LESSON PLAN: Sumeyra Aydogdu, 17560522 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 9 Syllabus section:

Lesson 5/10 Mathematics (Stage 5)- Measurements

Unit Name: Measuring the Edge of the Trees

Aboriginal site: Museum of Sydney

Lesson Topic: Surface areas of rectangular prisms and cylinder Duration: 60 minutes

Prior knowledge/skills required Resources (Attach classroom ready resources/worksheets students will be using, including
relevant pages from textbooks)
Ruler, Aboriginal rain sticks, rectangular prism box, assessment paper

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.2 Delivery of content displays a beyond superficial understanding
2.5 Students develop their own way of presenting their findings
3.5 The content based on tools that Aboriginal students could easily feel connected

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)

MA5.1-1WM uses appropriate terminology, diagrams and symbols in mathematical contexts

MA5.2-11MG calculates the surface areas of right prisms, cylinders and related composite solids

Students learn to: Students learn about:

Calculate areas rectangular prisms and cylinders How to measure surface areas of shapes like rectangular
prisms and cylinders
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Timing Lesson content Student activity 8 ways link

Make classroom to settle down quickly.
5 Mins Introduction with lesson outline Teacher does the roll call. Asks what we
and recap of the last lesson. have done previous lesson. Teacher
introduces the lesson outline for today.

Teacher starts the lesson with the story of

20 mins Explanation of content with Awabakal boy who had rectangular prism
storytelling. shaped tucker-box. He started to wonder
what the surface area of it could be.
Teacher shows the rectangular prismed
tucker-box and points out the faces and
measures the length of each face. Labels
each side of the box with a marker. Writes
length of each side on board. Gives the
formula of rectangular prisms.
SA = 2 × l × w + 2 × l × h + 2 × w × h
explains the formula. Calculates the surface
area of the box on the board. Tell students
to copy explanation from the board.

Teacher starts new story about Darug girl

who had two new rain sticks. She was
wandering what could be the surface are of
those sticks and if she could calculate it.
Teacher says yes and continues with:
1) measures the height of the sticks
with ruler and writes on the board
with symbol.
2) Measures the radius of the sticks
and writes on the board with the
symbol.
3) Writes the formula which is
A=2πrh+2πr2 and explains it.
4) Finds the surface are of each stick.
5) Students copy the board.

10 mins Teacher starts discussion about Edge of the

Assessment introduction
Trees art work which students have seen
during the site visit. Teacher asks questions
about importance and history of sculpture.
Asks students to take out their selected
shape measurements of their selected shape
which they have collected and recorded on
excursion day. Teacher distributes the
assessment paper and explains the
assessment requirements:
- State the chosen shape of the art
work
- Draw another diagram (in their
excursion notes, students have
drawn the chosen shape to write
the measurements on) of the
shape chosen
- If there is any writing, drawings or
art work on the shape state that
with an explanation of its
significance
- Write down the relevant story to
present teacher.
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20 Mins Students work on their assessments
Assessment work individually. Teacher walks around the
classroom to guide each student when they
need.

Teacher collects the paper. Asks if there are

5 mins Conclusion any volunteers to share their story. Wraps
up the class with the summary of the today’s
content. Dismiss the class when they all
quiet and standing behind their seats.
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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
During the process of context teaching mathematical terminologies and right
MA5.1-1WM methods used. Assessment requires students to calculate surface areas with
appropriate method and diagram
MA5.2-11MG
Surface areas of rectangular prisms and cylinder teaching with related question
solutions and assessment compilation
Links to next lesson
Next lesson is based on students’ story sharing with whole class and discussion and applications of other ways to present their
findings and stories within the groups.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.4 Aboriginal and Torres islander students supported with in class activities to establish
links to their cultural values and identities.

Excursion the Museum of Sydney shows respect and acceptance for Aboriginal and
2.4 Torres Islander students’ cultural beliefs and values.

WHS considerations
- Teacher gets students in two lines and at the end of the class when they all quietly waiting behind seats dismisses them
orderly stressing the importance of safety for their classmates and for others.
- Establishment of respect between student-student and students-teacher
- All students are expected to be seated during the class.

References
Edge of The Trees Rain Sticks
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Casual teacher Notes: Print out of the detailed lesson plan will be provided. Ruler, rain sticks and the box will be provided with
detailed lesson plan. Background information about the Edge of the Trees is below. Reading it before the lesson would be
helpful.

EDGE OF THE TREES

Edge of the Trees is a site-specific piece commissioned for the forecourt of the Museum of Sydney at its
opening in 1995. The installation was created by artists Fiona Foley and Janet Laurence.
Their award-winning public art installation evokes the cultural and physical history of the site, before and
after 1788: a pivotal turning point in our history, when contact and invasion / colonisation took place.
The name of the sculpture comes from an essay by historian Rhys Jones, 'Ordering the Landscape' in I & T
Donaldson's Seeing the First Australians, Sydney 1985:
…the 'discoverers' struggling through the surf were met on the beaches by other people looking at them
from the edge of the trees. Thus the same landscape perceived by the newcomers as alien, hostile, or having
no coherent form, was to the indigenous people their home, a familiar place, the inspiration of dreams.
A 'forest' of 29 massive pillars – sandstone, wood and steel – cluster near the museum entrance. Wooden
pillars from trees once grown in the area have been recycled from lost industrial buildings of Sydney. The
names of 29 Aboriginal clans from around Sydney correspond to the 29 vertical poles. Walking between the
pillars you hear a soundscape of Koori voices reciting the names of places in the Sydney region that have
today been swallowed up by the metropolis.
Organic materials such as human hair, shell, bone, feathers, ash and honey, are embedded in windows
within the elements, evoking prior ways of life. Natural and cultural histories are evoked by the names of
botanical species carved or burnt into wooden columns in both Latin and Aboriginal languages, along with
the signatures of First Fleeters. Place names are engraved on the sandstone pillars in English and Aboriginal
languages.

Community Consultation or Protocols to be considered.

Resources to support this Lesson

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Name:……………………………. Student Id:…………………. Date:…..............

EDGE OF THE TREES

1) State the shape of the chosen art work:

2) Redraw the chosen shape:

3) State the meaning and value of the writing, drawing or art work on the chosen shape:
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4) Write a brief story presenting the findings on your chosen shape: