LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 9:00am-10:00am Date: 25/10/19 Students’ Prior Knowledge:

Learning Area (in order of appearance): The Design and Technologies curriculum is set up in
year brackets (years 3 and 4 share the same
Design and Technologies / Design and Technologies curriculum descriptors) so students will have looked at
Processes and Production Skills ACTDEP014 in the previous year.

Science / Science Understanding / Chemical Sciences In year 3, students learnt about how changes in state
can be caused by adding or removing heat, henceforth
Strand/Topic from the Australian Curriculum changing the product (ACSSU046)

Design & Technologies: Students are competent in using iPads for self-directed
Critique needs or opportunities for designing and explore work, including the use of SeeSaw and voice
and test a variety of materials, components, tools recording.
and equipment and the techniques needed to produce
designed solutions (Elaboration: exploring and testing a
range of materials under different conditions for suitability
including sustainability considerations and identifying
appropriate tools, equipment and techniques)
(ACTDEP014)

Science:
Natural and processed materials have a range of physical
properties that can influence their use (ACSSU074)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Recording of competence creative thinking behaviour Social understanding
answers. Making competence
predictions,
drawing and
describing results.
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 Sustainable packaging, decreasing waste
pollution
Proficiencies:(Mathematics only)
N/A
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:

1. Write predictions for the outcome of at least 3 materials and their testing against the different conditions, in
groups.
2. Test and observe at least 3 materials against the different conditions and record what happens, in groups.
3. Compare and contrast predictions and observances of material testing via discussion, in pairs

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

- Prepare IWB with video, design brief and - High achieving students are expected to
observation worksheet complete more than 3 material tests
- Upload observation worksheets to SeeSaw - Student with learning difficulty will have their
- Source and cut materials for testing (bubble wrap, aid with their group to support participation
tin foil, cardboard, paper, cotton wool balls, - Low achieving students are expected to
beakers, water) complete at least 2 material tests
- Locate and charge spare iPads
- Source parcel packaging from home (plastic bags,
boxes, filler bits e.g. packing peanuts)
- Prepare anecdotal notes sheet and assessment
checklist

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
N/A - Assignment

Teacher self-reflection and self-evaluation:

N/A - Assignment

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

N/A - Assignment

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

Resources/References
Time Motivation and Introduction:
Align these with the
Bring students onto mat, desk group by desk group. segment where they will
be introduced.
8 minutes Introduce video to students: “to get us started today we are going to watch a
video about the handling of parcels as they are sent from one side of the
US to another. I want you to think about the packaging they use to get the
parcel from A to B as well as how durable it has to be”.

Play video ‘The Journey of a FedEx Package” and ask the following IWB: ‘The journey of a
questions after viewing: FedEx package’ video
- What were some tips that were given about sending a package?
- What are some common materials that we use for packing a
parcel?
- Was this method of packaging environmentally sustainable?
- Do we use any recyclable or sustainable materials for packaging?

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

10 minutes Bring design brief up onto IWB Design Brief (Appendix

1) on IWB
Tell students that “For the next 8 weeks, we will be investigating parcels
and packaging. We are going to be completing a design brief on sustainable
and protective parcel packaging.”

Read out all aspects of design brief to students, answering any questions
along the way.

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 Highlight the importance of minimising our waste and discuss how wasteful
packaging often is. Show students examples of packages you have Plastic bags, boxes,
received (plastic bags, boxes, filler bits) and ask students “Is this filler bits e.g. packing
recyclable? Is this sustainable? What would happen to this packaging once peanuts
we’ve received our parcel?”

Explain that “For today’s task you are going to become material scientists Primary Connections
and are going to work in teams to investigate materials that you could use (2012) Observation
to package a parcel.” Show students how they are to test the material and Worksheet (Appendix
fill out the worksheet, using bubble wrap as an example – “you will need six 2) on IWB
test samples of each material, so I am going to get six pieces of bubble Bubble wrap
wrap and test these using each action listed on the sheet. We have cut
them into small bits so that there is less waste, and anything that can be
reused, meaning that it is in the same condition after testing that it was in
before, is to be returned to the box at the end of the lesson.”

2 minutes Teacher is to instruct the students to “Split into small groups, grab the Bubble wrap, tin foil,
materials you need and spread out around the classroom. You will find the cardboard, paper,
observation worksheet on SeeSaw to download”. cotton wool balls,
beakers, water, iPads
Students to complete activity. Teacher is to float around classroom and ask
30 minutes prompting questions to support weaker and stronger students and keep
students accountable for the task:
- Could you tell me more about what happened here?
- What do you mean here?
- Can you explain what you did here?
- What might happen if ____?
- Was the outcome similar to your prediction? Why? Why not?
PROVISION FOR STUDENTS AT RISK:
- High achieving students are expected to complete more than 3
material tests
- Student with learning difficulty will have their aid with their group to
support participation
- Low achieving students are expected to complete at least 2
material tests

Lesson Closure:(Review lesson objectives with students)

Students are to “find another student who was not in your group and record
5 minutes yourselves comparing and contrasting your predictions and results and talk
about how sustainable each of the materials tested are. Upload this
recording to SeeSaw once you’ve finished.”

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

Groups are to tidy up area and ensure that all materials have been collected
and returned to teacher or thrown away (whichever is appropriate)
5 minutes
Observation sheets and discussion recordings must be uploaded to
SeeSaw for assessment.

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

All observation sheets will be collected via SeeSaw to be assessed using a

checklist (Appendix 3).

Discussion recordings will be collected via SeeSaw to be assessed by

anecdotal notes (Appendix 4).

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Appendix 1: Design brief

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Appendix 2: Observation Worksheet

Predict, draw and describe what happened when it was:

Were your predictions correct?

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Appendix 3: Assessment Checklist (Lesson Objectives 1 and 2)
Objective Demonstrate? Comment
Written predictions for the
outcome of at least 3 materials
and their testing against the
different conditions

Material 1 Prediction Quality

Material 2 Prediction Quality

Material 3 Prediction Quality

Fully completed testing and

observation recording for at
least 3 materials

Material 1 Observation Quality

Material 2 Observation Quality

Material 3 Observation Quality

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

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 Appendix 4: Anecdotal Notes (Lesson objective 3)
Fener Angelina Stefan Winnifred Taylor Oliver

Marcus Rowan James Sienna Ivy Isobella

Isla Edward Ciaran Hudson Harper Tide

Ava Vincent George Kiera Magnus Astor

Axel Elena James Blake Emma Fox