Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 10:30-11:30 Date: Friday, Wk1, T2
Learning Area:
Design and Technologies – Process & Production Skills
Strand/Topic from the Australian Curriculum
Investigating and defining WATPPS33
Students’ Prior Knowledge:
Able to sequence steps for larger projects
Can use assigned roles within the group to work
collaboratively – role cards have been used in previous
term
Can use a variety of digital technologies – Weebly &
canva
The difference between needs and wants, and how
they differ between individuals
Understand that people’s actions (or lack of) are
negatively changing the environment

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

Literacy Numeracy ICT competence Critical and creative Ethical Personal and Intercultural
thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Australia’s engagement with Sustainability
Islander histories and cultures Asia Transform plastic waste into a resource that is simply too
precious to throw into the sea.
Reduce the amount of plastic waste produced.
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:

 Sort a variety of plastics into categories.
 Identify the impact plastics have on living, and
 Work in a team with a set job title.

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

A large collection of plastic waste, have as many of each
type including those without an identifying symbol and some
scrunchy/soft plastics.
RE-used cardboard boxes to sort the plastics into.
Teacher allocate students into groups of 5-6 with sets of
STEM job badges
Charged IPad with “The Immortal Jellyfish and the
Unexpected Twist” loaded to read.
Class set of IPads – charged and connected
Enable
Have a variety of easily identifiable plastics in each
group – water bottles, plastics with easy to see
recycling symbol and number. Teacher can refer to
these items to develop understanding.
Extend
Using the diagram of plastic types, student explains the
diagram to the class and their understanding of the
information being presented.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

1
  

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
Today we will be starting an exciting new project about plastic waste. segment where they will
be introduced.
10mins Have a large box of plastics at the front of the classroom, have students
volunteer to come choose a piece of plastic and hold up in front of the class.
Large box of plastic waste
Ask them: – this is sourced by the
teacher, clean from all
-What do you notice about it? food/drink residue, in
-What do you think it was used for? good condition.
-Where do you think it will go now we have finished using it? (looking for
answers about landfill, oceans, pollution ect.)
-Do you think we should be finding ways to RE-use it so that it does not end
up in the ocean?
Think, pair, share
Each student to share a positive and negative about plastics with their partner.
Ask a few to share with the class – teacher list some on the whiteboard.

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

Teacher divides students into groups and assigns them a box. Students have
10mins 6-7 mins to sort out their plastics. At the end of the sort a student from each 4-5 boxes filled with
group shares with the class how they sorted their plastics (categories). different plastics and
Teacher displays the different categories of plastics and groups sort their group allocations
6mins plastics into their numbers.

Display the Diagram of “Plastic Types and Biodegradation,” ask one of the
5mins high achievers to come up and read/explain the diagram. Diagram of Plastic Types
and Biodegradation

Read “The Immortal Jellyfish and the Unexpected Twist” (poem to be used in
English in partnership with Talk4Wrting for students to create their own poem Poem, The Immortal
7mins about plastics/sustainability/recycling/reusing). Then show the students the Jellyfish and the
Jellyfish Plastics website along with the Bin Chicken Recyclers. Project Unexpected Twist
Jellyfish Plastics design brief and explain that the students will be working in Design Brief
groups to create a plastic reuse hub, like the Bin Chickens, and research
possible sites where plastics can be collected and processed.

Students take an IPad each and sit with their group for the project, read
through the design brief and create a group Weebly website. IPads & group allocations
12mins
Then brainstorm ideas using Popplet. Students to save their questions for the

2
  

end of the brainstorm. STEM Job badges

Teacher check in with each of the groups, starting with the students that
require additional support. Give each group a set of job badges, supervise the
allocation and give prompting questions if needed.
Questions:
Have you thought about how much space you will need for your collection
bins?
Will the plastics need to be clean when people drop them off? How will you
make sure they know?
Can you use ideas from the Bin Chicken Recyclers to make your design?

Teacher answers and questions about the design brief.

5mins
Lesson Closure:(Review lesson objectives with students)

Using Padlet, students share 1 positive & negative fact they have learnt about
5mins plastic waste, 1 idea from their brainstorm and their job title.

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

Teacher to check that all group websites have been set up and that all group
members have access.

Assessment: (Were the lesson objectives met? How will these be judged?)
Use check list attached.