Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 6 Time:9:30-10:15am Date: 19/10/2018 Students’ Prior Knowledge:

Learning Area: Design & Technologies and Science • Solids, liquids and gases have

different observable properties and behave in

different ways (ACSSU077)

Strand/Topic from the Australian Curriculum
Science
• Identify, plan and apply the elements of scientific
investigations to answer questions and solve
problems using equipment and materials safely
and identifying potential risks (ACSIS103)
Design & Technologies
• How people address competing considerations,
including sustainability when designing products,
services and environments for current and future
use (ACTDEK019)
• Light from a source forms shadows and can
be absorbed, reflected and
refracted (ACSSU080)
• How people address competing considerations
when designing products, services and
environments (ACTDEK019)
• Forces can control movement, sound or light
in a product or system (ACTDEK020)
• Students understand how solar panels and
solar power works.
• Students understand the use of solar power

and the effect it has in relation to sustainability.

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

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:

• Create a brainstorm using their planning booklet, which displays the research they have found
that will contribute to their design of their cardboard solar oven.
• Identify using their planning booklet what meal the pair will create with their solar oven.
• Begin planning one design of what their cardboard solar oven will look like using their planning
booklet.

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Teacher’s Prior Preparation/Organisation:
• Project booklet for each student with design brief
attached
• Youtube clip for the students
Provision for students at educational risk:
Enabling:
To enable students the teacher can supply the
student(s) with some more ideas for designs
and/or resources to use during the brainstorming
and designing of the project.

Extending:
To extend the student(s) the teacher will ask the
students to try and design a solar oven only
using sustainable products. These students will
be asked to challenge themselves and perhaps
attempt to brainstorm other ways that their
delicacy can be cooked whilst still using an
oven.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

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Time: Motivation and Introduction: Resources/
• To begin the lesson the teacher will ask the students what they References
10 mins remember about “solar power”. Align these with the
segment where they will
• The students will then conducts a think, pair, shape with their be introduced.
partner to come up with their own definition of what solar power is.

• The teacher will then ask the students that they the effect solar
power has to our environment and how it contributes to
sustainability.

• The teacher will then remind the students that in today's lesson they https://
will be beginning the planning process of their cardboard solar www.youtube.com/
ovens. watch?
v=NDZzAIcCQLQ
• Before continuing on, the teacher will show the students a youtube
clip which explains solar power which will recap their knowledge
from previous lessons.

• Once the video is over, the teacher will ask the students “why do
you think I am getting you to make a solar oven?” The students will
then turn to the person next to them and conduct another think, pair,
share of their reasons why they may be participating in such a
project.

• When the students have given their reasoning to the previous

question. The teacher will then explain that the reason behind the
project is because the teacher wants the students to have a hands
on experience into how solar power works and explore the effect
themselves, the students are scientific inventors in this instance.
“This experience should allow you to reflect on how you are
sustainable at home and explore the many amazing ways we can
function as humans with basic materials that can be reused in our
own home. I also want this experience to help you shape your
own values and attitudes on sustainability as you become
members of the community.”

30 mins Lesson Steps (Lesson content, structure, strategies & Key

Questions):
• The teacher will then supply each students with a planning booklet
which has the design brief attached on the inside. The design brief
will remind the students of the task that is ahead. Students will be
able to ask any questions they have along the way. Planning booklet with
Design brief attached
• The students will then need to get into groups of 2 in order to begin
the research and planning process of their cardboard solar oven.
Examples of pages
• The teacher will then explain to the students that they will need to that will be included
use this lesson to research, brainstorm and begin planning their in planning booklet
designs. and completed during
this lesson
• The teacher will explain that during the research process, they (Brainstorm - page 6
should research design ideas as well as materials that will work and design time -
best when creating a solar panel product. page 7 )

• The teacher will explain that teachers need to attempt to use as

many recyclable materials as they can, and then the teacher will
give some examples of materials e.g. aluminium, clear plastic etc.

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 • Students should also start deciding what delicious meal they will be Resources
making, the teacher will remind the students that the food they
chose will stay fresh during the cooking stage. They should also https://
include in their brainstorm ideas about the types of food they can climatekids.nasa.go
make and come to a final decision that is agreed by the pair, this v/smores/
should then be highlighted and/or written on the page so it os
identifiable. https://
sunshineonmyshoul
• The teacher will provide the students with some resources that the der.com/6-
students can use to discover designs. homemade-solar-
oven-projects-for-
• When students believe they have conducted enough research they kids/
can then begin to plan their designs.

5 mins Lesson Closure:(Review lesson objectives with students)

• To close the lesson the teacher will go around to each group and
ask them to give a brief summary of the research they conducted
and explain what they have done for their design so far.

• Students then need to identify what meal they are planning to make
with their solar oven and why.

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

• Students need to put their name on the front of the planning book
and hand it to the teacher.

• Students then need to go back to their desks and sit and wait
patiently for the next instruction.

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

judged?)
• In order for the teacher to assess the students, their work samples
of their brainstorm and project will be used.

• The teacher will also have a checklist which will be used and will be
attached to the planning booklet when the project is completed. See appendix 3
(page 8)
• On the check list will have all the students’ names listed on the side,
next to each name there will be the three lesson objectives that the
teacher implicated for the lesson.

• With this check list the teacher will put a tick if the student
successfully completed the objective, a dot to illustrate that the
student had issues with meeting the objective(s) and if the student
was not able to complete the objective the teacher will leave it
blank.

• At the end of the final product the teacher will create a marking
rubric for the planning process and the final product.

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 BRAINSTORM
Use this page to brainstorm design ideas and your research you
conducted towards your project.

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 DESIGN TIME
Create one (1) design of what you want your cardboard solar oven to look like.
Make sure you label the all parts of your solar oven.

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 Checklist
Class:
Learning area:
Date:

Students’ Objective 1 Objective 2 Objective 3 Final

Create a brainstorm Identify using their Begin planning one
Names using their planning planning booklet design of what their comments
booklet, which what meal the pair cardboard solar
displays the will create with their oven will look like
research they have solar oven. using their planning
found that will booklet.
contribute to their
design of their
cardboard solar
oven.

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 References

Bevill, M, (2018). 6 Homemade Solar Oven Projects for Kids. Retrieved from https://

sunshineonmyshoulder.com/6-homemade-solar-oven-projects-for-kids/

Government of Western Australia. (2014). School Curriculum and Standards Authority.

Retrieved from https://www.scsa.wa.edu.au/

Nasa Climate Kids. (2018). Make Sun S’mores. Retrieved from https://climatekids.nasa.gov/

smores/

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