Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 5 Time: 9.00am Date: 17/10/19 Students’ Prior Knowledge:

Learning Area: Design and Technologies and HASS Design and tech

Investigating and defining

Strand/Topic from the Australian Curriculum - Define a sequence of steps to design a solution
for a given task.
- Identify and choose the appropriate resources
Design and Tech
from a given set.
- Investigating and defining
Designing
 Identify available resources (WATPPS28) - Develop and communicate design ideas and
decisions using annotated drawings and
- Designing appropriate technical terms.

 Develop and communicate alternative solutions, Hass

and follow design ideas, using annotated - Use decision-making processes (e.g. share views,
diagrams, storyboards and appropriate technical recognise different points of view, identify issues,
terms (WATPPS29) identify possible solutions, plan for action in
groups).
HASS - Evaluating
In Science, student will already have a detailed
understanding of structural adaptations (specifically
 Use decision-making processes (e.g. share native birds). (ACSSU043)
opinions and personal perspectives, consider
different points of view, identify issues, develop
possible solutions, plan for action, identify
advantages and disadvantages of different options)
(WAHASS60)

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

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
- listening to competence creative thinking behaviour Social understanding
- reading - clarify competence
- viewing concepts - working
- speaking and ideas effectively in
- writing - seek teams
creating possibilities - building
print - solve positive
problems relationship
- imagination s
and
innovation
of planning
ideas.
Cross-curriculum priorities (may be addressed in the lesson)

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Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
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:

 Brainstorm ideas for a dream garden space in assigned groups.
 Develop an ‘ideas’ sheet as a group with practical ideas for the garden.
 Share ideas and give feedback to other groups (two stars and a wish).

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

Sense symbols - Students with learning difficulties that are known

A3 sheets to the teacher will be given further instructions and
Ideas sheets goals for the lesson i.e. participation in group
Teaxtas, coloured pens ideas. The teacher will check in with these
Student laptops students throughout the lesson.

- Predominantly high achievers will be chosen as

scribes so they are able to facilitate the groups
ideas and discussions. When prompting each
group, ask these students more complex
questions e.g. “ if you were to build that pathway
could you use recycled materials?”

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

Resources/References
Time Motivation and Introduction:
Align these with the
1. The teacher will have pre placed symbols for each of the five senses segment where they will
around the room. Teacher will begin the lesson by asking the be introduced.
students to the mat and revise last lesson briefly,
“Who can tell me what we started last lesson? What is the final product of our
design brief? How long is the project going to take? What do we already know
Sense symbols
about gardens?”
2. Students can share their answers with a partner then the teacher can
ask one student for an example. This gives students an opportunity to
remember last lesson or catch up on content.
3. After this discussion the teacher will read out the learning criteria as
below.
“Our learning criteria for today is to brainstorm ideas for your garden space,
present an ideas sheet and have a class discussion about everyone ideas.”
4. Teacher will ask which students are in the ‘sight’ group to move to the
part of the room where the eye symbol is. Move through each sense
until all students are in different parts of the room.
5. At their space students will find an A3 sheet, textas and coloured
pens. The A3 sheet will have a question in the middle – if you could
have ANYTHING in your garden space what would you have?

Lesson Steps (Lesson content, structure, strategies & Key Questions):

A3 sheets

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 Textas
1. At their space students will find an A3 sheet, textas and coloured
Coloured Pens
pens. The A3 sheet will have a question in the middle – if you could
have ANYTHING in your garden space what would you have?
2. Give the students 5 minutes to write down everything they can, make
a point of explaining that everyone has to write something down and
there are no wrong answers/ put downs (as long as they are Singing bowl
appropriate for school).
3. Give students a minute warning then sound the singing bowl. Ask
each group to share one of their ideas with the class.
4. Then ask the students to circle the ideas that are more realistic or
practical for the project. Allow three minutes or so. While students are Ideas sheets
completing this the teacher will hand out blank ideas sheets and
nominate a group scribe as they are walking around.
5. Sound the singing bowl and have the students turn the ideas sheet
over and fill it out with their circled ideas from the brainstorm and add
any new ideas specifically about their sense. Prompt groups by
asking questions e.g. “what kind of plants smell nice? Can you think
of any plants that are nice to touch? Do you know of any native plants
that the birds we looked at last week are attracted to?” Sticky notes
6. After ten minutes have the students refocus, eyes to me. Ask the
scribes from each group to share 4 ideas from their lists. Following
this discussion hand out sticky notes to each group.
7. The students will complete a gallery walk group by group and read
through each of the ideas lists and leave feedback in the form of two
stars and a wish. When each group has feedback, they may return to
their space.

Lesson Closure:(Review lesson objectives with students)

Student laptops
 The teacher will ask the students to look at the feedback given and
transfer it into a new OneNote page in their design brief file. They
should also type in the ideas form their ideas list.

 During this time the teacher will go to each group to check in as

‘project manager’ and ask what the 10m by 10m is looking like so far,
have their initial plans changed after today’s lessons, what was one
new idea todays lesson bought up. The teacher can take this time to
clarify some of the ideas and challenge students to think outside of
the box, enhance ideas, consider new options and consider and
problems these ideas could pose.

Transition: (What needs to happen prior to the next lesson?)

 While the teacher is with the last group, let the class know they will be
finishing in five minutes. They are to check that their ideas list and
dream brainstorm has the group sense name on them and to pack up
the textas and pens and save any work on OneNote.

 The teacher will sound the signing bowl and the scribe will return
materials to the teacher and other students will return to their normal
desks and start the days mental maths questions.

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 Assessment: (Were the lesson objectives met? How will these be judged?)

The teacher will do the following to assess the lesson objectives;

 Review collected Brainstorm idea sheets and check if each group has
successfully listed ‘crazy’ and practical ideas for their garden space
(objective 1).

 Mark the ‘ideas’ sheets on the basis that the ideas listed are practical
for the size of the space and time allowed to complete the project. Put
an asterisk next to any ideas that need reviewing and note something
to consider e.g. safety, cost, importance (objective 2).

 The teacher will observe during discussions if each group is willing to

be open to new ideas and expanding on initial plans as well as the
inclusion of two stars and a wish feedback in their reviewed ideas
sheet (objective 3).

Please note* this particular lesson doesn’t necessarily require a marking

rubric as the project is ongoing and the students will be given a mark (when
the Sensory Native Garden is completed) on their participation during
planning phase lessons.

Please see the next page for resources

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Group sense:_________

5
If you could have
ANYTHING in your
garden space what would
you have?
 IDEAS SHEET

Use the space below to write your practical ideas for the Sensory Native Garden.

Extra space for new ideas after feedback session (record two stars and a wish
ideas here).