Lesson Plan [student name/School information]

Topic area: Design & Technology Class/Stage of Learners: Stage 4 Syllabus Pages:
– Year 8 44-45

Date/Period: Monday 6 August, 2018

th
Location Booked: Lesson Number: 1/10
Classroom

Time: 60 minutes Total Number of students: Printing/preparation:

20
-Past student assessment examples
-Design brief analysis table (printouts
& digital)
-yogurt
-PowerPoint presentation

Prior knowledge:

Outcomes: Assessment Students learn about Students learn to

describes how food and
fibre are produced TELS-
6AG
participates in planning
for the production of
designed solutions TELS-
2DP
-(Observation) Students’ • _recognise where food • _communicate design
ability to discuss & comes from, for example: ideas to meet an
contribute to class – animals, plants identified need, using
discussions/brainstorms ICT as appropriate, for
example: DT
• recognise the
characteristics of a range • _formulate and
of foods and fibres, for analyse design brief
example:
– texture
– appearance, e.g. colour
– taste
– aroma

Life skills outcomes/NCCD Adjustments:

8ways, Literacy & Numeracy, ICT

Resources needed:
Internet access
Paddle pop sticks

Literacy and Numeracy skills:

Literacy - brainstorm ideas

WHS/Safety: -General hazards in classroom (untidy work areas, electrical cords, students rocking on chairs, outdated
safety equipment etc.)

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Design project/folio:

Cross-curriculum priorities: General Capabilities:

Aboriginal and Torres Strait Islander histories and cultures -Literacy

-Critical and creative thinking

Thinking Skills: NESA learning areas:

Design thinking – DT Difference and diversity

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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 Time Teaching and learning actions Resources/ Centred
Organisation T/S
Before class:

-Ensure the classroom is tidy and hazard free

-have natural light in classroom by opening up blinds and windows for fresh air

-teacher is to rearrange chairs into a ‘U’ shape to form a yarning circle

-(Resource) teacher is to display PowerPoint presentation ‘welcome year 8 design & technology’ along with quote ‘Design is thinking made
visual - Saul Bass’ ready for class upon arrival

-(Resource) teacher is to have the assessment task notification printed ready for distribution amongst students

-(Resource) teacher is to have the assessment task completed by previous students as an example

-(Resource) biodegradable material

-(Resource) design brief analysis uploaded onto school server

-(Resource) cup of yogurt

-Teacher asks students to enter the classroom and take a seat and get out their chrome books while greeting students and smiling

0-5 mins Lesson introduction

- Teacher marks the roll and introduces themselves, the lesson goals, contact
information and what he or she likes about design, this is displayed on the
power point slide at the front of the classroom.

5-10
Ice breaker activity
-(Resource) Teacher commences yarning circle ‘ice breaker’ where they will
discuss one thing they like about design; students have the option to pass when
it’s their turn. 4-minute activity

-(Resource) Teacher is to instruct students to open the ICT program ‘google
classroom’ titled ‘Year 8 Design & Tech’ on their chrome books where the
power point is displayed.

NOTE- visually impaired students
Notify students there are hard copies of the power point if they wish to use this
instead.

Power point slide includes subject information about D&T and what students
can expect to learn over the next term.

NOTE - Teacher is to ask students if there are any questions and to reassure
students that if these terms don’t make sense they’ll will break it down
together.

- (Resource) Video demonstration - Teacher instructs students to click on the https://www.youtu
YouTube link on power point slide as it outlines a thought process a graphic be.com/watch?v=B
designer goes through when tackling a project. Visual representation allows for mBK0_vbYnY
differentiated learning and deeper understanding. Link -
https://www.youtube.com/watch?v=BmBK0_vbYnY

NOTE - The purpose of this video is to show students how & what they will be
learning over the term as their project is identical to the real-life design
industry. This comparison is to make relevance & underline the importance of
the learning, particularly for students interested in potentially becoming
designers.
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
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10-15 - Students – students reflect on what they liked most about the video in a 3-
minute class discussion


Teacher is to ask to students if there are any questions

15-25 -(Resource) – Teacher directs students to open kahoot website on their chrome
books to participate in a 2-minute quiz called ‘Do You Want Some Yogurt?’
https://create.kahoot.it/details/do-you-want-some-yogurt/07fa43c1-4b9e- https://create.kaho
4e6b-ac57-a62bf58203f8. ot.it/details/do-
This quiz is designed to help students gain background knowledge of the you-want-some-
product they will be designing around for their assessment yogurt/07fa43c1-
4b9e-4e6b-ac57-
NOTE Before activity commencing teacher is to ask if there are any students a62bf58203f8.
that are unable to consume dairy.

-(Resource) Teacher explains that this activity is related to the design brief as
the teacher hands out paddle pop sticks to students to use as spoons. Teacher
walks around the yarning circle with a cup of yogurt asking students to taste
test the product if they would like to.

-(Resource) Teacher instructs students to write down in their chrome book on
the google classroom document, 5 things about the yogurt, i.e. yum, soft, sweet
etc.

25-45 Lesson Body
-20-minute activity, Assessment Task

-(Resource) – Teacher instructs students to the PowerPoint slide on their
chrome books and hands out the assessment task for any students that are
visually impaired. While doing this, reassuring the students that this will be
worked on over the term so not to worry. Teacher notifies students that if they
wish to make notes whilst the assessment is being read out they are welcome
to.

-(Resource) - as a secondary measure the teacher is to email all students a copy
of the assessment task notification in case students misplace the paper form

Teacher is to now read through the below headings of the assessment task
notification:
- ‘Due date’, make reference to week & day
Teacher – asks for a volunteer to read out the design brief to encourage
inclusion and engagement
-Student to read the ‘Design brief’,
-Teacher explain this is the core of the assessment & student should constantly
refer back to it at every stage & decision of the design process if they are
confused
- ‘Assessment description’, what students will be doing
- ‘Part 1 PowerPoint’, scaffolded heading which must be in the assessment,
- ‘Part 2 Concept model’, physical model of the developed idea
- ‘Part 3 presentation’, summing up all the above/the overall design process
- ‘Submission details’, when, what & how to submit

- Teacher – asks if there are any questions.

-(Resource) teacher is to instruct students to flick to slide 2 on the PowerPoint
to show students previously completed assessment task examples
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
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 (SCAFFOLDING)

- Teacher reminds students that all the information included on the PowerPoint
slides will be uploaded to their google classroom.

- Teacher – asks if there are any questions and breaks down any confusion


-(Resource)-Teacher highlights that the focus of the design brief is to create an
effective and innovative design an as well as being environmentally friendly.
Teacher shows an example of what biodegradable material looks like, a possible
material that can be used for the brief. Allowing the students to touch and feel
while passing it around the yarning circle
(SCAFOLDING)–

Teacher explains the importance of looking after the environment and how we
as designers can help. Teacher asks students other ways in which they can do
this through design.

-(Resource)- Puts students in to groups of three for a brainstorming activity of

different types of packaging. Teacher explains that they are using the mind map
resource ‘Mindomo’ which allows them to document their ideas digitally and
they can refer to it throughout the duration of the assignment. 5 – minute
activity

-Cross curricular themes, literacy, the use of brainstorming and connecting
ideas

- Teacher invites student to write responses of some possible packaging ideas

on the whiteboard to encourage student centred learning, reminding students
that any of these ideas can be used for the assessment (SCAFOLDING)

-Possible student responses include:
-a box
-a case
-a carton

NOTE Teacher is to photograph the brainstorm (for next lesson & in case of
student that were absent) and upload it to google classroom

TIME CHECK – should be 45 minutes into the lesson

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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45 - 55
-Teacher is to re-read the design brief & ask students to identify important
aspects which may be relevant to their project & customer needs.

-Teacher is to invite a different student to write student responses on the white
board. Possible student responses include:

- age demographic?
- flavours?
- what materials are environmentally friendly?


- Teacher is to ask to students if there are any questions

-(Resource)- Teacher asks students to bring their visual diary with them every
week start next lesson as it is a requirement of the assessment submission to
show your process work done in class or at home.

Students - are prompted to save work onto ‘google classroom’ on their chrome
book.

-(Resource) Teacher ensures all students have a hard copy print out of the
assessment as well informing them there is a digital copy in their google
classroom
60
-Teacher asks one student to share one thing they enjoyed in todays lesson,
this technique leaves students with a positive feeling



TIME CHECK, should be into 60 minutes of the lesson

-Students are to pack up and leave upon the end of period signalling.

Teacher reinstates that if students have any questions about the assignment to
email him or her at any time throughout the week.

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Teacher Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I found it to be a lot harder that than I initially thought it would be. I wanted to incorporate more ICT into the
lesson because although the lesson was taught in a food tech classroom, I wanted to introduce educational
interaction with technology. I did this by introducing ‘google classroom’ where students were able to upload
their work and by using an app called ‘Mindomo’. Both of these platforms allow students to document their
ideas as well as still engaging in class activities.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Brain storming exercise Student contribution to class discussion and uploading the link of
the ‘Mindomo’ resource of their brainstorm ideas to the ‘google
classroom’ document where the teacher is able to review.
Kahoot Quiz Allows the teacher to see the depth of the students
understanding about the product

Other considerations

Graduate Evidence within this lesson

Standards
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities
Information and for students.
Communication
Technology (ICT)
4.1 Identify strategies to support inclusive student participation and engagement in
Support student classroom activities.
participation

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.

8ways. (2018). 8 Aboriginal Ways of Learning. Retrieved from, http://8ways.wikispaces.com/

Resources Attached:
You must list all the resources that you have created or found in this space.

Kahoot – https://play.kahoot.it/#/?quizId=07fa43c1-4b9e-4e6b-ac57-a62bf58203f8

Mindomo – https://www.mindomo.com/mindmap/b1249e1fa2e64c52987a4189aeccb64d

YouTube - https://www.youtube.com/watch?v=BmBK0_vbYnY

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Screen shot of Kahoot quiz

Screen shot of Mindomo

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Screen shot of YouTube Video – A day in the life of a Graphic Designer

Welcome slide of PowerPoint
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
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PowerPoint slide 1 Design Brief

PowerPoint slide 2 – Concept Model

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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PowerPoint slide 3 – Presentation

PowerPoint slide 4 – Submission Details
Lesson plan 2
Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
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 Lesson Plan [student name/School information]

Topic area: Design & Technology Class/Stage of Learners: Stage 4 Syllabus Pages: 54-55
– Year 8

Date/Period: Location Booked: Lesson Number: 2 /10

Monday 13th August, 2018 Classroom
Time: Total Number of students: Printing/preparation:
60 minutes 20 Box template
Coloured pencils
Paper
scissors
Biodegradable paper
Packaging examples

Prior knowledge:

Outcomes: Assessment Students learn about Students learn to

investigates how Informative- reviews, and • _explore how a design • _participate in

technology has
contributed to
improvements in our way
of life TELS-11TS
follows safe practices in
the use of tools, materials
and processes for design
projects TELS-4DP
Life skills outcomes/NCCD Adjustments:
observations in a classroom
Formative – analysing
student work
solution can meet a
particular need in their
class or school
community
• _develop practical skills
with tools, materials and
processes while working
safely, independently and
collaboratively on design
projects
producing a design
solution to meet an
identified need DT
• _explore the factors
that influence design
in the context of a
design solution, for
example: DT ST
– function
– aesthetics
– environmental
impact
– audience
– sustainability

Design thinking

Resources needed:
YouTube
Internet Access
Pencils & paper
Scissors

Literacy and Numeracy skills:

-Numeracy: Measuring up boxes to complete thumbnail sketches

-Literacy: Giving written responses during the feedback exercise

WHS/Safety:
-General hazards in classroom (untidy work areas, electrical cords, students rocking on chairs, outdated safety
equipment etc.)
-Onguard safety in the classroom using tools.

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Design project/folio:
-Thumbnail exercise to be included in project folio

Cross-curriculum priorities: General Capabilities:

-Critical and creative thinking
-Sustainability -Literacy
-Numeracy

Thinking Skills: NESA learning areas:

Design thinking – DT -Work and Enterprise

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Time Teaching and learning actions Resources/ Centred
Organisation T/S
Before class:
Pre-students entering classroom

-Ensure the classroom is tidy and hazard free

-have natural light in classroom by opening up blinds and windows for fresh air

-(Resource) teacher is to display single PowerPoint slide of what they will be doing for todays lesson

-(Resource) teacher is to have coloured pencils and paper prepared

-(Resource) teacher is to 3 examples of existing eco friendly packaging for students to examine

-(Resource) teacher is to have biodegradable material available for students to examine

-(Resource) teacher is to have a 2D template available for students to create

-Teacher asks students to enter the classroom and take a seat and get out their visual diary while greeting students and
smiling

0-5 Lesson introduction

mins
- Teacher marks the roll and then refers to the PowerPoint slide displayed on
projector to introduce the goals of todays lesson and what they will be
doing.

-(Resource) Teacher asks students to get out their chrome book and to log in
to the google doc for this class

https://www.youtub
5-10 -(Resource) Teacher explains that todays lesson is about the importance of e.com/watch?v=FQjX
mins design and how as graphic designers you can speak to your audience xNIhbFw&t=20s
through visuals.

-(Resource) Teacher directs students to projector to watch the YouTube
video on effective design packaging. Teacher adds YouTube link to ‘google
classroom’ for students to refer to throughout the duration of the
assessment.
https://www.youtube.com/watch?v=FQjXxNIhbFw&t=20s

- Students – students reflect on what they liked most about the video in a 3-
minute class discussion

NOTE Teacher is to ask to students if there are any questions
TIME CHECK, should be into 10 minutes of the lesson

10- 15 Teacher- passes the eco friendly packaging examples around the classroom
mins for students to touch and feel and examine to help inspire the students for
ideas and to refresh their understanding of the assessment.

- Students – students are to advised to take notes on either their chrome
books or visual diary for this lesson.

EAL/D/Visually Impaired STUDENTS:
Use of visual supports (concept maps) to dissect new information as
opposed to language and or use pen and paper (visual diary) rather than
computer for this exercise

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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15 - 30 Lesson Body
-15-minute activity

-(Resource) -15-minute activity

Teacher distributes paper and pencils and instructs students to draw up a
10cm by 10cm box and to sketch 3 packaging ideas. (Numeracy skills)

-Teacher instructs students to refer back to their mind map on ‘Mindomo’
where they documented their brainstorm ideas from the previous lesson.
This allows students to put ideas to paper which is an important part of the
design process as this was demonstrated in the YouTube video at the start of
last week’s lesson. Teacher walks around the class observing sketches and
offering any help if needed whilst making sure students have understood
the exercise.

30-40 -(Resource) Teacher then asks students to get in groups of 4 with the people
next to you on your table and to share their sketches and explain their idea
to their peers whilst they receive feedback to help refine their final idea.
Students are encouraged to take notes about their feedback during this
exercise

Teacher-instructs students to apply the feedback given by their peers to
their design ideas and to choose one design to focus on for the assessment.


-(Resource) Teacher informs students that they have uploaded the URL to https://www.templat
the website where the packaging template was retrieved from if they wish emaker.nl
to use another variation of a packaging.
(SCAFOLDING)
https://www.templatemaker.nl

-(Resource)- Teacher informs students that they have uploaded a website to
the ‘google classroom’ document called ‘Dafont.com’ where students are
able to download free fronts to use on their packaging if they choose to. https://www.dafont.
(SCAFOLDING) com
https://www.dafont.com

40-55 -(Resource) Teacher instructs students that they are now going to
participate in an exercise (15 minutes) on how to create a box, which could
be used for a packaging idea. Teacher reassures students that the template
will be uploaded to ‘google classroom’ where students are able to print it
out at home.

-(Resource)- Teacher asks students to be remember the Onguard training at
the start of last week’s lesson and careful as they will be using scissors for
this exercise.

-(Resource) Teacher hands out printed template along with scissors

EAL/D/Visually Impaired STUDENTS:
Students are able to opt to not do this exercise and look on with a partner
that’s participating to observe and to do the activity at home ready for next
week’s lesson

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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-(Resource)- Teacher demonstrates step by step on how to cut around the
template. -Teacher instructs students to keep the template they just
created and that next lesson will be on how to fold and create the box.

55-60 -Teacher asks students to look at the projector for what’s required for next
week’s lesson and what to bring. Teacher uploads slide to the classrooms
google docs and permits students to take a photo of slide with their chrome
books

1. The cut out template that was completed in class or at home OR
their own template

2. A refined sketch of their chosen packaging design

3. An existing cardboard package for either a food or beverage

product of their choice.

4. Reminds students to document all of their process work in their

Visual Diary and to bring to class every week

-Teacher asks if there’s any questions

-Teacher asks one student to share one thing they enjoyed in todays lesson,
this technique leaves students with a positive feeling

Teacher asks for students to tidy up and return pencils and scissors back
to the front of classroom

Teacher greets students goodbye as they leave

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Teacher Reflection
What have I learned about the teaching and learning process when preparing this lesson?

That WHS is important to include as scissors are used in this lesson plan. To cater to all students when
creating these exercises so that students of all abilities are able to participate.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Thumbnail Sketches
Package Template
Homework sketch design
The students capability to use measurement instructions as
well as applying constructive criticism to their sketch
Students ability to follow instructions within the exercise of
cutting out the design template
Refined design package that student will use for their
assessment

Other considerations

Graduate Standards Evidence within this lesson

3.4 Select and use Demonstrate knowledge of a range of resources, including ICT, that
resources engage students in their learning.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate
Evaluate and improve teaching programs to improve student learning.
teaching programs

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

https://www.youtube.com/watch?v=FQjXxNIhbFw&t=20s

https://www.templatemaker.nl

https://www.dafont.com

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Printed copies of packaging template available in class. Template is labelled for
differentiated learning

Screen shot of free template website

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Welcome slide from PowerPoint

Homework slide from PowerPoint

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Lesson plan 3
Lesson Plan [student name/School information]

Topic area: Design & Technology Class/Stage of Learners: Stage 4 Syllabus Pages: 54-55
– Year 8

Date/Period: Location Booked: Lesson Number: 3 /10

Monday 20th August, 2018 Computer Lab
Time: Total Number of students: Printing/preparation:
60 minutes 20 -Box template constructed example
-Glue

Prior knowledge:

Outcomes: Assessment Students learn about Students learn to

investigates how Informative- reviews, and • _identify properties of • _explore a range of

technology has observations in a classroom materials, for example: techniques that can
contributed to – absorbency be used in the
improvements in our way Formative – analysing – colour production of a design
of life TELS-11TS student work – density solution, e.g.
– durability measure, cut, shape,
– flexibility join, finish DT
– strength
– transparency

Life skills outcomes/NCCD Adjustments:

• _participate in some steps to plan the production of a design solution, using ICT as appropriate, for
example: DT ST
– communicate design ideas

Resources needed:

-Internet Access
-computers
-glue

Literacy and Numeracy skills:

Numeracy used through the construction of box template

Literacy included through examining the information on package they have bought in from home

WHS/Safety:

-Onguard safety in the classroom using tools.

-General hazards in classroom (untidy work areas, electrical cords, students rocking on chairs, outdated safety
equipment etc.)

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Design project/folio:

Alterations of typography documented in visual diary

Cross-curriculum priorities: General Capabilities:

Sustainability Literacy, numeracy, Information and communication

technology capability
Thinking Skills: NESA learning areas:

Design thinking -Work and Enterprise

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 Time Teaching and learning actions Resources/ Centred
Organisation T/S
Before class:
Pre-students entering classroom

-Ensure the classroom is tidy and hazard free

-have natural light in classroom by opening up blinds and windows for fresh air

-(Resource) teacher turns computers on ready for student to log in

-(Resource) teacher is to display single PowerPoint slide of what they will be doing for todays lesson

-(Resource) teacher is to have a constructed box template completed from last week’s lesson for class exercise

-(Resource) teacher is to have spare cut out templates for those that may have forgotten to bring them

-Teacher asks students to enter the classroom and take a seat and get out their visual diary while greeting students and smiling

0-5 Lesson introduction

- Teacher marks the roll and then refers to the PowerPoint slide displayed on
projector to introduce the goals of todays lesson and what they will be doing.

-(Resource) Teacher asks students to log in to the computers

5-10 -(Resource) Teacher explains that todays lesson is about the form of packaging
products.

-(Resource) Teacher directs students to projector to watch the YouTube video
on custom printed boxes to refresh their minds on the assessment and to
prepare them for todays lesson goal. Teacher adds YouTube link to ‘google
classroom’ for students to refer to throughout the duration of the assessment. https://www.youtub
https://www.youtube.com/watch?v=3zr-MEzPJ5w e.com/watch?v=3zr-
MEzPJ5w
Teacher asks students to share what they liked the most about the video in a
3-minute interaction

TIME CHECK, should be into 10 minutes of the lesson

10- 15 Teacher- asks students to get out the packaging of a food product they
bought from home and to place it on their desk. If students have forgotten to
bring one, place them with a partner to look on

Teacher asks students to get out of their seats and walk around the room to
examine all the different types of packaging that exists.

20 – 30 Lesson Body
-10-minute activity

-(Resource) Teacher instructs students to go back to their seats and get out their
glue sticks.

-(Resource) Teacher then demonstrates what they will be doing for the class
activity. Teacher holds up a milk cartoon and explains that they will be
deconstructing the packaging as delicately as they can and then to the best of
their ability to try put it back together with their glue stick. Teacher explains that
the purpose of this exercise is to take notice of the folded lines and how it was
constructed in order to gain inspiration for their packaging design.

Teacher asks if there’s any questions


Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione
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 -(Resource) Teacher walks around the classroom helping students that require
assistance throughout this exercise

EAL/D/Visually Impaired STUDENTS
Students that have trouble with this exercise are able to look on with a partner
to encourage guided learning through peers to then gain confidence to do it
themselves if they wish.


-(Resource) Teacher

30-45
-(Resource) Teacher then informs students to stop the exercise and that they
will be moving on to another activity, constructing the box template they cut out
in last week’s lesson. Teacher will have spare template cut outs for those that
forgot to bring there’s with them.

-(Resource) Teacher holds up an example of what the box looks like to help
students visualise what they will be doing/making.

EAL/D/Visually Impaired STUDENTS
Students that have trouble with this exercise are to look on with a partner to
encourage guided learning through peers.

-(Resource) Teacher slowly goes through the method step by step on where to
fold and what to glue in order to create the box.

-(Resource) Teacher reminds students that it’s ok if they weren’t able to
complete the activity and to try again at home with help from a friend or a
family member

-(Resource) Teacher uploads YouTube link onto ‘google classroom’ on how to
create the box template for guided learning. This is for students to watch at a
later date if weren’t able to complete exercise and or were having trouble.
https://www.youtub
https://www.youtube.com/watch?v=czZ7TLU22tU&t=44s e.com/watch?v=czZ7
TLU22tU&t=44s
45-55

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-(Resource) Teacher informs students that they will now be moving on to the
next exercise.

-(Resource) Teacher asks students get out their sketch of a refined design
package to use as reference throughout the next activity

-(Resource) Teacher instructs students open web browser ‘google’ on their
computer.

-(Resource) Teacher instructs students to type in the URL www.dafont.com www.dafont.com

-(Resource) Teacher writes website URL on whiteboard for students to copy and
type into the browser as an option

EAL/D/Visually Impaired STUDENTS
Teacher attends to students that are visually impaired and provides paper with
website URL clearly typed for them to copy and type.

-(Resource) Teacher asks students to spend 5 minutes exploring all the different
free fonts available and to download any that they could use when designing
their own yogurt product or an existing one, for example ‘Greek Yogurt’.
Teacher encourages students to write down in their visual diary any particular
types they think will go with their package design.

-(Resource) Teacher instructs students once they have selected at least 1 or 2
fonts they like, to dl the font.


-(Resource) Teacher then asks students to open a blank document in word and
to write the brand of yogurt they have chosen to base their packaging design on
in the variation of fonts they have downloaded. Teacher asks students to type
their name in the top left hand corner of the document to minimise confusion
when it comes to printing.

Teacher asks if there’s any questions

-(Resource) Teacher allows students to spend a couple of minutes doing this

-(Resource) Teacher then instructs students to print the single page with their
variation of fonts.

-(Resource) Teacher collects prints and hands them out to students.

-(Resource) Teacher instructs students to place paper inside their visual diary

55-60

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-(Resource) Teacher asks students to shut down word program and web
browser and to log off and shut down computer

-(Resource) Teacher displays slide for what is required for next week’s lesson
and reminding students it will be uploaded to ‘google classroom’

Teacher asks of there’s any questions

Teacher asks students to tidy up their desk and to pack away their visual diary

Teacher greets student’s goodbye.

Secondary Curriculum 1A 102087 – Design and Technology Tanya Moschione

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Teacher Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I found that differentiated learning is to be considered throughout the entirety of the lessons
activities. When designing these activities its important to have alterations ready and prepared for
those that require assistance so they feel included and able.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Visual Diary process Students to bring their visual diary to each class to see that
they are keeping up with each weeks activities
Font exercise When handing out printed exercise to students at the end of
lesson

Other considerations

Graduate Standards Evidence within this lesson

4.2 Demonstrate the capacity to organise classroom activities and provide
Manage classroom clear directions.
activities
5.1 Learning Demonstrate understanding of assessment strategies, including
Assess student informal and formal, diagnostic, formative and summative approaches to
learning assess student learning.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

Resources Attached:
You must list all the resources that you have created or found in this space.

https://www.youtube.com/watch?v=czZ7TLU22tU&t=44s

www.dafont.com

https://www.youtube.com/watch?v=3zr-MEzPJ5w

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Work sheet template of what students will be working on. Template is labelled to be inclusive of
those of differentiated learning

Screen shot of YouTube video played at the start of the lesson

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Screen shot of Dafont.com

Screen shot of YouTube video played at the start of the lesson

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Rationale
Across all 3 lesson plans, relevant syllabus content is organised and
focused on in a wide range of activities that aim to benefit all learning types
and abilities, for example, mind maps, videos and a PowerPoint presentation.
These resources allow for a number of ideas and key concepts to be clearly
established by students to identify a relationship between and amongst
various Indigenous concepts. This is done in the first lesson which is an
introductory lesson to the project. When introducing new content to the
students a method that is used in indigenous teachings called a ‘yarning
circle’ that is apart of the teaching pedagogy of Aboriginal ways of learning.
The ‘yarning circle’ technique (8ways, 2018) was used as an ice breaker
exercise and to also help students engage in the content in a more informal
arrangement. The aboriginal 8ways technique allowed for a classroom
environment to break away from structural seating, by introducing a ‘U’
shaped seating arrangement that invited conversation and harmony amongst
students.

The lesson plans are sequenced in regards to the content and structure
of the required learning. This is shown through the classroom activities that
demonstrate the structure of the content along with teaching strategies. These
strategies align in order to form clear instructions as well as understanding for
the students, to help create a well structured, safe and productive learning
environment. Differentiated teaching strategies are applied through the
various activities, including teacher explanations, group work and individual
work. A broad range of strategies have been applied in order to understand
the different ways students learn, an example of this is group work.

Project based learning (PBL) is evident throughout all 3 lessons to

encourage students to be problem solvers and critical thinkers. Larmer, J.,
Mergendoller, J., & Boss, S. (2015) state that by using the PBL method in
classrooms it is motivating students, preparing students for careers and
encourages students to apply both in-depth knowledge and thinking skills (pg.
2, 2015). Another strategy used in the lessons are to support inclusive student
participation and engagement. Christenson, S. L., Reschly, A. L., & Wylie, C.

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(Eds.). (2012) highlight that it is vital to boost student engagement in the
classroom as it is a necessary element for improving student outcomes. This
is established through the students working together in order to achieve the
goal of the lesson, exploring design through environmentally friendly ways to
improve packaging and then applying collected knowledge to their project. All
the class activities are designed to generate their long-term memory, focus
and ability by providing educational content that they can apply outside of the
classroom, i.e being more environmentally conscious. The core element of the
activities in the lesson plans are designed to be inclusive of all student’s
abilities, regardless of their learning needs or those with physical disabilities,
this is done through planning for students of differentiation.

Students are also engaged through higher-order thinking throughout the

lessons with the use of a wide range of activities and learning such as group
work, individual work, ICT, writing and oral responses. As suggested by
Brookhart, S. M. (2010) higher-order thinking is defined as students being
able to relate existing knowledge about a topic or subject to their learning. The
lessons are structured in order for students to adequately organise
information and then apply, analyse and synthesise, inevitably leading to
evaluation of the important content. As previously stated, the vast range of
activities is constructed in order to keep all students engaged and create a
sense of inclusivity in the classroom and for learning. The lesson begins with
individual work and then moves on to group work. This is done in order to
keep students engaged, whilst also encouraging them to stay focused and
providing them with the opportunity to learn from both the teacher and each
other, which can influence them to apply the knowledge and thus take risks in
demonstrating their learning. In this sense, students are put into groups for
feedback activities and mind mapping their ideas.

The lessons are designed to promote student centred learning, as

Jacobs, G. M., Renandya, W. A., & Power, M. (2016) state that this can be
done through use of interactive resources, encouragement of students to
interact with their peers and to plan activities intended to meet the learning
needs of all students. Creating a student-centred environment in a Design &
Technology setting supports the students learning through critical thinking and
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self independence. Scaffolding is evident throughout the entirety of all 3
lessons to ensure that students are able to understand the content therefore
allowing them to work to the best of their ability.

References

8ways. (2018). 8 Aboriginal Ways of Learning. Retrieved from, http://8ways.wikispaces.com/

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Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.

Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on
student engagement. Springer Science & Business Media.

Jacobs, G. M., Renandya, W. A., & Power, M. (2016). Simple, powerful strategies for
student centred learning. New York: Springer.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based
learning. ASCD.

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