Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: 2-3pm Date:25th Oct 2019 Students’ Prior Knowledge:
- Have broaden their understanding of
Learning Area: classification and form and function
Technologies  Design and Technologies through an exploration of the properties
of natural and processed materials
- Begin to appreciate that current systems,
such as Earth’s surface, have
characteristics that have resulted from
past changes and that living things form
part of systems.
- Have opportunities to learn about
technologies in society as they create
solutions in technologies contexts
- Students have been provided with
opportunities to design and produce
products, services and sustainable
environments
Strand/Topic from the Australian Curriculum
Processes and Production Skills  Creating Solutions by:
 Designing
Develop and communicate alternative solutions, and follow
design ideas, using annotated diagrams, storyboards and
appropriate technical terms (WATPPS29)

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 - Sustainability

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:

 Successfully identify at least 3 different sustainable materials they could use in their designs, in their D&T
books
 In depth, explain why it is important for us to live sustainably, either verbally during the Buzz game/ class
discussion, or in their D&T books

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

- iPads EXTENSION
- Desktop computers  Students who finish the task quicker than
- HB pencils others will be allowed to begin the designing
- D&T textbooks stage during this lesson.
REMEDIAL
 Students unable to complete the task within
the timeframe are able to move a set of desks
together and get help with the teacher, these
students are also only required to research a
handful of ideas/ materials to use.
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
Students are introduced to the WALT AND WILF to start the lesson segment where they will
be introduced.
On the whiteboard the teacher writes out the letters to these so
students have a visual reminder of the objectives of the lesson.
WALT-
 Understand why it is important to live and build sustainably
 Identify different sorts of sustainable materials we can build
with

WILF-
 Clear bullet points on what you could use in your design
 Images to assist in showing what you want your design to be
 No actual designing in books yet, only researching and note-
taking

1. Teacher asks students to enter the classroom after lunch and to

2:00 sit at their seats, and recaps last lesson, briefly going over:
- What does sustainability means?

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- What a house needs to have to be considered a

‘sustainable house’

2:05 2. Explain to the class that to begin the lesson they will play a
quick game of ‘Buzz’ to get their brains back into focus. (Buzz =
Teacher asks a question to the class, first student to put their
hand up answers, if it is correct they can ‘buzz’ a classmate out
of the game, if its incorrect then they are ‘buzzed’ out of the
game)
Questions in Buzz include:
- What does sustainability means?
- What a house needs to have to be considered a
‘sustainable house’
- How long do plastic bottles/ bags, glass bottles,
cardboard, banana/ orange peels, etc, take to decompose
- What are you doing to live sustainably?

3. Once buzz has concluded, teacher explains that for the next
2:15 few lessons in technology this term the class will be following
on from previous lessons of sustainable housing designs, and
begin to design their own sustainable structure outside the D&T
room

Lesson Steps (Lesson content, structure, strategies & Key

Questions):
1. Provide the students with the design brief, giving them a run-
2:20 down of the entire project. Go through the brief, explaining that Design brief (1 per
Bunnings and REmida have actually given us materials to student)
assist in building the outdoor area
Remind students:
- Needs to

2. Bring students outside to the back entrance to show them the

space they will be designing for, reminding them that it can be
as imaginative as they want, however they must follow the
design briefs

3. Once all answers about the brief are answered, students will
then choose who they’d like to work with during the project. Pop sticks if students
However, if students cannot do this quickly and maturely, then are unable to choose
the teacher will choose the partners. partners sensibly

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4. Once all partners have been picked, students are able to begin
researching different materials and designs they would like to IPads/ Desktop
use. This can be done using the desktop computers or the computers
iPads.
D&T Books to jot down
any ideas/ notes
5. Teacher continues to reiterate the rules from the brief
throughout the lesson

6. Students must jot down notes of their research. These notes

must be extensive, and include all the specifics of their design

7. Teacher lets students know that by the end of the lesson, all
students should be done with their research and ready to go
onto the designing stage next lesson

2:55

Lesson Closure:(Review lesson objectives with students)

1. Ensure all students are back at their tables, have their eyes on
you and their iPads off/ pencils down

2. Ask 3 groups what sorts of materials they have chosen to use

for their shaded structure

3. Facilitate a discussion surrounding the designs talked about

above, which allows for other students to find new ideas

3:00
Transition: (What needs to happen prior to the next lesson?)

1. Students are to pack away their books and place back in the
bucket for Environmental Science and return iPads to the front.

2. Students must have their research completed for the next

lesson and potentially will be given free time to complete it prior
to the next Environmental Science lesson if the whole class
behave well in the coming days (incentive scheme)

3. Students wait at their desks to be dismissed for home time

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

judged?)

1. Students work will be collected at the end of the lesson and

checked by the teacher to see if they were on track and have
finished their designs

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2. The teacher will also take anecdotal notes throughout the

lesson while walking around the room, through class
discussions, and questions asked by the students to ensure
students who have not completed the work are monitored
closely next lesson

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Overview (250 words)

The main topic that is focused on within these lessons and the design brief is Waste, and

Sustainable living, in the 21st century, as both of these have been identified as being a drastic

global issue (Xanthos & Walker, 2017). Sustainable patterns of living meet the needs of the

present without compromising the ability of future generations to meet their needs (Australian

Curriculum, Assessment and Reporting Authority [ACARA], 2014). These lessons and design

brief link directly to a number of UN sustainable development goals that have been put in place

to assist in transforming our world for the better. These goals include Goal 9: Industry,

innovation and infrastructure, Goal 11: Sustainable cities and communities, Goal 12:

Responsible consumption and production, and Goal 15: Life on land. These goals link to waste

and sustainable living extremely well, as they promote the education of reusing materials,

minimising waste and using sustainable materials, which is the overall aim of the design brief.

With the continual rise in construction throughout the world, it is vital that we learn to reuse

whatever materials we can, and to use materials that do not damage the earth. For the local

primary school, being surrounded by constant construction, it is critical that they understand

about waste reduction and sustainable living. Learning about sustainability within primary

schools is extremely vital as, through the priority of Sustainability, it allows students develop the

knowledge, skills, values and world views necessary to contribute to more sustainable patterns

of living (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). It is

hoped that, with a focus on these goals within the primary school, the students will initiate a

driving force towards building an eco-friendly, futuristic society (Seetharaman, S. 2017).

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References

School Curriculum and Standards Authority. (2014). Year 5 Syllabus. Retrieved from:

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-

browser/technologies/design-and-technologies2

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Foundation to

year 10 curriculum: Cross-curriculum priorities, Sustainability. Retrieved from:

https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-

priorities/sustainability/

Seetharaman, S. (2017). Sustainability, waste processing and secondary resources. Mineral

Processing and Extractive Metallurgy, 126(1-2), 1-2.

doi:10.1080/03719553.2017.1283791

Xanthos, D., & Walker, T. R. (2017). International policies to reduce plastic marine pollution from

single-use plastics: A review. Marine Pollution Bulletin, 118 (1-2), 17 - 26.6

UN General Assembly, Transforming our world : the 2030 Agenda for Sustainable

Development ,21 October 2015, A/RES/70/1, available at:

https://www.refworld.org/docid/57b6e3e44.html [accessed 24 October 2019]