Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 9:40-10:40 Date: 23/7/18 Students’ Prior Knowledge:
 Students are familiar with sustainability
Learning Area: Science, Design & Technologies concepts and what it means to be sustainable
 In this unit of work, students would have
already been introduced to “activated carbon”

Previously in Yr 5
Science:
Scientific knowledge is used to solve problems and
inform personal and community decisions (ACSHE083)

Design & Technologies:

Characteristics and properties of a range of materials
and components, and the sustainability and safe
practice of their use (ACTDEK023)

Strand/Topic from the Australian Curriculum:

Science
Identify, plan and apply the elements of scientific
investigations to answer questions and solve problems
using equipment and materials safely and identifying
potential risks (ACSIS103)

Design & Technologies

How people address competing considerations including
sustainability when designing products, services, and
environments for current and future use (ACTDEK019)

Characteristics, properties and safe practice of a range of

materials, systems, tools and equipment; and evaluate the
suitability of their use (ACTEDEK023)
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)

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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:

 Complete the “Know” and “Wonder” sections of KWL Chart – must have at least 3 points in each
 Define “contaminant”
 Work collaboratively in assigned groups of 3

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

 Prepare questions to ask during the lesson – see
lesson plan
 Ensure projector is working
 Teacher’s own computer
 Pre-loaded Youtube clips
- Michael Pritchard: How to make filthy water
drinkable - https://www.youtube.com/watch?
v=rXepkIWPhFQ
 21x KWL handouts – 19 A4 and 2 A3 sheets
 KWL chart about water shared with students on
google drive (will not be used in the lesson but
teacher will collect individual KWL charts so he is
aware of student’s individual progress
 21x design briefs – 19A4 and 2 A3 sheets
 Students already organized into groups of 3 –
teacher to look at colour-coded roll call
 Manager, director, speaker handout
 Manager, director, speaker individual badges
 Sticky notes
 Alex and Thomas don’t work well together,
separate them
 Amber and Jasmine have visual impairments –
print A3 handouts for them, get them to sit near
the front when asking students to watch the
projector/are on the mat
Enabling prompts: Low Achievers
 Spend extra time with Alex, Brianna and
Gabriella once task has been explained and
other students are working quietly
 Scaffold steps
 Gradual release of responsibility
 Implement positive reinforcement
Enabling prompts: High Achievers
 Extend students by introducing them to deep
concepts about carbon -
https://www.youtube.com/watch?
v=d86glQNK8wo&t=105s

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

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segment where they will

be introduced.
9:40 1. KWL Charts and Think, Pair, Share activity
 Teacher to keep students at their desks and KWL handouts to be KWL Charts
distributed

“For our first activity, we will be doing a Think, Pair, Share. Before we get into
pairs, I want you to focus on the “K” and “W” sections of the KWL chart and
write down 3 things you already KNOW and 3 things you WONDER about the
resource of water on earth”. Give students time to write down some points -
Think. (3 minutes)
 Give students one minute to discuss their answers with the person
next to them - Pair
 Invite students to participate in whole class discussion – Share
Possible answers – KNOW
 Water exists in a continuous cycle
 We can drink water
 All living things require water to live

Possible answers – WONDER

 Can water exist underground?
 Is all water drinkable?
 How is water purified?
 Teacher to collect sheets from students for assessment

General Capabilities:
Literacy – KWL Charts

9:45 2. Teacher instructs students to remain at their desks and watch the Teacher laptop
video on the projector. Move Amber and Jasmine closer to the
Pre-loaded youtube clip
projector. Ask students to consider the following questions when
Projector
watching the TED talk: https://www.youtube.com/watch?
v=rXepkIWPhFQ (10 minutes)
 Why is access to clean water important?
Possible answers
 Unclean water can kill you
 Everyone needs water to live

 What is Michael Pritchard doing to tackle the issue?

Possible answers
 Life saver bottle – filters unclean water and makes it clean and
drinkable

 Discuss answers as a class (5 minutes)

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

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3. Based on the video, what do you think a “contaminant” is and what are
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some examples?” Keep this as a whole class discussion

Possible answers:
 Something that makes water unclean/undrinkable
 Something that changes the colour of water
 Bacteria/Viruses – Tuberculosis, Polio

General Capabilities:
Critical and Creative thinking – students must think outside the box

10:05 4. Re-introduce concept of sustainability

“We are all aware that the term ‘sustainability’ refers to meeting the needs of
the present without compromising the needs of future generations and that by
becoming more sustainable, we are attempting to reduce our ecological
footprint on the earth”

Cross-curriculum priority:
Sustainability

 “Over the next few lessons, we will be planning, designing and

constructing our own water filtration systems. We will not drink the
water but we will turn contaminated water into clear water”
 Pose the question, “How can we make our water filtration systems
sustainable?” (General Capabilities: Critical and Creative thinking)
Answer: By using recyclable/reusable materials

5. Introduce the design brief. Distribute relevant handout and badges as

10:10 well. (20 minutes) Design briefs
Colour-coded roll call
“Over the next few lessons, we will be researching, planning, designing and Manager, director, speaker
constructing our very own water filtration systems in groups of 3”. Proceed to handout
explaining the design brief and the individual roles of each group member. Manager, director, speaker
Answer any questions or queries the students may have regarding the brief. individual badges
Flesh out an ambiguities students may have.

6. Students to begin the first section of the design brief in their groups of
10:30 3. At this point there will be a lot of moving around – brainstorming
ideas for sustainable/reusable materials that will be used to construct
the filtration system. (5 minutes)

Lesson Closure:(Review lesson objectives with students)

10:35
7. Teacher to distribute sticky notes (1 per person) and students must

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write their names and in must write down their definition of Sticky notes
‘contaminant’ in their own words before handing it up to the teacher.

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

All students to pack everything away (manager, speaker and director) and sit
at their desks quietly, awaiting instructions from the teacher.

Assessment: (Were the lesson objectives met? How will these be judged?)
Objective Objective 2: Objective 3: Comments
1: Fill in Define Work
“Know” “contaminant” collaboratively
and in assigned
“Wonder” groups of 3
sections of
KWL
Chart –
must have
at least 3
points in
each
Alex*
Amber^
Ben
Brianna
Catherine
Chloe
Daniel
Emily
Ethan
Francis
Gabriella
Harry
Jasmine^
Josh
Katrina
Michelle
Peter
Queenie
Serena
Thomas*
Vivian
Roll Call: 21, *don’t group together, ^learning deficiency,
For all objectives:
√ = competent, x = incompetent

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References

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Australian Academy of Science. (2012). Feathers, fur or leaves?. Canberra.

School Curriculum and Standards Authority. (2014). Western Australian P-10 Curriculum.
Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-
browse

TED. (2009). Michael Pritchard: How to make filthy water drinkable [Video file]. Retrieved from
https://www.youtube.com/watch?v=rXepkIWPhFQ&t=195s

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