Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year  Level:  6   Time:   11:30am       Students’  Prior  Knowledge:  

  • Students  are  able  to  create  and  interpret  simple  
Learning  Area:  Design  Technology     grid  maps  and  use  simple  scales,  legends    
  • Students  are  familiar  with  the  concept  of  
Strand/Topic  from  the  Australian  Curriculum   sustainability  and  can  recall  a  few  principles  of  
  sustainability    
Technologies  and  society:    
How  people  address  competing  considerations,  including    
sustainability  when  designing  products,  services  and    
environments  for  current  and  future  use  (ACTDEK019)    
Food  and  fibre  production:    
Past  performance,  and  current  and  future  needs  are  considered  
when  designing  sustainable  food  and  fibre  systems  for  products  
(ACTDEK021  
Collaborating  and  managing:  
Work  independently,  or  collaboratively  when  required,  
considering  resources  and  safety,  to  plan,  develop  and  
communicate  ideas  and  information  for  solutions  (WATPPS38)  
General  Capabilities  (that  may  potentially  be  covered  in  the  lesson)    
Literacy     Numeracy   ICT   Critical  and   Ethical   Personal  and   Intercultural  
competence   creative   behaviour   Social   understanding  
thinking     competence    
Cross-­‐curriculum  priorities  (may  be  addressed  in  the  lesson)  
Aboriginal  and  Torres  Strait  Islander   Asia  and  Australia’s  engagement  with   Sustainability  
histories  and  cultures   Asia  
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:  
 
◦  Write  a  definition  or  explanation  of  the  concept  ‘competing  needs’  in  design  booklet.    

◦ In  small  groups,  work  collaboratively  to  develop  and  record  ideas  to  address  competing  needs  in  a  garden  context  and  
in  regards  to  sustainability  e.g.  the  need  for  garden  plants  to  be  watered  and  the  need  to  conserve  water  can  be  
addressed  by  creating  a  water  tank  to  collect  rainfall    

◦ Begin  to  take  notes  and  record  ideas  for  features  to  be  included  in  school  garden  design  (record  at  least  3  ideas)    

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

Collect  old  seed  catalogue  pictures  or  gardening  magazines   • Assign  heterogeneous  groups  so  that  more  able  
Prepare  PowerPoint     students  can  guide  and  assist  others  who  may  struggle    
Prepare  and  print  design  booklets  (1  per  student)     • Guide  weaker  students  through  independent  research  
Print  planting  guides  -­‐  1  copy  needed  per  2-­‐3  students     time  –  perhaps  creating  a  focus  group  to  assist  them  to  
Ensure  all  students  have  access  to  an  electronic  device  and   navigate  resources  and  find  relevant  information.    
headphones      
Provide  scrap  paper  or  a  mini  whiteboard  to  each  student    
 
 
 

1
LESSON  EVALUATION  (to  be  completed  AFTER  the  lesson)  
Assessment  of  Lesson  Objective  and  Suggestions  for  Improvement:  
 
-­‐  Assessment  rubrics  and  observation    
 

Teacher  self-­‐reflection  and  self-­‐evaluation:  

• Were  resources  adequate  and  effective?      
• How  did  students  respond  to  questions  posed?    
• Were  they  able  to  give  meaningful  and  thoughtful  responses?    
• What  behaviour  management  difficulties  occurred  during  the  lesson?    
• What  were  the  possible  reasons  for  these  issues?    
• Did  transition  times  move  smoothly  and  effectively?  If  not,  what  strategies  could  be  employed  to  improve?    
• Was  classroom  differentiation  effective?  List  any  possible  changes  to  be  made.    
• Rate  student  engagement.    
• What  improvements  to  the  lesson  plan  could  be  made  to  increase  interest  and  engagement?  
• Were  students  able  to  work  effectively  during  independent  research  time?  Did  they  find  the  resources  provided  
useful?    
[OFFICIAL  USE  ONLY]  Comments  by  classroom  teacher,  HOPP,  supervisor:  
 
 
 

LESSON  DELIVERY  (attach  worksheets,  examples,  marking  key,  etc,  as  relevant)  
Motivation  and  Introduction:  
Time:  11:30    
Resources:  PowerPoint  -­‐  Attachment  1    
 
Recap  prior  knowledge  and  relate  to  current  lesson:    
*  Students  seated  at  desks  in  groups  of  3-­‐4    
-­‐ Instruct  students  to  retrieve  a  mini  whiteboard  or  a  piece  of  scrap  paper    
-­‐ Explain  activity:  Students  will  have  2  minutes  to  write  down  or  draw  their  best  definition  of  
sustainability.  Encouage  students  to  give  it  their  best  go  even  if  they  cannot  think  of  an  exact  
definition.  Students  may  use  drawings  or  illustrations  to  communicate  their  answer.  
-­‐ Use  a  timer  to  countdown  two  minutes    
-­‐ After  two  minute  time  period,  invite  a  few  students  to  share  their  answers  with  the  class    
-­‐ Briefly  revise  sustainability  concept  (PowerPoint  slide  1):      
Sustainability  addresses  the  ongoing  capacity  of  Earth  to  maintain  all  life.  Sustainable  patterns  of  
living  meet  the  needs  of  the  present  without  compromising  the  ability  of  future  generations  to  meet  
their  needs  (SCSA)    
 
Class  discussion  question  -­‐  think  pair  share:    
If  you  were  to  create  a  backyard  garden  that  was  sustainable  what  might  it  look  like?  What  features  
might  be  included?  What  would  you  grow?    
-­‐ Give  students  1-­‐2  minutes  to  share  their  ideas  with  the  person  next  to  them    
-­‐ Invite  a  few  students  to  share  their  ideas,  recording  them  on  the  class  whiteboard  e.g.  worm  farm,  
compost,  rainwater  tank  
 
 
 

2
Lesson  Steps  (Lesson  content,  structure,  strategies  &  Key  Questions):  
Time:  11:40    
Resources:  PowerPoint  -­‐  Attachment  1,  Deign  booklet  –  Attachment  2,  growing  charts  –  Attachment  3    
 
11:40  -­‐11:45  Introduce  lesson  topic  and  design  brief:    
-­‐ Invite  one  student  to  distribute  design  handbooks  (one  per  student)  -­‐  Attachment  2    
-­‐ PowerPoint  slide  2:  
During  design  this  term  we  have  been  given  the  chance  to  design  and  create  a  school  garden.  
In  relation  to  designing  our  garden  we  are  going  to  be  looking  at  how  environments  (like  gardens)  
can  be  designed  to  be  sustainable  and  meet  many  different  needs  included  needs  that  compete  
against  each  other.    
-­‐ Go  through  design  brief  in  detail,  displaying  brief  on  PowerPoint  (Slides  3-­‐6).    
Draw  students  attention  to  the  details  of  what  they  will  be  designing,  how  they  will  present  their  
design  products,  key  evaluation  points  -­‐  meeting  needs,  considering  needs  that  compete  against  
each  other,  sustainable  design  and  the  time  frame  of  the  project.  
-­‐ Invite  students  to  ask  any  questions  about  the  brief.    
 
Set  lesson  intentions:  
Refer  to  project  time  line  and  lesson  objectives  (slide  6-­‐7)    
In  today’s  lesson  we  will  be  leaning  about  the  concept  of  competing  needs,  how  to  address  needs  in  our  
garden  in  a  way  that  is  sustainable  and  we  will  be  beginning  brainstorming  and  collecting  ideas  for  your  
garden  design.    
 
11:45  –  11:50  Slide  show  -­‐  Competing  needs  and  sustainability:    
Class  discussion:  unpack  topic/explicit  teaching  of  key  concepts  including  competing  needs  and  
sustainable  use  of  resources.    
Pose  the  following  discussion  questions  to  the  class.      
-­‐ Who’s  needs  might  we  consider  when  designing  our  garden?  
[Our  needs,  plants  needs,  environment  needs,  garden  needs  (resources/structures)  
*Record  answers  on  board    
 
-­‐ What  do  you  think  is  meant  by  the  term  ‘competing  needs’?    
[Sometimes  to  meet  one  need  you  also  have  to  think  about  other  needs  that  may  be  threatened]  *  
Refer  to  PowerPoint  to  clarify  concept  (slide  8)    
 
-­‐ Slide  8:    
Draw  students  attention  to  the  image  featured  on  the  slide  and  ask  students:  what  issue  can  you  
identify  in  the  image?  
Students  should  identify  that  the  farmer  is  freely  watering  his  garden  but  there  is  also  a  water  
shortage/restriction  (shown  by  the  sign)    
Explain  concept  (slide  9)    
When  designing  and  creating  environment,  like  school  gardens,  we  have  to  consider  needs  that  
might  compete  against  each  other.  Competing  needs  occur  due  to  limited  resources  or  other  factors  
we  have  to  consider.  For  example,  we  have  a  need  to  grow  food  to  eat  but  we  also  need  to  look  after  
the  environment  by  making  sure  we  do  not  cut  down  too  many  trees  to  create  farmland.    
Ask  students:  What  example  of  competing  needs  did  we  see  in  the  picture?  
 
 
   

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-­‐ Slide  10  -­‐  Addressing  competing  needs:    
Addressing  competing  needs  can  be  very  challenging  and  creative  ideas  and  solutions  are  required  to  
address  competing  needs  we  have  to  consider  the  scarcity  of  our  resources  and  ways  that  we  can  use  
these  resources  sustainably.  
Ask  class:  Can  you  think  of  a  creative  solution  to  the  problem  shown  on  the  slide?    
 
-­‐ Link  back  to  lesson  intention:  
We  are  now  going  to  look  in  more  detail  at  the  competing  needs  that  we  might  come  across  in  our  
garden  design  and  you  will  be  given  the  chance  to  brainstorm  some  creative  solutions  and  ideas  for  
sustainability.    
 
11:50-­‐11:55  Class  brainstorm:    
Set  out  whiteboard  as  below,  referring  to  the  needs  identified  by  students  during  class  discussion:    
 

 
 
 
 
Discuss  the  details  of  what  the  garden  needs  to  provide.  Invite  students  to  share  ideas.    
Examples  may  include:  
-­‐  Need  fruit  and  vegetables  to  eat    
-­‐  Need  for  the  garden  to  be  easily  accessible  for  all  members  of  the  school  community    
-­‐  Plants  need  water,  nutrients,  sun  and  specific  growing  conditions  (e.g.  lots  of  space/pots/specific  
season)    
-­‐  Garden  needs  structures  to  create  a  home  for  the  plants    
-­‐  Planet  needs  us  to  conserve  water    
-­‐  Planet  needs  us  to  reduce  waste  by  reducing,  reusing  and  recycling    
Planet  needs  minimal  environmental  impact    
 
Discussion  question:  can  anyone  identify  any  needs  that  may  compete  against  each  other?    
Record  student  answers  on  board.    
Examples  may  include:  
-­‐  Need  for  construction  materials/Need  for  waste  reduction  and  recycling    
 
 
 

4
11:55  –  12:05  Group  activity:    
Each  group  is  given  a  need  or  set  of  competing  needs  (based  on  class  discussion)  to  be  considered  in  the  
garden  design.  Instruct  students  to  discuss  how  they  might  address  these  issues  in  groups  of  2-­‐3  
students.  Instruct  students  to  record  their  ideas  on  the  relevant  page  of  their  design  handouts.  Students  
should  also  record  an  explanation  or  example  of  what  a  competing  need  is.  Allow  students  to  discuss  
their  ideas  for  4-­‐5  minutes  before  selecting  a  few  groups  to  share  with  the  class.  If  time  allows  have  a  
vote  on  the  most  creative  idea.  This  group  may  receive  a  prize.    
 
12:05-­‐  12:25  Free  design  time:    
-­‐  Invite  1-­‐2  students  to  distribute  growing  charts  and  magazines  to  each  group    
Students  will  be  given  time  to  explore  resources  found  in  design  booklets,  magazines,  growing  charts  
and  books.  During  this  time,  have  ABC  splash  episode  (see  link)  playing  in  background,  students  may  
listen  and  watch  this  video  for  ideas  or  research  independently.  Students  are  to  record  their  ideas  in  the  
form  of  words  or  diagrams  on  the  ‘ideas’  page  of  their  design  booklet.  
Clarify  expectation:  Aim  for  a  minimum  of  three  ideas,  make  sure  you  link  your  ideas  to  sustainability  
and  competing  needs.  Students  may  discuss  their  ideas  quietly  but  the  work  should  be  independent.    
Display  instructions  on  PowerPoint  (slide  11)    
http://education.abc.net.au/home#!/livestream/619122/sustainable-­‐school-­‐gardens  
 
Lesson  Closure:(Review  lesson  objectives  with  students)  
Time:  12:25    
Resources:  Design  booklet  –  Attachment  2    
Invite  a  few  students  to  share  their  ideas    
Ask  students  what  key  concepts  they  learned  about  in  design  today  (competing  needs  and  sustainability)    
Discuss  project  progression:  
Next  week  we  will  be  attending  an  excursion  to  Perth  City  Farm  (a  sustainable  community  garden)  
where  we  will  be  finding  out  more  about  how  to  design  and  create  a  garden  and  sustainable  gardening  
methods.    
Instruct  students  to  record  two  questions  they  would  like  to  find  out  during  the  excursion  in  their  design  
booklets.    
 
Transition:  (What  needs  to  happen  prior  to  the  next  lesson?)  
 
Once  each  group  has  recorded  their  questions,  invite  one  student  from  each  group  to  collect  the  deign  
booklets  for  marking.  Remind  students  that  you  will  be  looking  for  the  group  that  does  this  most  ‘quickly  
and  quietly’.  The  first  group  who  does  this  will  be  dismissed  for  lunch  first.    
Dismiss  class  for  lunch.    
 
Assessment:  (Were  the  lesson  objectives  met?  How  will  these  be  judged?)  
Resources:  Assessment  rubrics  –  Attachment  4    
During  group  work  note  observations  about  each  students  collaboration  and  contribution  
-­‐  Mark  design  booklet  work  and  assess  using  rubric