EDUC 1231: Environmental Science, Technology & Enterprise Lakeiya Flynn 20160102

Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 1:30pm Date: 11/02/2019 Students’ Prior Knowledge:

Learning Area: Technologies (Design and Technologies)
Integrated with Science
Strand/Topic from the Australian Curriculum
Knowledge and understanding
Food and fibre production
Past performance, and current and future needs are
considered when designing sustainable food and fibre
systems for products (ACTDEK021)
Science Inquiry Skills
Planning and conducting
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)
 Students have researched about plants, different
types of soils, water usage, composting, and insect
control.
 Students have also researched about good
companions with different vegetables, fruits and
herbs and what the appropriate weather season it
is to plant the plants.
From year 5
- People in design and technologies occupations
aim to increase efficiency of production systems,
or consumer satisfaction of food and natural fibre
products (ACTDEK021).
-
From year 4
- Types of technologies used in food and fibra
production or processing, including how they are
used to help meet consumer needs (ACTDEK012).

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

Literacy √ Numeracy ICT competence Critical and creative thinking√ Ethical Personal and Intercultural
Using ICT is only Reflecting on thinking and behaviour Social understanding
used to processes element: competence
demonstrate to the Reflect on processes (identify
students a and justify the thinking and
resource of behind choices they have
learning. made).
Transfer knowledge into new
contexts (apply knowledge
gained from one context to
another unrelated context and
identify new meaning)
Analysing, synthesising and
evaluating reasoning and
procedures elements
Evaluate procedures and
outcomes (Evaluate the
effectiveness of ideas, products,
performances, methods and
course of action against given
criteria)

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 Sustainability has been demonstrated during
the lesson through the brainstorm on how
gardens can be sustainable. Students have to
plan their own garden and incorporate how it is
going to be sustainable.
Proficiencies:(Mathematics only)N/A
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:

 Describe 3 attributes on what they know about vegetable gardens by using a KWL chart.
 Plan and create their own garden bed which includes 3 different characteristics that are involved in designing a
garden.

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

 Garden yoga handout Enabling:
o Two different yoga resources that can be used.  When the teacher is demonstrating the garden
 Set-up Video yoga, the teacher can give a handout of all the
o http://education.abc.net.au/home#!/media/1064 yoga exercise, so students have a visual and do
32/vegetable-gardens not have to remember the movements.
 The good garden: how one family went from hunger to  Ensure that the teacher always asks if anyone
having enough by Katie Smith Milway needs any clarity, and allow thinking time before
 KWL Charts asking for answers.
 Whiteboard markers Extending
 Design brief ‘Grow it, and eat it too’  If students have finished their garden plan, they
 Paper and coloured pencils can write in their journals why they chose those
 Checklist and rubric for assessment particular elements, and what vegetables, fruits or
herbs they would like to grow and why.
 These students can also write what impact they
are going to have if they successfully grow
produce.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Assessment strategy:
Objective 1:
Students will be able to describe 3 attributes on what they know about vegetables gardens by using a KWL chart.
Assessment:
Work sample of students KWL charts and checklist to record evidence of their knowledge.

Objective 2:
Students will be able to plan, and create their own garden bed including 3 different characteristics that are involved in
designing a garden.
Assessment:
Work sample of students planned garden and a rubric to assess students’ garden.

Questions that can be asked after the lesson:

 Were all the objectives met for this lesson?
 How can this lesson be improved?
 Was the lesson engaging for all students?
 Was the lesson completed in the lesson time set?
 Did students understand the tasks that were given to them?
 Did each students participant in the activities given to them? If they did not who were they?

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Teacher self-reflection and self-evaluation:

Questions that can be asked after the lesson:
 Were the activities helpful and useful?
 Were the tasks found easy or difficult by the students?
 Did the lesson reach the students learning abilities from using different techniques and strategies?
 What improvements may need to be made for the next addition lesson?
 Were students able to identify different characteristics to include in their garden?

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

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

Resources/References
Time Motivation and Introduction:
Align these with the
1:30pm 1. The teacher will settle students down from lunch by doing garden segment where they will be
yoga. introduced.

2. The teacher will show the students a video to get into the mindset of Garden yoga handout for
gardening. the student.
 If the video is not working read the book ‘The good garden: how one
family went from hunger to having enough by Katie Smith Milway’ http://education.abc.ne
t.au/home#!/media/106
3. After the video has been watched, the teacher will ask some questions 432/vegetable-gardens
to gather feedback from the students whether the video was useful for ‘The good garden: how
these students or not. (ICT competence) one family went from
a. What did you think about the video? hunger to having
b. What do you remember? Anything in particular and stood out enough by Katie Smith
to you? Milway’ (As back-up)

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

1:45pm 1. Tell students the WALT for the lesson.
 We are learning to know about design briefs, and garden beds.
KWL charts
2. The teacher will do an KWL Chart (What you know, what you want to
know, and what you learned) on what the students know and want to
learn about gardens and what needs to be an a vegetable garden.

3. Students will think-pair-share on the advantages/benefits on why they

should design a garden. (Literacy, critical and creative thinking)
 The share part will be done as a brainstorm on the whiteboard.
(Literacy)
 The teacher will add in their own reasons to. Whiteboard markers
o Learn about having a healthy lifestyle/fresh produce.
o Learn about plants.
o Learn about responsibility.
o Learn new skills.
o It is hands on experience.
o It is fun.
o Sense of belonging to a place.
o Get to work together.
o Taking risks with the materials and plants they choose.
 The teacher will point out also how gardens relate to sustainability

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and what they can be giving back to the community (ask students
first if they can relate it to sustainability before the teacher
answers).
o Get to learn about sustainability
 Recycling organic waste, compost bins, water
tanks, recycle materials to build the garden.
2:00pm 4. The teacher will present the students the design brief again from the
previous lessons.
 This is when the teacher will go through the design brief in detail Design Brief ‘Grow it, and
and ask if the students have any questions. eat it too’

5. The teacher will explain to the students that they have to plan and
design their school vegetable garden beds.
 This and individual task. Paper, and coloured
 Students must include not only their own garden bed but how they pencils
in vision on whole garden.
o E.g. Adding a water tank, compost bin, fencing, shed
(gardening supplies and insect control bottles), paths,
signs (knowing what is in the garden), scare crows,
chicken pen.
 Students have to link their design plans to sustainability.
 Students have to justify why they are adding in a particular
element into their garden. (Critical and creative thinking)

6. Ask if anyone has any questions to clarify that all students understand.
 Make sure to ask this at the end of explaining the activities/ during
the activity or any major change.

2:25pm Lesson Closure:(Review lesson objectives with students)

1. Students will share their design plans even if they have not finished
with their shoulder partner. (Literacy)
2. Students will refer back to the KWL chart, and write anything they have
learnt about gardens.
3. This will conclude the lesson.

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

1. Students will need to be placed into the group of 3-4 to plan their
garden bed.
2. Students will need to complete their plan of their own school garden so
that they can collaborate with the other students to plan one garden
bed, also collaborate as a class to what is going in the garden. As the
design plan could take more time. (Ethical Understanding, personal
and social competence and intercultural understanding will occur
during this lesson)

Assessment: (Were the lesson objectives met? How will these be judged?)
1. The teacher will assess the students after the lesson has finished and Checklist and rubric for
has collected both the KWL chart, and their garden plans. Using a assessment
checklist and rubric to determine whether the lesson objectives were
achieved.

Checklist will include:

 Describing 3 attributes on what they know about vegetables gardens
by using a KWL chart (objective 1).

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Rubric will include:

 Planning, and creating their own garden bed including 3 different
characteristics that are involved in designing a garden (objective 2).

Checklist
Class:
Learning Area: Technologies/ Science
Content description: Past performance, and current and future needs are considered when designing
sustainable food and fibre systems for products (ACTDEK021) 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)
Date:
Objective 1 - Students will be able to describe 3 attributes on what they know about vegetables gardens
by using a KWL chart.

Students Name 0 attributes 1 attributes 2 attributes 3 or more attributes Comments

Key: √ = 1-3 attributes X = 0 attributes

Rubric
Class:
Learning Area: Technologies/ Science
Content description: Past performance, and current and future needs are considered when designing
sustainable food and fibre systems for products (ACTDEK021) 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)
Date:
Objective 2 - Students will be able to plan, and create their own garden bed including 3 different
characteristics that are involved in designing a garden.
Student:

Aspect Excellent Good Satisfactory Limited/Unsatisfactory

assessed
Visual Clarity The plan has an The plan has a The plan needs The plan needs significant
and Appeal excellent design and nice design and improvement in improvement in design,
layout. It is neat and layout. It is neat design, layout or layout and neatness
easy to understand and easy to neatness.
the content. read.

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Characteristics Your plan has 3 or Your plan has 2 Your plan have 1 Your plan have no
included more characteristics characteristics characteristics characteristics included
included included included
Using of You used your own You used your You used some You did not use your own
Creatively ideas and own ideas most imagination. ideas or imagination.
imagination. of the time.
Labelling All items on the plan Almost items on Several items on the No items on the plan were
were clearly labelled the plan were plan were clearly clearly labelled OR clearly
and visible. clearly labelled labelled and visible. visible.
and visible.
Grammar There are no There is 1 There are 2 There are more than 2
grammatical grammatical grammatical grammatical mistakes on
mistakes on the plan. mistake on the mistakes on the plan. the plan.
plan.
Use of Class Used time well Used time well Used some of the Did not use class time to
Time during the lesson. during the time well during the focus on the plan. OR
Focused on getting lesson. Usually lesson. There was often distracted others.
the plan done. Never focused on some focus on
distracted others. getting the plan getting the plan done
done and never but occasionally
distracted distracted others.
others.

Key: Highlight the box to indicate which level the student achieved at.