appropriate tools, materials Observational box. This includes design projects
and techniques with notation theory regarding
competence in the reading the plans,
development of design design specifications,
projects ` material section and
4.5.1 - Applies management more
processes to successfully
complete design projects

CCP & GCs Subject specific concepts

The cross curriculum priority Construction, design, sustainability,
of sustainability and the
general capability of Discipline specific skills
numeracy is covered in this Plan reading, sustainable design, construction theory
lesson

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching element Indicators of presence in the lesson

1.6 There will be sustained interaction between the teacher and students as the ideas
Substantive and concepts regarding the lesson and planter box are communicated
Communication
2.1 Students will be explicitly explained what is involved in the planter box construction,
Explicit quality criteria with links to previous lessons clearly explained and related
3.1 The previous two lessons have focused on concepts that are needed in order for
Background students to undertake the planter box construction
knowledge
Time Teaching and learning actions Organisation Centred
T/S
0-5 Teacher has students line up outside and enter class 4 at a time, Teacher: Organise entry of
waiting behind their chairs before asking to be seated. This reinforces students into classroom.
the class rules and positive behaviour model being used. T
Student: Follow teacher
instructions and class rules

Resources: N/A
5-15 As students enter, have focus question Why do we plants in boxes in Teacher: Facilitate
the first place? already on the board. completion of review
The first 10 minutes will involve a review of sustainability and urban handout S
rooftop and vertical farms (previous two lessons content). Students
will be given a handout with four questions. This must be handed in Student: complete review
at the end of the lesson and can be used for evidence of student handout
learning.
Resources: Review handout
15-25 Hand out the planter box plans to the students. Ask them how this Teacher: facilitate discussion
may relate to Built Environments-environmental design and urban
rooftop and vertical farming. This discussion can be driven by the Student: engage and T
focus question of the lesson Why do we plants in boxes in the first participate in discussion
place? This lesson is the first lesson in a Project Based Learning
strategy, the project being the planter box. Inquiry based learning is Resources: Planter box plans
also being used through the focus question.
25-50 Spend this time running through the plan with students. It is Teacher: Help students
important that they understand how the plan works and all the where need T, S
relevant information needed to successfully carry out the project.
Explain that the planter box is linked to urban rooftop and vertical Student: Engage in learning
farming as the plants are in a man made built environment rather
than their natural habitat of the ground. Tell the students that they Resources: Planter box plan
will be building the boxes out of reclaimed/recycled timber and that
they will need to source this timber (with your help). At this point the
students should also be told that the timber used needs to be treated
to a moisture and rot resistant grade or a natural substitute used.
Ask students why they think this may be? This encourages higher
order thinking. Also explain to students that they will be working in
groups of 4 to complete the task, and that the finished planter boxes
will be used in the school to grow vegetables and herbs that will be
used in the school kitchens. This will have students working
collaboratively with each other as well as being engaged, as their
work is relatable through it being used in their school environment.
50-55 End the discussion surrounding the construction of the planter box by Teacher: Facilitate discussion
linking it back to main concepts of this unit-Built environments and T and S
sustainability. Student: Participate in
discussion

Resources: Previous lesson

content
55-60 End the lesson by having students lead a discussion surrounding Teacher: Facilitate discussion
possible ideas of where the planter boxes could be placed, where S
they could course reclaimed/recycled timber, what plants they would Student: Participate in
like to grow etc. This will keep the students engaged as they are discussion
owning the learning, showing student self regulation.
Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I have learnt that it is important to thoroughly plan out your program in order to
meet learning outcomes. Using backwards design really helps to plan and implement
a successful teaching program
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.3.1 Observational notation
4.5.1 Observational notation

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
2.5 Using numeracy teaching strategies when analysing the plans
(measurements involved in plan)
4.2 Clear instructions for students regarding lesson content and direction

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
When explaining to students the methods used for construction it is imperative that
the correct information is presented to ensure students understand theoretical
concepts regarding construction. If the class takes place in a TAS room, the teacher
should make certain that machines are turned off and all unneeded tools are put
away.
 References (In APA)

Buck Institute for Education. (n.d.). What is PBL? | Project Based Learning | BIE.
Retrieved from http://www.bie.org/about/what_pbl

Timber and Building Materials Asscociation. (n.d.). Planter Box. Retrieved from
http://www.timber.net.au/images/downloads/diy/diy_03.pdf

University of Queensland. (2016). Active learning pedagogies - the University of

Queensland, Australia. Retrieved from http://www.uq.edu.au/teach/flipped-
classroom/enquiry-bl.html

Resources Attached:
You must list all the resources that you have created or found in this space.

http://www.timber.net.au/images/downloads/diy/diy_03.pdf - Planter box plans

LESSON 3 REVIEW QUESTIONS

1) Explain what sustainability means to you

2) What is a built environment? Give some examples.

3) Why is sustainability an important factor to consider when designing something?

4) Explain the concept of urban rooftop and vertical farming.

 PROFESSIONAL JUSTIFICATION

Teachers should ensure that they use appropriate theories, models and
approaches when they are lesson planning and creating content for students. Not
only should teachers ensure they use the relevant syllabus to inform their work, they
must also ensure they cover cross curriculum priorities such as sustainability and
Asia and Australias Engagement With Asia and the general capabilities of literacy,
numeracy and ICT. The following professional justification will show the reasoning
for my professional choices in preparing the lessons and appendix items using
current research.

In order to make certain that syllabus outcomes are met during the course of
a unit, teachers should utilise Understanding by Design. Understanding by Design is
an approach to creating content where a teacher will work from the outcomes,
creating assessment tasks that test these outcomes, and then creating learning
experiences that enable students to work towards and achieve the outcomes
(Wiggins & McTighe, 2005). To put Understanding by Design into practice when
developing my lessons, I first chose the outcomes I thought best suited the unit of
Built Environments. From here, I created a concept map which showed all the
different concepts related to Built Environments. The use of a concept map enables
teachers to visualise how all the different content links in with itself and connects to
one another. After this, I created my assessment task. From this assessment task I
created my three sequenced lesson plans, designing them so that they would help
students develop threshold concepts necessary for the assessment task as well as
reaching the outcomes.
The assessment task that I created involves students undertaking a project
where they construct a planter box to be used in the school. This task fits into the
area of study of Built Environments through the design specialisation Environmental
and the technology Timber. The cross curriculum priorities of Sustainability and Asia
and Australias Engagement with Asia (ACARA 2016) are also covered. Asia and
Australias Engagement with Asia is covered as students are studying urban rooftop
and vertical farming. This is popular in Asian countries due to a lack of space in urban
areas for traditional farming and a burgeoning population bringing a higher demand
for food. This sort of farming is now starting to happen in Australia, and this covers
the second cross curriculum priority of Sustainability as students are analysing and
evaluating sustainable farming practices in a context that is relatable to them.
For the Planter Box Construction assessment task I used the project based
learning model. Project based learning involves students undertaking projects based
in real world context using their own self regulation (Stefanou, Stolk, Prince, Chen, &
Lord, 2013). The construction of the planter box is relevant to urban rooftop and
vertical farming as students are creating a product that is used in that Industry. This
puts the project into a real world context for the students. Students are also working
collabaritvietly in groups of four to complete the task. This involves students having
the ability to self regulate themselves and the group in order to ensure they not only
complete the task but also to a high standard. Students successfully completing this
assessment task will also have teachers meet AITSL standard 3.1 Establish
challenging learning goals (AITSL, 2014) through students showing self regulation
whilst completing a challenging and engaging project based learning assessment
task.
In order to create a positive learning environment that is inclusive to all
students, it is important teachers use methods to include everyone. In my second
lesson plan I used the 8 Aboriginal Ways of Learning (Edith Cowan University, 2012).
This pedagogical approach informs teachers of ways to approach Aboriginal and
Torres Strait Islander education through different teaching strategies. One of these is
narrative, which was used in my second lesson plan. This involved students sharing
stories of farming and sustainability in their own words and context. This allows
students to connect with the learning as it is relatable to them.
During the lessons I also used group work and a particular group work that I
utilised was the jigsaw method. Students are in two groups, the home group and the
expert group. Each student gets sorted between these groups using a variety of
methods (numbering students 1, 2, 3 etc). Students then discuss concepts with their
expert group before coming back to the home group and teaching each other. This
allows students to take ownership of their learning through teaching their home
group the concepts and content they learnt in their expert group (Darnon, Buchs, &
Desbar, 2012).
 Teachers should ensure that they use theories, models and approaches that
are conducive to student success in their learning. When creating my lesson plans
and other documentation, I used theories, models and approaches such as
understanding by design, project based learning, the 8 Aboriginal Ways of Learning
and the Jigsaw group work method in my professional choices to ensure I could
provide a high quality, inclusive learning environment for my students.
 Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney

Scope and Sequence For Stage 4 Timber Technologies

Mandatory Technology Course year 7 Number of Weeks
TERM 1 TERM2 TERM 3 TERM 4
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Weeks 1-10 Weeks 1-10 Weeks 1-10 Weeks 1-10
AREA OF STUDY- Built Environments AREA OF STUDY- Products AREA OF STUDY- Products AREA OF STUDY- Information and Communications
DESIGN SPECILISATION- Structural DESIGN SPECILISATION- Agriculture DESIGN SPECILISATION- Food DESIGN SPECILISATION- Software
TECHNOLOGY- Timber TECHNOLOGY-Animal Production TECHNOLOGY-Food TECHNOLOGY- Media

Scope and Sequence For Stage 4 Timber Technologies

Mandatory Technology Course year 8 Number of Weeks
TERM 1 TERM2 TERM 3 TERM 4
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Weeks 1-5 Weeks 1-10 Weeks 1-10 Weeks 1-10
AREA OF STUDY- Built Environments AREA OF STUDY- Products AREA OF STUDY- Products AREA OF STUDY- Built Environments
DESIGN SPECILISATION- Environmental DESIGN SPECILISATION- Fashion DESIGN SPECILISATION- Accessories DESIGN SPECILISATION- Architectural
TECHNOLOGY- Timber TECHNOLOGY- Textile TECHNOLOGY-Metals TECHNOLOGY- Graphics
Weeks 6-10
AREA OF STUDY- Products
DESIGN SPECILISATION- Industrial
TECHNOLOGY- Timber

18 | P a g e
Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney

UNIT OUTLINE
Timber Technologies Mandatory Technology Course: Built Environments Number of Weeks 5
Unit title: Sustainability in
Built Environments
Key Concepts/ Big Ideas The importance of this learning
The key concept in this unit is Sustainability. A focus will be on how people In todays world people are faced with many challenges when it comes to built
design, build and change their surroundings for use. The functional, environments. In some highly urbanised countries and areas there is a lack of
physical and material properties, aesthetic, ethical, environmental, socio- space for practices such as farming and for green areas. With the ever
cultural, human form and scale and safety aspects of built environments increasing population and the rise in demand for food, traditional farming
will be investigated. How humans solve problems related to lack of a space practices are also under strain. Therefore, students learning about alternatives
and sustainability will be a big idea studied in this unit. Urban rooftop to traditional farming and sustainability will stand them in good stead for their
farms and vertical farms will be studied, along with students undertaking a future role in the world community.
practical task related to urban rooftop farms and sustainability.
Unit context within Scope and Sequence Targeted Syllabus Outcomes
This unit will take place in weeks 1-5, term one, Year 8 4.1.2 - Describes factors influencing design in the areas of study of Built
Environments, Products, and Information and Communications
4.1.3 - Identifies the roles of designers and their contribution to the
improvement of the quality of life
4.3.1 - Applies a broad range of contemporary and appropriate tools, materials
and techniques with competence in the development of design projects
4.3.2 - Demonstrates responsible and safe use of a range of tools, materials
and techniques in each design project
4.4.1 - Explains the impact of innovation and emerging technologies on society
and the environment
4.5.1 - Applies management processes to successfully complete design
projects
4.6.2 - Identifies and explains ethical, social, environmental and sustainability
considerations related to design projects
Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment
Literacy strategies Use of measuring Responsible use of Sustainability Informal assessment
Report style implements ICT Asia and Australias during class

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Word processing Adding and Develop knowledge, engagement with Safety test
Peel subtraction skills and Asia Case study
Alarm understanding about Literacy Environmental
ICT Information and design-planter box
Communication construction
technology End of unit test
capability
Critical and Creative
thinking
Ethical
Understanding

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UNIT TITLE

Week 1 Period 1 Period 2 Period 3 Period 4 Period 5

Key Outcome(s) 4.6.2 4.1.3, 4.6.2 4.3.1, 4.5.1 4.3.2 4.3.2

Key Concept(s) Sustainability Use of space in built Building a planter box Safety Safety
environments introduction
Learning Experiences Cooperative learning Inquiry based learning Literacy Learning Literacy Learning Test

Evidence of Learning Observational notation Observational notation Observational notation Observational notation Safety Test

Resources ICT ICT Planter box plans Onguard training Onguard training
program program

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Week 2 Period 1 Period 2 Period 3 Period 4 Period 5

Key Outcomes 4.3.1, 4.5.1 4.3.1, 4.3.2 4.3.1, 4.3.2 4.3.1, 4.3.2 4.1.2

Key Concepts Using plans Construction Construction Construction Built environments

theory
Learning Experiences Literacy and numeracy Prac Prac Prac Students working on
learning threshold concepts for
Case Study
Evidence of Learning Observational notation Observational notation Observational notation Observational notation Observational notation

Resources Planter box plans Planter box plans, Planter box plans, Planter box plans, ICT
Woodwork Prac room Woodwork Prac room Woodwork Prac room

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UNIT TITLE

Week 3 Period 1 Period 2 Period 3 Period 4 Period 5

Key Outcomes 4.3.1, 4.5.1 4.3.1, 4.3.2 4.4.1, 4.6.2 4.3.1, 4.3.2 4.1.3, 4.6.2

Key Concepts Theory-Planter box Construction Vertical and urban Construction Vertical and urban
rooftop farming rooftop farming
Learning Experiences Students learn how to Prac Students undertaking Prac Case Study Due
make the planter box research on their case
study
Evidence of Learning Observational notation Observational notation Observational notation Observational notation Case study

Resources Planter box plans Planter box plans, ICT Planter box plans, ICT
Woodwork Prac room Woodwork Prac room

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Week 4 Period 1 Period 2 Period 3 Period 4 Period 5

Key Outcomes 4.3.1, 4.3.2 4.3.1, 4.3.2 4.3.1, 4.3.2 4.1.3, 4.6.2 4.3.1, 4.3.2

Key Concepts Construction Construction Construction Sustainability Construction

Learning Experiences Prac Prac Prac Excursion to rooftop Prac

urban garden/farm
Evidence of Learning Observational notation Observational notation Observational notation Observational notation Observational notation

Resources Planter box plans, Planter box plans, Planter box plans, Rooftop urban Planter box plans,
Woodwork Prac room Woodwork Prac room Woodwork Prac room garden/farm Woodwork Prac room

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UNIT TITLE

Week 5 Period 1 Period 2 Period 3 Period 4 Period 5

Key Outcomes All outcomes 4.3.1, 4.3.2 4.3.1, 4.3.2 4.3.1, 4.3.2 All outcomes

Key Concepts Built Environments Construction Construction Construction End of unit exam
exam
Learning Experiences Exam Prac Prac Final prac, hand in Exam return and
finished planter box feedback
Evidence of Learning Exam Observational notation Observational notation Assessment marked Observational notation

Resources Exam paper Planter box plans, Planter box plans, Planter box plans, Exam paper
Woodwork Prac room Woodwork Prac room Woodwork Prac room

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Technology Mandatory Timber Technologies

ASSESSMENT SCHEDULE
Task Task 1 Task 2 Task 3 Task 4

SAFETY TEST CASE STUDY: VERTICAL AND ENVIRONMENTAL DESIGN: END OF UNIT TEST
URBAN ROOFTOP FARMING PLANTER BOX
Title IN AUSTRALIA AND ASIA CONSTRUCTION

Students will complete mandatory safety
training followed by a test that must be
successfully completed before they enter the
workshop.
Description
Students will undertake a case
study surrounding vertical and
urban rooftop farming. The
question that drives this case study
will be Why do we even need to
have plants in boxes rather than in
the ground?
In groups of 4-5 students will Students will undertake an end of unit test that
construct a planter box to be used assesses their knowledge of the content
in the school to grow herbs and covered throughout the unit.
vegetables. The focus area of
Built Environments is met
through the design specialisation
of Environmental Design.
Students will use the planter
boxes as a plant production
system, enhancing the schools
natural and built environment.

Week 1 period 4 Due Week 3 Period 5 Weeks 2-5 (Due week 4, Period Week 5 Period 1
Timing 4)
15% 15% 35% 35%
Weighting
4.3.2 4.1.2, 4.1.3, 4.2.2, 4.4.1, 4.6.2, 4.1.1, 4.1.2, 4.3.1, 4.3.2, 4.5.1, 4.1.3, 4.2.1, 4.2.2, 4.4.1, 4.6.2
Syllabus 4.5.2, 4.6.1
Outcomes

Knowledge and

understanding

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Investigating

and researching

Communicating

Interpreting

data

Problem solving

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Secondary Curriculum Scope and Sequence P. Rooney 2016 University of Western Sydney

ASSESSMENT NOTICE-
MANDATORY TECHNOLOGIES-BUILT ENVIRONMENTS (TIMBER TECHNOLOGIES)
ASSESSMENT TASK 3:
Planter box construction

TASK DESCRIPTION
It is imperative in todays world that sustainability is at the forefront of design for built environments. Urban rooftop farms and
vertical gardens are one way that people are making use of limited space in urban areas to sustainably grow produce. In groups of
four, students will complete the construction of a planter box made from recycled timber. Plans will be distributed for the planter box
to each student. It is your job to work collaboratively as a team to complete the task. This task links in to previous topic work
surrounding Environmental design. The planter boxes will be used in the School as vegetable and herb gardens, enhancing and
supporting the natural environment and providing plant production systems.

Marks will be awarded for the following areas-

1) Interpretation of plans and drawings- /20
2) Working collaboratively and cooperating with group - / 20
3) Correct and safe use of a range of tools applicable to the task- /20
4) Final Product- /40

OUTCOMES
The following outcomes are to be assessed-

4.1.1 Applies design processes that respond to needs and opportunities in each design project

4.1.2 Describes factors influencing design in the areas of study of Built Environments, Products, and Information and
Communications

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4.3.1 Applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development
of design projects

4.3.2 Demonstrates responsible and safe use of a range of tools, materials and techniques in each design project

4.5.1 Applies management processes to successfully complete design projects

4.5.2 Produces quality solutions that respond to identified needs and opportunities in each design project

4.6.1 Applies appropriate evaluation techniques throughout each design project

SUBMISSION DETAILS

DATE ISSUED: DUE DATE:

Students will work on the planter box throughout the Built Environments unit. It is expected that by the end of the unit your group
will have completed the task. Ample time will be given in order for you to achieve this. A non-serious attempt at this task will result
in a zero grade being awarded to the student/students at the discretion of the teacher. Submission will be in class at the completion
of the task.

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MARKING RUBRIC
The rubric on the following page contains marking criteria for the task. Students should adhere to this rubric in order to achieve a
high standard of work and achievement. The task is out of 100 and will be scaled to 35% (The unit mark for this task as shown in
the assessment schedule.)

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BUILT
ENVIRONMENTS-
ENVIRONMENTAL
DESIGNPLANTER
BOX MARKING
RUBRIC
E 0-4 D 5-9 C 10-13 B 14-17 A 18-20 MARK
1) Limited to no evidence of use Evidence of some Good use of plans and Very good interpretation of High quality interpretation of
Interpretation of plans and drawings use of plans and drawings evident in work plans and drawings evident plans and drawings evident
drawings in work in work
of plans and /20
drawings

2) Individual did not work Individual showed Individual worked Individual regularly Individual constantly
Working collaboratively and showed little signs of working collaboratively and collaborated with other collaborated with other
no signs of cooperation with collaboratively and cooperated with group members of the group members of the group during
collaboratively group members during task. cooperating with members during task. during task. Showed signs task. Showed signs of
and group members of cooperation and problem cooperation and problem /20
cooperating during task. solving skills for successful solving skills for successful
with group completion of task. completion of task
3) Tools used incorrectly and in Student uses some Student uses tools safely Student uses tools safely Student uses a range of tools
Correct and an unsafe manner by tools in a correct and and mostly in a correct and in a correct manner applicable to the task safely
student. safe manner manner and in a correct manner.
safe use of a
range of tools /20
applicable to
the task
E 0-8 D 9-17 C 18-26 B 27-34 A 35-40
4) Product was not finished to a Student has helped Student has helped Student has helped Student has helped produce
Final Product satisfactory standard by the produce a final produce a good final produce a very good a high quality final product /40
student/student did not help product that shows product that shows mostly product that shows that shows highly successful
in the competition of the some correct plan correct plan interpretation, successful plan plan interpretation, a high
product interpretation, a good level of interpretation, a very good quality level of craftsmanship
craftsmanship and craftsmanship and a good level of craftsmanship and and a high quality finish
finish quality finish a very good quality finish
TOTAL MARK /100

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References

ACARA. (2016). ACARA - General capabilities. Retrieved from http://www.acara.edu.au/curriculum/general-capabilities

ACARA. (2016). ACARA - Cross-curriculum priorities. Retrieved from http://www.acara.edu.au/curriculum/cross-curriculum-priorities

AITSL. (2014). Standards | Australian Institute for Teaching and School Leadership. Retrieved from http://www.aitsl.edu.au/australian-

professional-standards-for-teachers/standards/list

Buck Institute for Education. (n.d.). What is PBL? | Project Based Learning | BIE. Retrieved from http://www.bie.org/about/what_pbl

Despommier, D. (2013). The Vertical Farm. Retrieved from www.verticalfarm.com/

Edith Cowan University. (2012). 8 Ways of Aboriginal Learning Factsheet. Retrieved from

https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-learning-factsheet.pdf

NSW Office of Environment and Heritage. (2016). What is sustainability? | NSW Environment & Heritage. Retrieved from

http://www.environment.nsw.gov.au/households/sustainability.htm

NSW Office of Environment and Heritage. (2016). Sustainability at school | Home | NSW Environment & Heritage. Retrieved from

http://www.environment.nsw.gov.au/sustainableschools/

Parkinson, E. (2016, February 17). Agriculture goes vertical as buildings become the new farms. Australian Financial Review. Retrieved

from http://www.afr.com/news/special-reports/industry-trends/agriculture-goes-vertical-as-buildings-become-the-new-farms-

20160216-gmv7z8#ixzz4HfwVUfMy

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Rooftop Farmers: Greening Empty Spaces Of Mumbai. (2015, January 20). Retrieved from

https://www.youtube.com/watch?v=kkdOMvo0LFo

Rooftop Republic Urban Farming. (2016). Retrieved from http://www.rooftoprepublic.com/

Sprouting Good Urban Farming Sydney Urban Farming For Cause In Sydney Australia. (2014). Retrieved from

https://sproutinggood.com/

Timber and Building Materials Asscociation. (n.d.). Planter Box. Retrieved from

http://www.timber.net.au/images/downloads/diy/diy_03.pdf

Top 5 Of The Greatest Urban Rooftop Farms Pop-Up City. (2012, November 8). Retrieved from http://popupcity.net/top-5-of-the-

greatest-urban-rooftop-farms/

University of Queensland. (2016). Active learning pedagogies - the University of Queensland, Australia. Retrieved from

http://www.uq.edu.au/teach/flipped-classroom/enquiry-bl.html

Vertical Farming. (2016). Retrieved from https://vertical-farming.net/

What is a roof farm? - Higher ground farm. (n.d.). Retrieved from http://www.highergroundrooftopfarm.com/what-is-a-roof-farm.html

The Worlds First Commercial Vertical Farm Opens in Singapore Sky Green Singapore - the World's First Commercial Vertical Farm

Inhabitat - Green Design, Innovation, Architecture, Green Building. (2012, October 26). Retrieved from http://inhabitat.com/the-

worlds-first-commercial-vertical-farm-opens-in-singapore/singapore-commercial-vertical-farm

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