Lesson Topic/Focus: Devising a plan and producing a diorama Inquiry based learning.

VELS Domain(s) Structure of the Design, Creativity and Technology Grade(s)Year Level(s): 5 VELS Dimension (or Religious Education Guideline): Designing and Producing Duration of Lesson: over two lessons.

Learning Outcomes(s)/Standard(s): Students will devise an individual written and illustrated plan which outlines the processes involved in making an Australian animal habitat in the form of a diorama. Students will undertake research and investigation about Australian animal habitats as well as identifying and selecting materials/equipment required to produce their own dioramas. DUra Indicators: -Students will effectively research and investigate the distinctive elements of the habitat of their chosen Australian animal through the use of ICT. -Students will be able to write about what they plan to include in their dioramas using the design brief template and also draw a plan of their dioramas. - Students will choose appropriate materials/equipment which they will need to carry out the process of making their own diorama. Assessment: -Students will be able to write about what they wish to include in their dioramas using the design brief template. - Students will be assessed on how clear and logical the drawing of their proposed diorama is. -Through formative assessment students will be assessed on the materials and technologies that they choose to use to make their diorama and reasons to justify why they think they suit their chosen habitat.

Teaching Focus:

A. To direct students with clear instructions B. To give appropriate information to students and resources for them to research, design and create their dioramas.

Background to the learning: A. Teacher: - http://www.zoo.org.au/Healesville/Plan_Your_Visit - http://www.australianfauna.com/australiananimals.php?id= http://australian-animals.net/

B. Pupil: Excursion to Healesville Sanctuary, students selected their chosen Australian animal and began observing and taking notes on the habitats during their visit. Students have also had a significant amount of practice investing and researching topics through the use of ICT.

Lesson resources: Computers (with internet access, one per student) Design brief template (one per student) Sample drawing of diorama plan A3 size drawing paper (one per student) Drawing pencils Rulers Eraser Sample diorama Shoeboxes, cereal boxes (one per student) Rocks, leaves, wood, dirt, sand, grass, Newspapers

Egg cartons, Crayons, pens, Paint, Paint brushes, Pens, Tape Thread String Glue Scissors Optional (animal figurines)

Content of Lesson:........mins A. Introduction .......mins - Have students gathered in a circle on the floor with the sample diorama in the middle explain to students that this is a habitat of a particular chosen animal. - Remind students that they saw different habitats at Healesville Sanctuary, - Talk about different habitats, e.g. coastal habitats, freshwater habitats, woodland habitats). - Ask students to close their eyes for one minute and think about the habitat of the Australian animal that they each have already chosen to research. (During this moment, hand out the Design brief templates and A3 size drawing paper (one per student). - Explain to students that they are going to create their own diorama after they produce both a written and illustrated plan on what will be included in each.

B. Development.........mins 1. Discuss the benefits of making a plan, also why investigating and researching are important components of creating something, How can a plan your planning and investigating help you produce your physical diorama? 2. Show students the Design brief template and briefly discuss each part of it, explain to students that they will be handwriting their own information and include this in the template based on the research on their chosen habitat. Encourage students to think about what they will include in their own design briefs. Who can tell me what they might include in the first part of the template? 3. Teacher will show students some internet sites which could be useful in researching information for their design brief templates. Explain to students that they are about to research information from the internet to answer each part of the design brief template, (e.g. one part of the design brief is describe the habitat). q. Who can tell me what information we would be looking for? 4. Show students the sample illustration of the diorama, bring to students attention how clear and logical the sample one is. Explain to students that they will draw their own illustration for their diorama using pencils, rulers, A3 drawing paper, etc. In this illustration they will also draw what materials they will use, (these materials will be in the classroom on the floor for students to refer to). Why would we use pencils and rulers? 5. Tell students that once they have completed the plans, they will be gathering materials for producing their dioramas. Referring to sample diorama, ask What type of material was included in this sample diorama, see how it is appropriate for this habitat? 6. Show once again the sample design brief and sample illustration and highlight to students that the information is relevant for this particular diorama. Explain that students must first undertake research, then write on their design briefs, then draw a plan of diorama, then once they have completed both they can select material for producing their dioramas. Who can explain what you need to do now?

Consolidation and practice.........mins

1. Send students to computers to undertake research (computers will already be switched on to save time). 2. Ensure that they have their Design brief templates and A3 size drawing paper, pencils, rulers, in front of them ready to write their information and draw their plans. 3. During this time the teacher will walk around and assist students where necessary, ensuring that the right information is included, help them with internet searching etc, 4. Highlight to class the students who are on the right track. 5. Students will need to show teacher both their written design brief as well as their illustration of their proposed diorama. Once the teacher has looked at each and suggested areas of improvement, then the students can select materials to make their dioramas. Extension activities : Students will be able to start producing their dioramas.

Closure.....mins Select two students to show their illustrations. Select one student to read the information from their design brief. Demonstrate what the extension activity group did, get the students to show their selection of materials and what they have produced so far.

Link this to the lesson Students will devise an individual written and illustrated plan (using the design brief template) which outlines the processes involved in making an Australian animal habitat in the form of a diorama. Students will undertake research and investigation about Australian animal habitats as well as identifying and selecting materials/equipment required to produce their own dioramas.

Pupil achievement : Indicators were achieved

All students researched appropriate information They could write about what they had planned to include in their dioramas

Teacher effectiveness: I explained the instructions clearly and logically. Diorama on floor was a great wow factor at the start of lesson! Students were excited!