Lesson Plan

Date:_20/7/15_ Term: 3 Week: 2 Year Level: Prep__ Time/length:___45min_________

Key Learning Area: Technology and Design
Topic/focus:Food Production

Pre-planning considerations
Topic analysis

Examine how scientific knowledge informs the growing and care of crops. Where does our food
come from and how does it get to our table.
Learner considerations

Slayter will remain in his wheelchair to go on an investigative walk to the school orange
tree/vegetable garden.
Learner prior knowledge

Some students are already aware of primary production processes beef pork vegetables
eggs.
Literacy considerations

Today students will be analysing data and participating in group discussion. New scientific
language will be introduced relating to primary production and the growing and processing of
apples.

Organisation and management

Physical environment

Students will begin as a whole group on the carpet for introduction to the lesson, story and
discussion, move to the IWB for digital resources and then prepare to walk around the school as
a class group.

Timing

Introduction and story 10 min

Body: 30 min
Conclusion : 10 min
Behaviour

Watch students for off-task behaviour and wriggling/rolling around floor or toward back of carpet.
Be aware of behaviour as we walk through the school to the gardens.
Safety and risk assessment

Make sure we stick to the wheelchair accessible paths and tracks. Watch for wet areas re.
Slayters chair. Be aware that children may walk behind the chair and Slayter may not know they
are there if he reverses. Watch for plants that may cause harm or unknown reactions. Ensure
no-one is allergic to citrus before tasting.
Resources and equipment
Physical resources
How

to Make an Apple Pie and See the World by Marjorie Priceman

Scootle Learning Video Growing Apples in the Paddock to Plate online resource.

Human resources
Two teachers and one Teacher Aide to walk with students to the gardens.

Outcomes
Context of lesson

This is the first lesson in a series of four Technology lessons that also link with the Arts Unit.
The culminating activity for these units will be the Art Gallery/ Afternoon Tea for the parents and
students.

Syllabus outcomes/Essential Learnings

Technologies / Design and Technologies / Foundation to Year 2 / Design and

Technologies Knowledge and Understanding / ACTDEK003
Explore how plants and animals are grown for food
exploring which plants can provide food and what basic needs those plants
have
Lesson outcomes

Assessment of lesson outcomes

Students know how plants (apples) are grown

for food and will identify needs to grow crops.

Formative assessment question for

understanding of basic needs for growing
apples.
Students will create an apple tree and label
the basic needs for the tree to survive.
Students can also add what they know about
apples.

Procedure
Time

Steps

2.00

Getting focussed

Key questions, including checking for

understanding
Resources
Management reminders
Provision for extension/special support

Discuss the plan for the Art Gallery and how we can
provide afternoon tea for parents and visitors.

Beginning

Read Text How to Make an Apple Pie and See the

World.
Discuss what we will need to make apple pies for
our afternoon tea.
Brainstorm and make list.
Discuss recipe as genre as opposed to list.

Apple pies: what will we need

to cook them? Look at recipe
in back of text.
Write sample shopping list.
Discuss recipe ingredients and
method: what are they?

Middle

Lets look at where our apples come from.

Show pictures on Scootle site of farming practices.
Watch video Growing Apples.
Recall and discuss needs of trees to grow and
survive (basic needs)
Construct tree and students to write labels and
attach to appropriate positions on tree.
Go on a walk around the school to explore the
orange and mandarin tree. Pick some ripe fruit and
collect in a basket to take back to prep.

What do apple trees need to

grow?
What is good for the trees?
What is bad for the trees?
How do farmers stop the bad
bugs?
Is this the safest way to stop
them?
Labels include: water, soil, sun,
pest control, air.

Conclusion

Cut up the fruit and taste, oranges and mandarins.

Discuss what we can see inside the fruit and recall
what we saw around the tree. Discuss what we
discovered in the vegetable garden.

What do the seeds do?

What is the purpose of the fruit?
Describe the taste.

Recall the basic needs of these trees.

Conclude lesson.
Blackboard / whiteboard development

IWB used for Scootle video and discussion pictures.

Self Evaluation
Overall the lesson was interesting enough and paced well enough to keep the students engaged
for nearly an hour. As this was a very long lesson for prep students it was necessary to break it
up into 1. Text 2. Discussion 3. Craft and writing 4. ICT/Video 5. Mini field trip. This kept the
students interested and minimised boredom and fidgeting. It also provided various ways to get
the intended outcome of this lesson across to the students.
It was necessary to link this lesson to the Art Gallery/Afternoon tea early so students were aware
of the purpose of our inquiry where does our food come from? They can now link what we are
finding out to what we will be doing at the end of the unit gives the lesson purpose and
direction.
There were no problems with general behaviour although I needed to be aware of each child
while we were on our garden walk. Straying away could have easily become a concern if we
were a large group.
By the end of the lesson students were aware of exactly what a tree needs to grow and provide
fruit for us to eat.