Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 4 Time:55 Minutes Date:25th Oct 2019 Students’ Prior Knowledge:

Learning Area: Technologies, Design and Technologies

 Living things can be grouped on the basis of
observable features and can be distinguished from
Lesson 1 of 8 non-living things.
 A change of state between solid and liquid can be
caused by adding or removing heat
 Role of people in design and technologies
occupations
 Ways products, services and environments are
designed to meet community needs
 Forces, and the properties of materials, affect the
behaviour of objects
 Develop and communicate ideas using labelled
drawings and appropriate technical terms
 Use criteria to evaluate design processes and
solutions developed

Strand/Topic from the Australian Curriculum

Design and Technologies Knowledge and
Understanding
Recognise the role of people in design
and technologies occupations and explore factors,
including sustainability that impact on the design of
products, services and environments to meet community
needs. (ACTDEK010)

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
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:

 Students will learn the differences and similarities between sustainable materials and manufactured
plastics/metals.
 Students will be able to correctly identify and explain what a sustainable material is and includes.
 Students will explain the materials that are used within their current school playgrounds and identify weather
they are sustainable materials.

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

 Research on sustainable materials
 Learn about the current playground and
plastics that are used
 Create presentation
 Lesson Plan
 Student match up activity
 Create the design brief for students
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
 Students at educational risk will get more time
to complete their design/ research within the
class or at home.
 Students will be given the website they can
gain their information from, so they don’t have
to look at outside sources.
 Students at educational risk may receive extra
resources or information sheets.

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 segment
Students sit down on the mat in front of the interactive whiteboard. where they will be introduced.
Clap to gain students attention.

“Today we are going to be looking at sustainable materials.”

10 Interactive Whiteboard
Minutes Question: Does anyone know what I mean by sustainable?

“Sustainable means the quality of not being harmful to the environment

and not depleting natural resources” https://www.dictionary.
com/browse/sustainability
Today we are going to be looking at everyday products that we use to
discuss the sustainability of the product. We are also going to be taking a
look at our playgrounds within the school to discuss how environmentally
friendly they are.
Students Hats
“The most common plastic used for playground equipment,
including slides, is high-density polyethylene, or HDPE.”

Question: Who here has brought a water bottle to school today?

Excellent

2
 Question: Do you think that the water bottle that you have at school
today is environmentally friendly?

Why? Why not?

“Water bottles are also made out of the plastic HDPE just like the
playground equipment.”

“Some materials that we use every day are environmentally friendly and
some aren’t.”

Kahoot Quiz: Students get iPads out to complete this activity.

This quiz will contain questions such as “Which material is more
environmentally friendly Cling wrap, Bees wax wrap, plastic lunch bags or
alfoil?”

“Today we are going to go outside and look at the playgrounds within the
school however, before we do let’s brainstorm some of the materials that
we think may be used to make the playground.”

Teacher writes on the whiteboard the materials that may be used within
the playground. For example, plastic, metal, sand, concrete and synthetic
lawn.
Playground
“Okay when I say to go, I would like everyone to get their hats and line up
at the door.” Research Materials

Question: When I say to go, what do you have to do? (Pick a student
or two to answer the question)

40 - Teacher has researched the materials used within the playground

Minutes before the lesson and can explain how they are made or sourced.

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

Walk the students in two straight lines out to the middle playground.

Students then sit down on the grass next to the playground.

The teacher then has a discussion with the students about the materials
that are used to make the playground and if they believe that the materials
used are the most environmentally friendly materials that the school could
find.

Question: “Do you think that we could make our school playground
more environmentally friendly?”

Question: “What materials would we use to do so?”

Ask the students when they give you a material for example wood
(recycled) ask why they think that material is more sustainable than what
has already been used.

3
 When discussing the materials with the students be sure to walk into the
playground and touch the materials to show the students that there is
many different materials and textures that have been used in the
playground. This will help when they create their own playground later on
in the unit.

Class Dojo
“Okay everyone lining up in two straight lines”

“We are going to walk back to class quietly and line up at the front door.”

Let the students into the class- students then go back to their desks and
sit up quietly. Design Brief
(student)
“Who is sitting up the best and sitting nice and quietly that I could give a
Dojo point to?”

Hand out the design brief to the students. Information Sheets

In this handout the students will receive the brief as well as research
sheets for the students to work through containing headings for key
information that they will need to gather before starting their design of the
playground.

Talk the students through each section of the design brief. This will
include the information that they need to gather themselves about
sustainable materials and the native plants that they will be using within
their playground.

The students will start to gather information and research in lesson 2

- This research will be revolving around sustainably sourced
materials and environmentally friendly alternatives that may
be used.

Lesson Closure:(Review lesson objectives with students)

10
Minutes
Students still sitting at their desks for the lesson closure.

Question: “So why do we think that it’s important to use more

environmentally friendly materials if we have the ability to?”

“Excellent”

“We need to be as environmentally friendly as we possibly can, this will

help us in the future and have less of an impact on the environment that
the methods that we are using right now.” iPads
5
Minutes Transition: (What needs to happen prior to the next lesson?)

Prior to the next lesson students need to ensure that their devices are
charged so that they are able to do their research.

If the students do not have a device, we need to ensure that the school
iPads are booked so that the students are all able to do their research at
the same time.

4
Students must all have their workbooks with names on.

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

judged?)

The students will be assessed using both a rubric (Summative

assessment) and ongoing assessment throughout the unit following the
students understanding and knowledge on the topic (Formative
assessment)