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Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Students’ Prior Knowledge:
Year Level: 6 Time:1:00pm-2:00pm Date: 22/09/2019

Learning Area: - How people address competing


Design and Technologies considerations when designing products,
services and environments (ACTDEK019)
- Students have researching skills learnt
from previous years
- Students have an understanding about
sustainability
- Forces can control movement, sound or
light in a product or system
(ACTDEK020)

Strand/Topic from the Australian Curriculum


How people address competing considerations,
including sustainability when designing products,
services and environments for current and future use
(ACTDEK019)

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


Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
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:

- Design and explain what a sustainable windmill is (LO1)


- Create ideas for how the windmill panels will move (LO2)

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

- Pictures of different windmills - Nathan and Nick need to be separated as


- Sustainable materials for students to make their they disrupt each other when working
windmills together
- Scissors, glue, hot glue guns, pencils - Molly needs to sit close to the front of the
- Paper mat so that she is able to see clearly as she
- Students research work from previous lesson has difficulties with her vision
- Whiteboard markers - Brianna and Jane need to be challenged
with their ideas and to make them think out
of the box and to be creative.
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:

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


Resources/References
Time Motivation and Introduction:
1:00pm - Students will come in from lunch and will be sitting on the mat. Pictures of different types
of windmills
- The teacher shows the students different types of windmills and
has some questions for students to answer:
“What sort of materials are these windmills made out of?”
“How are the windmill panels moving?”
“How might the windmill be standing up?”
- These questions allow students to generate ideas which will lead
into today’s lesson.
- The teacher will write the students ideas on the board as a
brainstorm.
- The brainstorm will help the teacher see which groups have
used their time effectively during the other two lessons when Whiteboard markers
they were researching about windmills.
Lesson Steps (Lesson content, structure, strategies & Key Questions):

1:15pm
- Once students have finished generating ideas, the teacher will

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then go into telling students that they will be finally creating


their own sustainable windmills in today’s lesson.
Students work from
- Students will go back to their tables and the teacher will hand previous lesson
out each group’s planning ideas for their products.
- The teacher will choose the quietest group to come up first and Sustainable materials
choose their materials for their product. Scissors, glue, hot glue
- Once groups have collected their materials they can start guns, pencils, paper
building their product.
- While students are creating their windmill, the teacher will walk
around and create conversation with groups to understand why
they have chosen their way of building and if they think they
have chosen the correct materials for the windmill to be
sustainable.
- The teacher will also be asking students how they might be
constructing their product so that the panels can move? This
will also allow the teacher to ask more difficult questions for
those gifted students to really think outside of the box and
create something really intelligent.
- The teacher will prompt those students who need it where
necessary and all creative thinkers to voice their thoughts
Lesson Closure:(Review lesson objectives with students)

1:45pm - The teacher will say to students “Hocus Pocus”, students will
stop what they are doing and reply back with “everybody focus”
- The teacher will tell students to put their product on the back
table and pack everything up.
- Once students have finished they will come back and sit on the
mat.
- The teacher will ask students how they think each of their
products so far are sustainable.
- This will allow the teacher to see who is heading into he right
direction and will allow the teacher to guide those who have
missed the mark to consider a few things for the next lesson.
- The teacher will also ask students how they will be creating the
windmill panels to move.

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

1:55pm - The teacher will hand out a piece of paper and pencils. Paper and pencils
2:00pm - The students exit ticket is to write what a sustainable windmill
is.
Assessment: (Were the lesson objectives met? How will these be judged?)

- The teacher will be able to assess lesson objective 1 by using

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the exit ticket and then the teacher has a visual copy and can see
if students know what a sustainable windmill is.
- At this stage, the students wouldn’t have created the windmill
panels for them to be able to move but the teacher will be able
to ask students how they think they will be creating the
windmill panels so that they can move.

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