LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 4 Students’ Prior Knowledge:
Time: 60 minutes (2:00pm-3:00pm) This is the first lesson of the design brief. However,
Date: 25th October students have already completed design briefs
Learning Area: Design and Technologies, Science previously.
Strand/Topic from the Australian Curriculum:
Science:
Living things depend on each other and the environment to
survive (ACSSU073)
Design and Technology:
Work independently, or collaboratively when required, to
plan, safely create and communicate ideas and information
for solutions (WATPPS26)
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:

• Identify, in pairs, the five types habitats, placing this information on a poster.
• Recall, verbally, at least two endangered Australian animals.

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

• A3 paper (poster) • Weaker students identify one endangered
• The Lost Leadbeater’s Possum – Tim Faulkner Australian animal.
• Numby the Numbat – Tim Faulkner • Stronger students identify three or more
• PowerPoint slide of instruction (Appendix 1) endangered Australian animals.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
• Were the students interested in the lesson that you presented them with?
• Did each student participate?
• Were all objectives met?
• What aspects of the lesson did the students complete/ not complete?
• How can the lesson be improved?
NAME STUDENTS WHO DID WELL - WHO DIDN’T ETC.
Teacher self-reflection and self-evaluation:

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[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:
1. Students will be asked to move to the mat space at the front of the
2:00
classroom.
• Students will be called to the mat according to their faction
colours.
2. The teacher will explain what is happening in this lesson.
• Today we are going to start our design and technologies project.
We will be doing some research and then at the end of the lesson
we will be coming back down to the mat and reading some books.
3. The teacher will read out the introduction and brief to the students.
• There are many species in Australia becoming endangered due
to human impact! Your mission is to create an ideal habitat for an
endangered animal species in Australia and help them to survive!
• You are to design and construct a habitat inside a shoe box,
catered to the needs and threats of your specific animal species.
You will be researching this information on your Australian animal
to enhance your design.
4. The class will be instructed on what they have to research. This will also
2:10 be on a PowerPoint slide so students can see steps while they complete PowerPoint Slide
the activity. (Appendix 1)
• You will be put into pairs and you will be researching the five
different types of habitats on your iPads. I want to see a small
description, in your own words, of what each habitat is and a
place where that habitat is found. I will be giving each pair a piece
of A3 paper to write this information on. You can make your
poster as pretty as you would like, however I am looking more at
the content than the prettiness.
5. The teacher will get two pairs at a time to go back to their desks, with one iPad
partner grabbing an iPad from the trolley, the other partner will grab the A3 Paper
A3 piece of paper from the teacher.

Lesson Steps:
2:20 1. Students will begin their researching; the teacher will walk around the
classroom and assist students if they need help.
• If students finish early, they can research some endangered
Australian animals
2:40 2. Students will finish their posters, putting away their iPads and cleaning
their desks space.
3. The teacher will call students down to the mat by their desk grouping,
asking students to bring down their posters.
4. The teacher will collect all the posters from the students as they come
down to the mat.
2:45 5. The teacher will read students The Lost Leadbeater’s Possum as well as Children’s Literature
Numby the Numbat both written by Tim Faulkner.

Lesson Closure:
1. The class will review the learnings of the lesson.
2:55 • The teacher will ask students the following questions.

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 • What are the five types of habitats?
• aquatic, desert, forest, grassland, and tundra.
• What is one place we can find each type of habitat?
• Aquatic: oceans, lakes
• Desert: North Africa, southwestern U.S., Mexico,
and Australia
• Forest: eastern North America, western and
central Europe, and north-eastern Asia
Grassland: north of the Tropic of Cancer, south of
the Tropic of Capricorn
• Tundra: North Pole
• What are some endangered Australian animals?
• Numbats
• Leadbeater Possum
• Black-flanked Rock-wallaby
• Gouldian Finch
• Northern Quoll
• Black-footed Tree-rat
• Eastern Curlew

Transition:
3:00 1. The teacher will ask students to think about a specific endangered
Australian endangered animal to research for the next two lessons.

Assessment:

The teacher will be assessing students for this lesson by using a checklist.

Students will be assessed on the following points:

• Can students identify the five types of habitats?
• Can students identify one place each habitat is found? Appendix 2
• Can students identify at least two endangered Australian species?