Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 3 Time: 1 – 2pm (60 mins) Date: 25/10/2019 Students’ Prior Knowledge:

Learning Area: Science & Design and Technologies

Strand/Topic from the Australian Curriculum LAST YEAR: Science: Understanding: Biological
Science: Living things grow, change and have
Science Understanding: Biological Science: Living things
offspring similar to themselves (ACSSU030)
can be grouped on the basis of observable features and
Design and Technologies: Knowledge and
can be distinguished from non-living things (ACSSU044)
Understanding: Explore the characteristics and
Design and Technologies: Knowledge and Understanding:
properties of materials and components that are used
Investigate the suitability of materials, systems,
to produce designed solutions (ACTDEK004)
components, tools and equipment for a range of purposes
Generate, develop and record design ideas through
(ACTDEK013)
describing, drawing and modelling (ACTDEP006)
Processes and production skills: Generate, develop, and
LAST WEEK: LESSON 1: Project introduction,
communicate design ideas and decisions using appropriate
projecting investigation on how a native bee hotel is
technical terms and graphical representation techniques
constructed and the key components to the hotel.
(ACTDEP015)
LESSON 2: Explore the different materials that can be
used in constructing a native bee hotel.
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT competence Critical and creative thinking Ethical Personal and Intercultural
Level 3: Identify main ideas, behaviour Social understanding
expand on main ideas, reflect, competence
explain and justify ideas.
(Green sections of the lesson
plan)
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies: N/A
Lesson Objectives
As a result of this lesson, students will be able to:
• Create a 2D annotated diagram, front and side view, for a native bee hotel; in a group of four (4) that
includes a roof, a floor, three (3) sides and an appropriate number of holes that the bees could live and the
measurements of the design.
• Recognise, in their project groups, the appropriate recycled materials to use to construct their native bee
hotels, by justifying their choices on their 2D design.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
• Whiteboard marker • For weaker students the names of the
• A3 Paper for designing on materials are listed on the whiteboard to help
• Stationary Caddy with inspiration and spelling when annotating
• Book: Lift the Flap First Questions and Answers their design.
Why Do We Need Bees by Katie Daynes • For weaker students, the materials will be
• Materials on tables for the students use as placed at the tables for them to refer to when
inspiration designing.
• For stronger students or fast finishing
students, they start to catalogue the plants
around the school that the native bees are
attracted to.

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LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
• Where the students able to make satisfactory A3 native bee hotel designs?
• What will the students need to work on in the next lesson?
• Was the activity helpful and useful?
• What part of the tasks did the students find easy/difficult?

Teacher self-reflection and self-evaluation:

Anecdotal notes will be kept on:
• Where the students interested in the lesson that you presented them with?
• Did each student participate?
• Where the objectives met?
• What aspects of the lesson did the students complete?
• What aspects of the lesson did the students not complete?
• How can this be improved for next time?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY
Resources/References
Time Motivation and Introduction:
1pm 1. Students make their way to the front of the room and sit on the floor
facing the board.
Whiteboard marker
2. Prior to commencing the lesson, the teacher reconnects students to
their prior knowledge from last week’s lesson the native bee hotels
and some of the materials they found were used to make a native bee
hotel. The teacher then asks the students to raise their hands and list
some of the materials they found in their researching.
Expected answers: Bamboo, wood with holes, wood, straws etc.
Book:
These answers are to be kept on the board to help jog students’ Lift the Flap First
memories when they are back at the table. Questions and Answers
3. The teacher then reads the book ‘Why do we need bees?’ By Katie Why do we need bees?
Daynes to motivate the students before they start the lesson. By Katie Daynes
4. The teacher will tell the students about this lesson and the learning
1.05pm intention:
By the end of this lesson, in your groups, create a 2D annotated
diagram of a native bee hotel. This will be a design created from all of
your ideas you create individually. That includes a roof, a floor, three
sides and an appropriate amount of holes that the bees could live and
the measurements of the design. The final design will be a front and a
side view.
When creating your final design you have to think about the materials
you will use. Making sure you’re using sustainable materials and
justify the materials you used and why you think they are appropriate.
It must include a front and side view.

Lesson Steps:
1. The students are told that this is the generating ideas part of their
1.10pm

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 project. Now that they have looked at different ways a native bee
hotel is constructed and the materials that are used it is their turn to
create a native bee hotel.

2. The teacher tells the students that they will move to the tables in their
project groups and begin their own individual designs of a native bee
hotel (10-15 mins to complete.)
(Groups were pre determined by the teacher in lessons prior.)

Then as a group of four, lead by the designer of the group, the

students will select the best aspects from each design to create their
final ultimate bee hotel that they will start to construct in the up
coming lessons. (10 – 15 mins to complete)
Design brief
3. The teacher reminds the students of the project specifications they
have to keep in mind when designing.
• No bigger than 30 x 30 cm
• No smaller than 20 x 20 cm
• Made using recycled materials
• Some way to attach the bee hotel to the tree
• Lots of holes for the bees to be able to live in
• The holes for the bees to go in must be between 1 to 3
millimetres
• Needs to be sturdy enough to last outside
• Needs to be natural colours that blend into the environment to
make it safe for the bees to live in
(This information is in the students design brief hand out which
they can refer to during the designing)

4. The teacher reminds the students to annotate their designs and justify
their use of materials and why they are sustainable.
Their design must have a roof, a floor, three sides, appropriate
amount of holes for the bees and measurements of the size the
native bee hotel will be.
Stationary Caddy
A3 paper
1.15pm 5. Students move to the tables and start their individual designs.
Materials on tables for
6. On the tables are the sustainable materials brought in from home.
the students use as
These can be used for students to refer to when designing.
inspiration
7. The students have 10 – 15 mins to complete their individual design.
The teacher will move around the classroom and ask the students
about their designs. The questions the teacher will ask:
• What materials are you using in your design?
• Why did you pick those materials?
• What areas of your design really focus on using recycled
materials?

8. When the 10 – 15 mins is up the project groups of students need to

1.30pm get together and discuss their design ideas.
Stationary Caddy
9. In their groups lead by the design leader in their group the students A3 paper
use the best ideas from their individual designs to create the ultimate
bee hotel for their group.

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 10. The students have 10 – 15 mins to complete their final design. During
this time the students need create their final design for their bee hotel.
They need to make sure they have meet all the project specifications,
annotate their design, include the measurements and include the
justifications of the sustainable materials they used and why they
decided they were the most appropriate.

11. Questions the teacher will ask while they work on their final designs:
• What materials are you using in your final design?
• Why did you pick those materials for your final design?
• What is your justification on the recycled materials on this
design? Why did you think these were the most appropriate?

12. Faster finishing students start to catalogue the plants around the
school that the native bees are attracted to.

13. The students tidy their area.

Lesson Closure:
1.45pm 1. The students return to the mat.

2. Each group stands up in front of the class and discuss their designs.
Things the students will cover:
• What materials and construction were used in the design?
(E.g. what materials, the size, the colour)
• Justify the recycled materials used to construct the native bee
hotel and why they thought they were the most appropriate.

3. The Teacher ask the students to discuss with the person next them
one of the best ideas they saw during the presentations. (Can be
something from their design or something they saw with another
group.)

4. The teacher selects a few students to share one of the favourite

1.55pm things they saw.

Transition:
2pm 1. Students line up at the door with hat and water bottle ready to go to
PE.

Assessment:
Objective 1: Create a 2D annotated diagram front and side view, for a native
bee hotel; in a group of four (4) that includes a roof, a floor, three (3) sides Checklists
and an appropriate number of holes that the bees could live and the
measurements of the design.
Formative – Checklist/ Work sample

Objective 2: Recognise, in their project groups, the appropriate recycled

materials to use to construct their native bee hotels, by justifying their choices
on their 2D design.
Formative – Checklist/ Work sample

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Example of checklist for objectives:

Lesson 3: Generating Ideas

Groups: Objective Objective Objective 1: Objective 2: Comments:
1: 2D 1: Includes Measurements Appropriate
annotated a roof, on design recycled
diagram sides, floor materials used
and holes and justified
for bees

Group 1

Group 2

Group 3

Group 4

Group 5

Key:
*** = Always demonstrating; ** = Sometimes demonstrating; * = Rarely demonstrating;
X = Not demonstrating