Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 11:15 -12:15 pm Date: 19/10/2018 Students’ Prior Knowledge:
Friday
Previous lessons
Learning Area: Science  Introduction to endangered reptiles and their
Strand: Science Understanding habitats (whole class incursion).
 Research own endangered reptiles and their
Sub-strand: Biological Science habitats (group).
Topic: Reptiles and their habitats.
English
Content Descriptor: Living things depend on each other  Article about Giant Frogs and their habitat.
and the environment to survive.  Poem about Giant Frogs.

(ACSSU073) Project based learning discussion

Achievement standard: Describe relationships that assist
the survival of living things.
Learning Area: Design and Technology
Process and Production Skills
Sub-strand: Creating solutions by: Designing
 Bob’s mum recused a snake which was trapped
underneath a fence.
 Class wondered why this could have happened.
 Mia asked if we could help reptiles and their
habitats.
 Incursion lead by Peta from the Reptile
Protection Program (introduction about reptiles
and how they need the environment to survive).

Content Descriptor: Develop and communicate design

ideas, using annotated drawings and appropriate technical
terms.
(WATTPPS23)

Sub-strand: Creating solutions by: Collaborating and

managing
Content Descriptor: Work independently, or collaboratively
when required to plan, safely create and communicate
ideas and information for solutions.
(WATPPS26)
Achievement standard:
 Develop and communicate design ideas, using
annotated drawings and appropriate technical
terms.
 Work independently, or collaboratively when
required to plan, safely create and communicate
ideas and information for solutions.

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

Literacy Numeracy ICT Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding
 Writing  Estimation competence
 Stated  Work
below independently
and
collaboratively
when required
to plan and
design.
Critical and Creative thinking skills include:
 Seeking solutions and put ideas into action- experiment with a range of options when seeking solutions and putting ideas
into action.
o For example, students will individually sketch a design of their shelter, then collaborate with their group to generate a mutual design.

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures  Biodiversity (Reptiles and their
habitats)
Proficiencies:(Mathematics only)
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:

1. Explain the relationship between a reptile and the environment that assist their survival.
2. Create clear annotated designs using appropriate technical terms.
3. Work independently to plan ideas and information for solutions.

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

Information regarding Eros is in yellow.
 PowerPoint  ADHD
 Smartboard  Becomes hyper active when sitting for a long
 Peta (Reptile Protection Program) period of time.
 Examples of previous years designs  Researched solution – Reward system that
 Whiteboard and markers targets Eros’ behaviour and encourages him to
 Timer app make green choices. Taking breaks as needed.
 Students ESTE books  In classroom – Allow Eros to have his breaks
 Line paper as needed and give ticks for good behaviour.
 Group or pair Eros with reliable and friendly
Introduction: peers.
 Giant Frog article
 Examples of designs (previous years)

Assessment:
 Student’s work samples
 Rubric (green slip) x 23
 Teacher’s checklist

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Give ticks away for positive behaviour. Resources/References
Time
Ensure to give rewards or breaks when needed.
11:15
Motivation (warm up)
1. Students will be seated on the mat to begin the lesson.
Slides 2-3
2. Teacher will display the Giant Frog article on the smartboard.
Giant frog article
(Refer to slides).
3. Teacher will review article with students.
 Who remembers the article about the Giant Frog we read Purple indicates the
in English? teacher’s speech (focus
 What did we learn from this article? questions).
 What did we learn on the incursion?
 Ben informed Peta about how reptiles are becoming highly
endangered and their habitats are being destroyed.
 Incursion lead by Peta from the Reptile Protection Program-
introduction about reptiles and how they need the environment to
survive.
 Peta nominated the students in year 4 at Notre Dame Catholic
Primary School to design a shelter for an endangered reptile.
 Why do reptiles depend on the environment in order to
survive?
11:18 WALT and WILF (Refer to slides).
Slide 4
1. We are learning to show the relationship between a reptile and
the environment that assist their survival through annotated
designs.
2. I am looking for you to create clear annotated designs using
technical terms.
3. I will also be looking for independent work to plan ideas and
information for solutions.
Introduction:
11:20 Give ticks away for positive behaviour.
Ensure to give rewards or breaks when needed.
1. Teacher will introduce Peta (Reptile Protection Program) to
assist with the explanation of the design process.
 This allows students to gain knowledge and understanding
about the design brief and the project specifications.
I do
2. Teacher will display designs from previous years to allow
students to gain ideas.
3. Peta will assist teacher with explaining the project
specifications. Examples of previous
4. Teacher will display an example of an excellent achievement years
sketch and a low achievement sketch (Refer to slides).
Slide 5
 Which sketch displays the work from an excellent

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achieving student?
 Which sketch displays the work from a low achieving
student?
 What do we notice about the different sketches?
5. Teacher will then explain the steps in detail and sketch an
example of a design on the whiteboard (low achievement
example) – Refer to slides. Slide 6
Whiteboard and markers
i. Read over chosen endangered reptile and their habitat.
ii. Using your ESTE books, brainstorm ideas (chosen
animal, location, needs for example watering hole,
materials needed for example toilet rolls).
iii. Have brainstorm looked over by me before commencing
next step.
iv. Use a new page and sketch a rough design of your
shelter (layout, label sketch, list materials).
v. Show draft to me before writing your summary.
vi. Write two-four sentences to explain the relationship
between your endangered reptile and their environment Line paper
that assist their survival.
6. Answer questions and concerns.
Give ticks away for positive behaviour.
Ensure to give rewards or breaks when needed.
We do
7. Encourage students to participate in the ‘we do.’ Example on whiteboard
8. Discuss the value of the sketch (excellent achievement or low
achievement?)
 Why would it be awarded a low achievement grade?
 How could I improve my sketch?
Who would like to volunteer to help me finish labelling

my sketch?
Give ticks away for positive behaviour.
Ensure to give rewards or breaks when needed.
You do
9. Students will discuss with their shoulder buddy about the task.
 To gain students full understanding of the task, the teacher will
allow them to discuss with their shoulder buddy about what an
excellent achievement design displays and what a low
achievement design displays.
10. Teacher can use this time to answer final questions and
concerns.
Give ticks away for positive behaviour.
Ensure to give rewards or breaks when needed.
Instructions:
1. Teacher will then explain the instructions.

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I. When dismissed you will be allocated the remaining time

of this lesson to complete your sketch.
II. Please take your time and place your hand up if you
would like some help.
III. I will write the steps on the board for guidance, however,
I will be taking the example down considering I am
assessing your work independently.
11:35
Desk work:
2. Teacher and students will say thank you and goodbye to Peta.
3. Teacher will explain the assessment and expectations (Refer to
slides). Slide 7-8
4. Students will be dismissed in small groups for example faction
colours.
Give ticks away for positive behaviour.
Ensure to give rewards or breaks when needed.
5. Teacher will display the expectations and objectives on the
smartboard to allow students to refer to if off task (Refer to
slides). Slide 9
6. Teacher will observe students and make anecdotal notes.
7. Reward students with dojo points for positive behaviour and
take Dojo points away if off task.
12:00 8. Teacher will remind students of remaining time (timer on Timer app
smartboard).
9. Teacher will use a cue (123, eyes on me) to gain student’s
attention.
 I would like you to please close your book and leave it
on your desk.
 Please make your way to the mat, where we will reflect
on our lesson.
 The book helpers may collect the books and place them
on the shelf.
Give ticks away for positive behaviour.
12:05 Ensure to give rewards or breaks when needed.
Plenary: (Refer to slides). Slide 10
1. Teacher will review the objectives of the lesson and allow
students to reflect.
 What did we learn today?
 What was I looking for?
 Did we enjoy drawing our sketches?
 What are some key features of your design?
 What sustainable materials are you going to include?
12:15
Transition: (Refer to slides).
1. Teacher will conclude by addressing what needs to be Slide 11
completed by next lesson.
i. Please ensure your design is completed.
ii. Ensure you have ideas of what sustainable materials you
need to collect.

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iii. Next lesson, you will be placed back into your groups to
collaborate and communicate ideas for your final draft before
commencing construction.
2. Teacher will dismiss students to lunch in small groups for
example hair colour.

Assessment:
o Work samples will be glued into ESTE books and marked by a rubric.
o Rubric (green slip) x 23 ESTE books
o Teacher’s checklist Rubric (green slip) x 23
Teacher’s checklist