Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 60 Minutes Date: 25th Students’ Prior Knowledge:
October
Forces, and the properties of materials, affect the
Learning Area: behaviour of a product or system (ACTDEK011)
Science

Strand/Topic from the Australian Curriculum

Forces can control movement, sound or light in a product or
system (ACTDEK020)

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:

 Individually, name an instrument of their choice and present at least 4 reasons why it is better than other
instruments

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

- The teacher must have the questions prepared for
the students to answer about their research
instruments on the board before class begins.
- The teacher must have the video to play at the end
of class with questions to follow on
- For Mitchell, the teacher will allow him to write
up his presentation on his iPad using the app
wordiQ. This will help him with his spelling as
when he types something on the app it repeats
back to him what is written. Also ensure the
teacher sits with him for some aspects pf the
lesson to ensure he is on the right track.
- There will be bonus questions for those
students who finish earlier. The questions are
harder and based on the origin of the
instruments etc.
- Jack has ADHD and must take regular brain
breaks. He is able to do the whole lesson on
his iPad as he works well using technology.
The teacher should see how he is on the day
and determine how many questions he can
complete.

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
segment where they will
be introduced.
5 - Students are to begin the lesson sitting on the mat
Minutes
- The teacher will have a discussion with the students:
 Does anyone play a musical instrument?
- Once the teacher sees how many students play an instrument the
teacher will ask students to turn to a partner and tell one another
about the instrument they currently play or have played before
- once students have discussed in partners the teacher will turn the
discussion into a whole class discussion.
KEY QUESTIONS:
 What were some answers you gave to your partner about the musical
instrument you spoke about?
 Do you know what materials make up your instrument? - List of questions
to ask students
45  Do you know how much the instrument you play costs?
Minutes
 Do you take music lessons?
 Have you ever researched

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

- Once students have discussed the different musical instruments the

teacher will introduce the lesson

Lesson:
- Students are to choose any musical instrument and thoroughly
research the instrument
- Questions about the instrument that students must find out are:
 On average, how much does the instrument cost? - The questions on
 What year was the instrument made? the board for the
 What musical family does it belong to? e.g. wind instruments students to
 On average, how long does it take to learn the instrument? answer
 What materials is it made of?
 Is there any special way it became an instrument?
 How long does it take to make the instrument?

- The teacher must ensure that whilst students are completing their
research the teacher is floating around and asking questions to see
which students have completed which questions and to ask 3
students to present their findings to the class
- Once students have been given time to research their instruments,
the class will come together to discuss the findings and the three
students will present their instruments
- Once the class has discussed the real instruments, they have
researched the teacher will inform the students that there are more
sustainable ways to make instruments that are a lot cheaper

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Lesson Closure:(Review lesson objectives with students)

- The teacher will show students a video of a man playing drums using
recycled material
https://www.youtube.com/watch?v=YbsvFMEvPo4
- Video prepared
for students to
Key questions for the video: watch
- What were some of the materials the man used?
10 - Can you think of any other materials to use that could possibly
Minutes make an instrument?

- Once students have discussed the video, the teacher will briefly
explain to them that in the following lesson they will begin to make
their own musical instruments

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

- Students must finish their research on musical instruments in order to

draft making their own instruments in the following lesson

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

Formative assessment will be used from this lesson until the last lesson
presented in the design brief. This will ensure that students are being
assessed on multiple lessons rather than just focusing purely on one lesson.

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Musical Instrument Questions to

Answer

 On average, how much does the

instrument cost?
 What year was the instrument made?
 What musical family does it belong to? e.g.
wind instruments
 On average, how long does it take to learn
the instrument?
 What materials is it made of?
 Is there any special way it became an
instrument?
 How long does it take to make the
instrument?