PART B: LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 12:30-1:30pm Date: Students’ Prior Knowledge:

• How to correctly & safely use a hot glue gun.

Learning Area: Design and Technologies • What type of materials are best suited for making a
model?
Strand/Topic from the Australian Curriculum • What materials are recyclable.
• What is sustainability.
Collaborating and managing
Work independently, or collaboratively when required,
considering resources and safety, to plan, develop and
communicate ideas and information for solutions
(WATPPS38)

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:

• Identify three causes of pollution to Australian waters.
• Complete a brainstorm outlining the known effects of pollution and waste.
• Identify the sustainability goal that the design brief is linked to and the importance of creating a recyclable
sculpture for the beach.
• Answer questions in relation to the design brief and the holiday task.

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

• Ensure the design brief is loaded to google
classroom.
• Work books handed back to students so planning
can be done in their book.
• Vision impaired children are to sit closer to the white
board.
• Children with autism and learning difficulties are to
be assisted by an educational assistant.
• Students that struggle to comprehend the lesson
activities are to be assisted by teacher.

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
12:30pm Students come back into the classroom and take their seats after lunch. segment where they will
“Year six’s, at lunch time I received a phone call from the local Member of be introduced.
Parliament Mr John Guard. Mr Guard told me that the local beach is a
disaster at the moment and more rubbish is washing up and being left by local
beach goers. More bins have been made accessible, but local citizens just
don’t seem to be disposing of their waste correctly. Mr Guard has decided that
a giant hollow sculpture at the beach, made entirely out of recycled
rubbish/materials may promote beach goers to pick up not only their own
rubbish but others also. The problem is that Mr Guard isn’t sure what shape
the sculpture should be and how what the digital flyers that will be sent out
should look like. Mr Guard has reached out and needs us to help find a
solution to this problem.

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

“To get started we need to find out what we already know about waste and
pollution.”

Brainstorm on board: “pollution and waste”.

In pairs students are to come up with 3 words to describe the above. After two
minutes, one person from each group will then come up and write it on the
board.

Students will add any words from the brainstorm to their workbook that they
didn’t have.

Design brief/task break down:

After students have completed their brainstorm students log into google
classroom and locate the design brief.
• Play popcorn as a class to read through the task sheet and
checkboxes.
• Students make a list of suitable materials they may find at the local
beach or in their house after two weeks of collecting recyclable
materials. (The materials must be able to be washed and cleaned
sufficiently in order for them to be acceptable to use in their model).
• Give students 4 mins to read through the design brief by themselves
and write down any questions they may have.
• Allocate time for students to ask questions as a class- some students
may all need clarification of the same questions.
“what does being sustainable mean to you?”

Lesson Closure:(Review lesson objectives with students)

“What are three examples of the main pollutants to our water in

Australia?”

The type of water pollution being discussed here is the type caused by
human impacts which include but are not limited to:
• Increased nutrient loading which causes eutrophication (the
fertilisation of surface water by nutrients that were previously scarce)
• Organic wastes such as sewerage which inflict high oxygen demands
on water which causes oxygen within the water to become depleted
• Heavy metals, organic toxins, oils, nutrients and solids are discharged
in large amounts with wastewater from industry
• The run-off from construction sites into stormwater drains, rivers and
creeks can have high silt loads
• Deforestation
• Agricultural effects including pesticides and fertilisers
• Plastic- straws, packaging.

“What do you need to get started on over the holidays?”

Over the holidays we need to start collecting recyclable materials. This can
either be from the beach or you can just wash and keep anything that you use
around the house. Milk containers etc.

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

Students are to have a drink break prior to starting the next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)
Observation.
Questioning.
Students will hand their books in so I can check if their brainstorms were
complete.
Were students on task and following instructions?