LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 6 Time: 9:00am Date: 25/10/2019 Students’ Prior Knowledge:

• Percentages
Learning Area: DESIGN AND TECHNOLOGIES
• How to use iPads e.g. video recording and
Strand/Topic from the Australian Curriculum Seesaw
Processes and Production Skills • Think, Pair, Share
Creating Solutions By:
Investigating and Defining
Define a problem, and a set of sequenced steps, with
users making decisions to create a solution for a given
task (WATPPS33).
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Competence Creative Behaviour Social Understanding
Thinking Competence

Lesson Objectives:
As a result of this lesson, students will be able to:
1. Explain, in a video, why it is important that the problem of poverty is solved.
Teacher’s Prior Preparation/Organisation: Provision for Students at Educational Risk:
• WALT and WILF Charts For students struggling, the teacher will provide
• Youtube Video: Walking in Sabina's Shoes | World extra prompting for instance during the
Vision (World Vision, 2018). discussion and whilst using the iPads. For
• 30x Mini Chocolate Bars students that need a challenge, the teacher will
• ‘Weight Off Shoulders’ Design Brief call upon them to answer questions. Students
with visual impairment will be encouraged to sit
at the front of the class. Students with
behaviour management issues will be
encouraged to sit near the teacher, and away
from any of their distracting peers. The teacher
will employ the classroom behaviour
management technique of “if you choose…”
putting the onus on the students to make
responsible choices.

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 LESSON DELIVERY
Time Motivation and Introduction:
9:00am 1. The teacher will begin the lesson by calling the students to the mat
according to their faction colours.
2. The teacher will then explain that they are going to begin their
Design and Technologies lesson and introduces the WALT and
WILF.
• We Are Learning To: Understand what poverty is. • WALT and WILF
Charts
• What I’m Looking For: Explain why we should try and solve
the problem of poverty.
3. The teacher questions students on what poverty is and records any
answers on the whiteboard.
• Poverty is when someone doesn't have the money to pay for
things that most of us don't have to worry about including:
food, a home, clothes, medicine etc.
9:05am • Youtube Video:
4. The teacher then plays the Youtube video Walking in Sabina's Walking in Sabina's
Shoes | World Vision (stop at 2:51). Shoes | World Vision
(World Vision, 2018).
5. The teacher then questions students on how the video made them
feel by completing a think, pair, share.
6. The teacher will further prompt the discussion by asking questions
such as:
• What sort of house did Sabina and her family live in?
• Why didn’t Sabina go to school?
• What obstacles did they face to get water? How far did they
have to walk?
• Why did they choose to drink the ‘yucky’ water instead of
walking to the river?

Lesson Steps
7. The students will be asked to sit back at their desks, with the
9:10am
teacher calling different desk groups at a time.
8. The teacher will then explain that they are going to complete an
activity in an attempt to understand the different conditions people
all around the world live. The teacher will remind students of the
expected behaviour of being respectful of one another, not talking
when the teacher is talking, working together etc.
9. The Lolly Game Steps (Hosking and Tero, 2013). • 30x Mini Chocolate
Bars
1. Ask students to stand behind their desks. Explain that the
class now represents the global population (just over 7
billion people).
2. Ask 11 of the students to sit on their chair. Explain that
they represent the 36% (2.5 billion people) of the world
without adequate sanitation e.g. not having a safe and
clean place to go to the toilet and wash afterwards.

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 3. Ask 6 of those sitting to kneel on the ground, as they
represent the 20% (1.4 billion people) of the world
suffering extreme poverty.
4. Ask 4 of those kneeling to sit on the floor as they
represent the 14% who do not have access to adequate
shelter.
5. Ask the same 4 people to put their hands on their
stomachs as they also represent the 13% who experience
hunger every day and the 12% that don’t have access to
clean water.
6. Of the students still standing, ask three to put their hands
above their heads as they represent the 10% which holds
most of the world’s wealth.
7. Explain that the remaining people who are still standing
represent those in the world that have modest incomes,
‘just enough’ to feed, house, and clothe themselves.
8. Explain that the mini chocolate bars represent the world’s
wealth. There is one mini chocolate bar for each person
but they are going to be shared as the wealth is currently
shared in the world. Give 25 mini chocolate bars (85%) to
the richest 10% (three students with hands above their
heads); give the rest of the group the remaining (5 lollies –
15%) to share between them all.

Note: the teacher should judge whether students will be able to

complete the actions between themselves e.g. sitting or the teacher
should instead choose students.

10. The teacher should then explain that, although the wealthiest in
9:25am
the world do not always share their wealth, everyone in the class
will receive a chocolate bar, which they must then put in their
trays and sit back down on the mat.
11. The teacher will begin a discussion surrounding the activity.
Questions could include:
• How did those sitting feel when they were given 5 mini
chocolate bars?
• How did those standing feel?
• Did anyone think about how they were going to share
them?
• How different would your day be if you were living in
poverty?
• Is there anything we can do about it?
12. The teacher will then discuss the video they watched at the
beginning of the lesson and how Sabina had to travel to collect
water.
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 13. The teacher will explain that, for many that do not have easy
access to food/water, they must travel long distances in rough/
uncomfortable conditions. The teacher should question students
on what they do to access food.
14. The teacher will then explain that, throughout the lesson, they
have attempted to understand what poverty is and how many
people experience poverty. The teacher will questions students
whether they believe poverty should exist.

9:35am 15. The teacher will then explain that throughout the term, the class is • ‘Weight Off
going to begin a design brief that attempts to solve an aspect of Shoulders’ Design
Brief
the problem of poverty.
16. The teacher will read through the design brief on the smartboard.
17. The teacher will ask whether any students have any questions.
The teacher should remind the students that this is the first lesson
for the term, and more will be explained as they continue.
18. The teacher will explain that students must now identify why it is
9:45am
important that we try and solve the problem of poverty/why the
design brief is important. Students must use their iPads to record
a video of themselves explaining what poverty is and why the
problem should be solved. Students can choose how to record
their video e.g. facing them or a voiceover to a photo. Students
can find a space within the classroom to film their video, and can
use headphones if they wish. Students should be reminded of the
expected behaviour of how to handle their iPads and how to work
in close proximities to others. The teacher should reiterate that it
is a quick video and does not need to be edited etc. The teacher
should explain that once the students have filmed their video, they
should upload it to Seesaw and remind students that the videos
they record relate to the WILF of the lesson. The teacher should
set a timer and give students warning when their time is close to
finishing.
19. Once the timer goes off, the teacher will use an attention grabber
and explain to the students that, if they haven't already, they must
upload their video to Seesaw and pack away their iPads into the
designated charging area. Once they believe the students have
been given enough time, the teacher will start to count down from
10, with the students knowing they are expected to be packed
away and sitting on the mat once the teacher reaches zero.

Lesson Closure
9:55am
20. The teacher will question students on the lesson by using their
questioning chart of prompting words e.g. how, what, why etc. The
teacher can ask students for questions too.
• How does poverty make you feel?
• What is poverty?
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 • Why is it important that we try and solve poverty?

Transition
10:00am
21.Students should wait quietly on the mat in preparation for the next
lesson.

Assessment
1. The teacher will watch the videos uploaded to Seesaw and keep
a class checklist. The students will receive a tick if they are able to
list reasons as to why it is important e.g. many people experience
poverty, people are suffering because of poverty, they wouldn’t
want to experience poverty etc. Students will receive a dot next to
their name if more work is required for them to understand why
poverty is important.