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Rolando Garay

Joanna Kosowski
Mathew Westgarth
APPLYING NEW LEARNING TO UNIT PLANNING
Inclusion & Diversity: Curriculum esi!n "or multimo#l le#rnin!
(AEG5138)
Unit Plan
Contents P#!e
Unit Overvie$ %&'&(&)&*&+&,&-
Unit .#/ 0&%1
Coll#2or#tive Lesson Pl#n 3% esi!ne 2y Rol#no G#r#y %%&%'&%(&%)
Coll#2or#tive Lesson Pl#n 3' esi!ne 2y Rol#no G#r#y %)&%*&%+&%,&%-
Coll#2or#tive Lesson Pl#n 3( esi!ne 2y 4o#nn# 5oso$s6i %0&'1&'%&''
Coll#2or#tive Lesson Pl#n 3) esi!ne 2y 4o#nn# 5oso$s6i '(&')&'*
Coll#2or#tive Lesson Pl#n 3* esi!ne 2y .#t7e$ West!#rt7 '+&',&'-&'0
Coll#2or#tive Lesson Pl#n 3+ esi!ne 2y .#t7e$ West!#rt7 (1&(%&('&((&()&(*
Unit Outline Students:
Rol#no G#r#y& 4o#nn# 5oso$s6i& .#t7e$ West!#rt7
Unit of Topic:
Desi!nin! # 8ust#in#2le 8er/entine G#llery 8ummer P#vilion9
Designing a Sustainable Serpentine Gallery Summer Pavilion.
Year Level:
%1
Length of Unit:
) $ee6s
Learning aims of the overall unit:
T7e #im is to 2ro#en #n ee/en t7e stuents unerst#nin! o" 8ust#in#2le
esi!n #cross cultur#l #n ecolo!ic#l #n economic#l in"luences9
Sustainable esign :#lso c#lle environment#l esi!n& environment#lly
%
Rolando Garay
Joanna Kosowski
Mathew Westgarth
sust#in#2le esi!n& environment#lly conscious esi!n& etc9; is t7e /7iloso/7y
o" esi!nin! /7ysic#l o2<ects& t7e 2uilt environment& #n services to com/ly
$it7 t7e /rinci/les o" soci#l& economic& #n ecolo!ic#l sust#in#2ility9
T7e stuents encour#!e to 7#ve /erson#l e=/ression& critic#l #n cre#tive
t7in6in!& #n incre#se t7eir communic#tion s6ills& 2y r#$in!& listenin!&
vie$in! #n res/onin!9
8tuents /ose #n e"ine esi!n /ro2lems 2y $or6in! $it7 # v#riety o"
esi!n 2rie"s $it7in v#rious conte=ts incluin! t7ose t7#t 7#ve
tr#ns"er#2ility into t7e $or6/l#ce #n 2ro#er community9
8tuents unerst#n 7o$ Arc7itects& Desi!ners& Pl#nners #n #n Artists
cre#te $or6s $it7 t7e !o#l o" /ersu#in! to$#rs # to/ic& usin! tools
esi!ne to encour#!e or /rovo6e # r#tion#l #r!ument "rom #n emotion#l
is/l#y o" # !iven /ers/ective or #ction9
>e #2le to /oint out i""erent vie$/oints :#2out t7e $orl& cultures #n
iniviu#l /eo/le; #n unerst#n t7e ie#s em2ee in t7em9
8tuents $ill 2e #2le to reco!nise t7eir o$n o/inions #n cre#te $or6s $it7
#n #//ro/ri#te #mount o" sel"?#$#reness #n res/on to t#s6s in # re"lective
m#nner9
8tuents $ill e=/eriment $it7 i""erent #rt #n esi!n tec7ni@ues m#teri#ls
#n tec7nolo!y
Rational & educational value of activities in relation to Ne$ Le#rnin!9
T7e term ne$ le#rnin! !ener#lly is Ause to re"er to t7e ne$ le#rnin! outcomes& ne$
6ins o" le#rnin! /rocesses& #n ne$ instruction#l met7os 2ot7 $#nte 2y society
#n currently stresse in /syc7olo!ic#l #n euc#tion#l t7eoryA :8imons& B#n er
Linen& & Du""y& '111;9
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Rolando Garay
Joanna Kosowski
Mathew Westgarth
Alt7ou!7 t7e societ#l esire "or suc7 le#rnin! is im/ort#nt& t7e "ocus o" t7e t7is Unit
is "rom #n euc#tion#l /oints o" vie$9 Crom t7#t /ers/ective& t7e conce/t o" ne$
le#rnin! is 2#se on t7ree critic#l /rinci/les $it7 re!#r to le#rnin!: :#; Le#rnin! is
# constructive #ctivityD :2; le#rnin! is # situ#te #ctivityD #n :c; le#rnin! is # soci#l
#ctivity9 >y t7ese st#n#r $e su//ort ne$ le#rnin! 2y incor/or#tin! D
E!istentialism" 8tuents to 7#ve res/onsi2ility #n consciously en!#!e in t7e
#ctivity9 An outcome o" t7is #//ro#c7 $ill en#2le stuents to 7#ve # more mor#l
consciously !overne ecision?m#6in! t7#t 2ene"its t7e community9
#ognitivism" 8tuents /ursuin! #ut7entic interests in t7e community& to!et7er $it7
# !rou/ o" t7eir /eers "rom $7ic7 t7ey !#in ste$#rs7i/ #n $it7 $7om t7ey
$or6s7o/ ie#s9
$A%&" 8tuents #re #s6e to en!#!e in Bisu#l& Auio& #n 5in#est7etic le#rnin!
styles to evolve t7eir le#rnin! #n unerst#nin! o" t7e t7eme9
The Arts AusVELS discipline area dimensions covered in this unit of !or" and lin"s
the Arts AusVELS standards and progression points:
'(e Arts Aus$E) Stanars.
Design* #reativity an 'e+(nology Aus$E) Stanars.
Investi!#tin! #n esi!nin!
At Level %1& stuents ienti"y consier#tions #n constr#ints $it7in # esi!n 2rie"9
T7ey unert#6e rese#rc7 relev#nt to t7e esi!n 2rie"9 T7ey loc#te #n use relev#nt
in"orm#tion to 7el/ t7eir esi!n t7in6in! #n ienti"y t7e nees o" # v#riety o"
clientEuser !rou/s9 W7en esi!nin!& t7ey !ener#te # r#n!e o" #ltern#tive
(
Rolando Garay
Joanna Kosowski
Mathew Westgarth
/ossi2ilities& use #//ro/ri#te tec7nic#l l#n!u#!e& #n <usti"y t7eir /re"erre o/tion&
e=/l#inin! 7o$ it /rovies # solution to t7e /ro2lem& nee or o//ortunity9 T7ey
m#6e critic#l ecisions on m#teri#lsEin!reients& systems com/onents #n
tec7ni@ues 2#se on t7eir unerst#nin! o" t7e /ro/erties #n c7#r#cteristics o"
m#teri#lsEin!reients #nEor o" t7e rel#tions7i/ 2et$een in/uts& /rocesses #n
out/uts9 T7ey e""ectively use in"orm#tion #n communic#tions tec7nolo!y
e@ui/ment& tec7ni@ues #n /roceures to su//ort t7e evelo/ment o" t7eir esi!n
#n /l#nnin!9 8tuents t#6e #ccount o" "unction #n /er"orm#nce& ener!y
re@uirements& #est7etics& costs& #n et7ic#l #n le!#l consier#tions t7#t #ress t7e
re@uirements o" esi!n 2rie"s9 T7ey ienti"y # r#n!e o" criteri# "or ev#lu#tin! t7eir
/roucts #nEor tec7nolo!ic#l systems9
Proucin!
At Level %1& stuents im/lement # r#n!e o" /rouction /rocesses9 T7ey cle#rly
e=/l#in ecisions #2out t7e suit#2ility o" m#teri#lsEin!reients& systems com/onents&
ener!y re@uirements #n /rouction tec7ni@ues 2#se on t7eir unerst#nin! o" t7e
/ro/erties #n c7#r#cteristics o" m#teri#lsEin!reients& #n t7e in/uts& /rocesses #n
out/uts o" systems9
In res/onse to c7#n!in! circumst#nces& t7ey ##/t t7eir met7os o" /rouction #n
/rovie # soun e=/l#n#tion "or evi#tion "rom t7e esi!n /ro/os#l9 T7ey m#6e
/rouctsEsystems t7#t meet t7e @u#lity& #est7etic& "unction#lity #n /er"orm#nce
re@uirements outline in t7e esi!n 2rie"9
An#lysin! #n ev#lu#tin!
At Level %1& stuents use ev#lu#tion criteri# t7ey 7#ve /reviously evelo/e& #n
critic#lly #n#lyse /rocesses& m#teri#lsEin!reients& systems com/onents #n
e@ui/ment use& #n m#6e #//ro/ri#te su!!estions "or c7#n!es to t7ese t7#t $oul
le# to #n im/rove outcome9 T7ey use # r#n!e o" suit#2le s#"e testin! met7os in
t7is #n#lysis9 T7ey rel#te t7eir "inin!s to t7e /ur/ose "or $7ic7 t7e /rouct #nEor
system $#s esi!ne #n t7e #//ro/ri#te #n et7ic#l use o" resources9
T7ey synt7esise #t#& #n#lyse trens #n r#$ conclusions #2out t7e soci#l& cultur#l&
le!#l #n environment#l im/#cts o" t7eir o$n #n ot7ersF esi!ns #n t7e
)
Rolando Garay
Joanna Kosowski
Mathew Westgarth
/rouctsEsystems& #n ev#lu#te innov#tive ne$ tec7nolo!y in t7e m#nu"#cturin!
inustry9
Art* Aus$E) Stanars
In Art& stuents rese#rc7 inst#ll#tion #rtists $7o use n#tur#l settin!s #s t7eir !#llery&
t7en coll#2or#tively esi!n #n /resent #n Inst#ll#tion #rt $or6 t7#t uses "oun
"orms #n $or6s in 7#rmony $it7 t7e selecte site
Cre#tin! #n m#6in!
At Level %1& $it7in #n #cross #re#s o" s/eci#lis#tion& stuents #//ly ecision m#6?
in! s6ills to "in t7e most e""ective $#y to im/lement ie#s& esi!n& cre#te #n m#6e
#rts $or6s evise "rom # r#n!e o" stimuli& emonstr#tin! evelo/ment o" # /erson?
#l style9 T7ey ev#lu#te& re"lect on& re"ine #n <usti"y t7eir $or6Fs content& esi!n& e?
velo/ment #n t7eir #est7etic c7oices9 8tuents re#lise t7eir ie#s& re/resent o2ser?
v#tions #n communic#te t7eir inter/ret#tions 2y e""ectively com2inin! #n m#ni/?
ul#tin! selecte #rts elements& /rinci/les #nEor conventions to cre#te t7e esire
#est7etic @u#lities9 Ine/enently #n coll#2or#tively& t7ey #//ly t7eir 6no$le!e
#n unerst#nin! to esi!n& cre#te #n /rouce #rts $or6s in"luence 2y t7e style
o" /#rticul#r #rtists or cultures9 T7ey v#ry t7e content& structure #n "orm o" t7eir
#rts $or6s to suit # r#n!e o" /ur/oses& conte=ts& #uiences #nEor t7e conventions o"
# s/eci"ic style& #n emonstr#te tec7nic#l com/etence in t7e use o" s6ills& tec7?
ni@ues #n /rocesses9 T7ey e""ectively use # r#n!e o" tr#ition#l #n contem/or#ry
mei#& m#teri#ls& e@ui/ment #n tec7nolo!ies9 T7ey m#int#in # recor o" 7o$ ie#s
evelo/ in t7e cre#tin!& m#6in! #n /resentin! o" t7eir #rts $or6s9
E=/lorin! #n res/onin!
At Level %1& stuents o2serve& rese#rc7 #n critic#lly iscuss # r#n!e o" contem/o?
*
Rolando Garay
Joanna Kosowski
Mathew Westgarth
r#ry& tr#ition#l& stylistic& 7istoric#l #n cultur#l e=#m/les o" #rts $or6s in t7e isci?
/lines #n "orms in $7ic7 t7ey #re $or6in!9 T7ey #n#lyse& inter/ret& com/#re #n
ev#lu#te t7e stylistic& tec7nic#l& e=/ressive #n #est7etic "e#tures o" #rts $or6s cre#t?
e 2y # r#n!e o" #rtists #n m#e in /#rticul#r times #n cultur#l conte=ts9 T7ey e?
scri2e #n iscuss $#ys t7#t t7eir o$n #n ot7ersF #rts $or6s communic#te #n
c7#llen!e ie#s #n me#nin!9 T7ey use #//ro/ri#te #rts l#n!u#!e #n& in t7e #rts
$or6s t7ey #re e=/lorin! #n res/onin! to& re"er to s/eci"ic e=#m/les9 T7ey com?
ment on t7e im/#ct o" #rts $or6s& "orms #n /r#ctices on ot7er #rts $or6s #n soci?
ety in !ener#l9
,at(s Aus$E) Stanars.
Num2er #n Al!e2r#
8tuents reco!nise t7e connection 2et$een sim/le #n com/oun interest9 T7ey
solve /ro2lems involvin! line#r e@u#tions #n ine@u#lities& @u#r#tic e@u#tions #n
/#irs o" simult#neous line#r e@u#tions #n rel#te !r#/7s& $it7 #n $it7out t7e use
o" i!it#l tec7nolo!y9 8tuents su2stitute into "ormul#s& "in un6no$n v#lues&
m#ni/ul#te line#r #l!e2r#ic e=/ressions& e=/#n 2inomi#l e=/ressions #n "#ctorise
monic #n sim/le non?monic @u#r#tic e=/ressions& $it7 #n $it7out t7e use o"
i!it#l tec7nolo!y9 T7ey re/resent line#r& @u#r#tic #n e=/onenti#l "unctions
numeric#lly& !r#/7ic#lly #n #l!e2r#ic#lly& #n use t7em to moel situ#tions #n
solve /r#ctic#l /ro2lems9
.e#surement #n Geometry
8tuents solve #n e=/l#in sur"#ce #re# #n volume /ro2lems rel#tin! to com/osite
+
Rolando Garay
Joanna Kosowski
Mathew Westgarth
solis9 T7ey use /#r#llel #n /er/enicul#r lines& #n!le #n tri#n!le /ro/erties&
simil#rity& tri!onometry #n con!ruence to solve /r#ctic#l /ro2lems #n evelo/
/roo"s involvin! len!t7s& #n!les #n #re#s in /l#ne s7#/es9 T7ey use i!it#l
tec7nolo!y to construct #n m#ni/ul#te !eometric s7#/es #n o2<ects& #n e=/lore
symmetry #n /#ttern in t$o imensions9
8t#tistics #n Pro2#2ility
8tuents com/#re univ#ri#te #t# sets 2y re"errin! to summ#ry st#tistics #n t7e
s7#/e o" t7eir is/l#ys9 T7ey escri2e 2iv#ri#te #t# $7ere t7e ine/enent v#ri#2le
is time #n use sc#tter?/lots !ener#te 2y i!it#l tec7nolo!y to investi!#te
rel#tions7i/s 2et$een t$o continuous v#ri#2les9 8tuents ev#lu#te t7e use o"
st#tistics in t7e mei#9 T7ey list outcomes "or multi?ste/ c7#nce e=/eriments
involvin! ine/enent #n e/enent events& #n #ssi!n /ro2#2ilities "or t7ese
e=/eriments9
#ross$Curriculum Priority em2ee in Unit : 8U8TAINA>ILITY
>y Desi!nin! # 8ust#in#2le 8er/entine G#llery 8ummer P#vilion& incor/or#tin!
/rinci/les o" Art& Desi!n #n .#t7em#tics in t7is Unit stuents !#in t7e o//ortunity
to evelo/ #n #//reci#tion o" t7e necessity o" #ctin! #n esi!nin! "or # more
sust#in#2le "uture9
T7is Unit $ill #llo$ stuents to evelo/ t7e 6no$le!e& s6ills& v#lues #n $orl
vie$s necess#ry "or t7em to #ct in $#ys t7#t contri2ute to more sust#in#2le /#tterns
o" livin!9
T7e 8ust#in#2ility /riority is "utures?oriente #n c#lls on stuents to #ct
sust#in#2ly #s iniviu#ls #n to /#rtici/#te in collective ene#vours9 It em/7#sises
t7e intere/enence o" environment#l& soci#l& cultur#l #n economic systems9
,
Rolando Garay
Joanna Kosowski
Mathew Westgarth
In t7is Unit $e $ill "ocus on t7e '(ir &ey #on+ept in t7e 8ust#in#2ility Cross?
Curriculum Priority:
The third "e% concept is aimed at &uilding the capacities for thin"ing and acting in
!a%s that are necessar% to create a more sustaina&le future' The concept see"s to
develop reflective thin"ing processes and empo!er %oung people to design action
that !ill lead to a more e(uita&le respectful and sustaina&le future' )ACARA
:Austr#li#n Curriculum& Assessment #n Re/ortin! Aut7ority;

U-.' ,AP
/%.10 Sustainability.
-
Rolando Garay
Joanna Kosowski
Mathew Westgarth
1EE& 1 2 .ntrou+tion to Design 3rie4* Serpentine Gallery Summer Pavilion.
.ON TUE WEN TGU CRI
Art
TOPIC: N#tur#lly 8et Art H Loo6in!
#t 7o$ #rtists 7#ve use n#tur#l
settin!s $7en cre#tin! t7eir $or6
#n t7e e""ect it 7#s on t7e "in#l
$or69
$isual #ommuni+ations an Design.
TOPIC: Gistory o" 8er/entine G#llery
8umner P#vilion9 An#lyIin! #n
res/onin! to C#mous Arc7itects9
,at(s (.ntegrate Unit allo+ate +lass)
TOPIC: Usin! me#surement units
8INGLE Perio * 8INGLE Perio % 8INGLE Perio (
1EE& 5 2 Designing 4or Sustainability* 1(at is it6
.ON TUE WEN TGU CRI
Art
TOPIC: W7#t is sust#in#2ilityJ
Go$ 7#ve #rtists e#lt $it7 t7is issue
#s (D #rt$or6s in t7e /#stJ
$isual #ommuni+ations an Design.
TOPIC: 8ust#in#2le esi!n in
Arc7itecture H Conce/t 2uilin!
,at(s (.ntegrate Unit allo+ate +lass)
TOPIC: Geometry Introuction
8INGLE Perio * DOU>LE Perio %E' 8INGLE Perio (
1EE& 37 Using 'e+(nologies
.ON TUE WEN TGU CRI
Art
TOPIC: Desi!nin! #n evelo/in!
coll#2or#tive #rt$or6s utiliIin! # (D
esi!n #//lic#tion on t7eir iP#s9
Desi!nin! t7e #rt$or6 to $or6 in
7#rmony $it7 t7e settin! #n
8er/entine G#llery9
$isual #ommuni+ations an Design.
TOPIC: Desi!nin! #n evelo/in!
m#nu#l #n com/uter s6ills9
,at(s (.ntegrate Unit allo+ate +lass
TOPIC: Geometry "or 2uilin! #n esi!n
0
Rolando Garay
Joanna Kosowski
Mathew Westgarth
DOU>LE Perio *E+ 8INGLE Perio % 8INGLE Perio (
1EE& 8 7 9inali:ing Design an Presentation
.ON TUE WEN TGU CRI
Art
TOPIC: Com/letion o" esi!n #n
evelo/ment o" coll#2or#tive
#rt$or6s utiliIin! (D esi!n
#//lic#tion& #n 2ein! re#y to
cre#te # /7ysic#l version usin!
sust#in#2le m#teri#ls9
$isual #ommuni+ations an Design.
TOPIC: Desi!nin! #n evelo/in!
com/uter s6ills
,at(s (.ntegrate Unit allo+ate +lass)
TOPIC: Geometry Re#sonin!
DOU>LE Perio *E+ DOU>LE Perio %E' 8INGLE Perio (
1EE& 5 7 9.-A) P%ESE-'A'.;-S
#ollaborative )esson Plan <1 esigne by %olano Garay
%1
Rolando Garay
Joanna Kosowski
Mathew Westgarth
$isual Arts
/ear 10 1ee= 1 2 Single
50 minutes
'opi+
Introuction o" K8er/entine G#lleryF Unit9
Art in KN#tur#lly 8et EnvironmentsF H

Aims
Stuents >ill be introu+e to t(e unit o4 >or= t(at
$ill $or6 in con<unction $it7 m#t7em#tics #n visu#l communic#tion #n
esi!n in orer to esi!n #n cre#te # K8er/entine G#lleryF
.n $isual Arts stuents >ill loo= at +reating s+ulptural
Wor6 t7#t $ill $or6 in 7#rmony $it7 t7e ser/entine !#llery #n t7e
settin! it in loc#te in9
8tuents $ill #"ter t7is lesson 7#ve 6ey 6no$le!e on 7o$ #rtists use
environments $it7in t7eir $or6 #n 7o$ #n $7y t7ey t#6e t7is into
#ccount $7en is/l#yin! #rt in # n#tur#l settin!9
$E)S" Strans* Domain* 9o+i an Stanars
In Art& stuents rese#rc7 inst#ll#tion #rtists $7o use n#tur#l
settin!s #s t7eir !#llery& t7en coll#2or#tively esi!n #n /resent #n
Inst#ll#tion #rt $or6 t7#t uses "oun "orms #n $or6s in 7#rmony
$it7 t7e selecte site9
E*ploring and responding
At Level %1& stuents o2serve& rese#rc7 #n critic#lly iscuss # r#n!e o"
contem/or#ry& tr#ition#l& stylistic& 7istoric#l #n cultur#l e=#m/les o"
#rts $or6s in t7e isci/lines #n "orms in $7ic7 t7ey #re $or6in!9 T7ey
#n#lyse& inter/ret& com/#re #n ev#lu#te t7e stylistic& tec7nic#l& e=/res?
sive #n #est7etic "e#tures o" #rts $or6s cre#te 2y # r#n!e o" #rtists #n
m#e in /#rticul#r times #n cultur#l conte=ts9 T7ey escri2e #n iscuss
$#ys t7#t t7eir o$n #n ot7ersF #rts $or6s communic#te #n c7#llen!e
ie#s #n me#nin!9 T7ey use #//ro/ri#te #rts l#n!u#!e #n& in t7e #rts
$or6s t7ey #re e=/lorin! #n res/onin! to& re"er to s/eci"ic e=#m/les9
T7ey comment on t7e im/#ct o" #rts $or6s& "orms #n /r#ctices on ot7er
#rts $or6s #n society in !ener#l9
)o+ation ? Setting
T7e cl#ss $ill 2e!in in t7e #rt room #s it re@uires
tec7nolo!ic#l resources to /rovie t7e stuents $it7 in"orm#tive
;rganisation ? Stuent Groups
T7e cl#ss $ill 2e conscious o" t7e s7ort #mount o" time
#lassroom management strategy
T7e content $ill 2e /rovie to t7e stuents in # structure
m#nner& "ocussin! 7e#vily u/on t7e et#ils $it7in t7e
%%
Rolando Garay
Joanna Kosowski
Mathew Westgarth
et#ils on t7e to/ic9 We $ill $or6 in # l#r!e !rou/s "or m#<ority
o" t7e session& t7en t7e cl#ss $ill !o "or # s7ort $#l6 #roun t7e
sc7ool #n re"lect on t7e to/ic9

#n $ill run on # strict timeline9 Discussions $ill nee to
irect 2#c6 to t7e s/eci"ic content #n m#teri#l t7#t is 2ein!
t#u!7t9 T7e stuents $ill 7#ve #n o//ortunity to $or6 in
l#r!e !rou/s to$#rs t7e en o" t7e session9
to/ic9
Discussions $ill 2e monitore to lessen istr#ction #n
irrelev#nt to/ic m#tters9 T7e cl#ss is # s7ort session& $7ic7
re@uires or!#nis#tion #n #//ro/ri#te time m#n#!ement o"
t#s6s9
&ey $o+abulary
Artistic Intensions
Pur/ose
Culture Conte=t
Pl#ce #n 8/#ce
Environment
Accessi2le Art$or6
Auience
E=7i2ition
T7ou!7t"ul #n re"lective #rt
Im#!ine "uture
8er/entine G#llery
8ettin!
Environment
G#rmony
>#l#nce
,aterials* %esour+es an E@uipment
?87ort visu#lEmulti?mei# /resent#tion t7#t $ill 2e
is/l#ye vi# t7e cl#ss /ro<ector
?86etc7 /#s
?Pencils& /ens #n $ritin! evices
8tuents $ill 2e !iven in"orm#tion on s/eci"ic #rtists
$7ic7 t7e cl#ss $ill 2e "ocussin! u/on to #ssist t7em $it7
t7e cl#ss iscussions9
%e4eren+es?Sour+es
BEL8 outcome use #s !uie "or t7e to/ic #n t7e m#teri#l
t7#t $e $ill 2e usin!9
8tuents $ill use t7eir conte=t "iles t7#t t7ey constructe
#"ter t7e city e=cursion to re"er to t7e m#<or to/ic conce/ts
o" n#tur#lly set !#lleries& e=7i2itions #n loc#l #rtists9
?In"orm#tion $ill 2e /rovie to t7e stuents on t7e 6ey
#rtists& !#lleries #n #rt$or6s in $7ic7 t7e cl#ss $ill 2e
"ocusse u/on9
Artists loo6e #t:
>ruce Armstron!& >e#stm#n& An#te& 4o7n 5elly& Ron
Ro2ertson?8$#n& Al#n P#r6inson& 8tel#rc& BGIL8&
.oneyless& Tim Cr#c6er& W7ite Ni!7t :.el2ourne;9

%'
Rolando Garay
Joanna Kosowski
Mathew Westgarth
.-'%;DU#'.;-
#onne+ting* Engaging an ,oelling .n@uiry
,A.- 3;D/
Guiing .n@uiry an Pra+tise
CONCLUSION
S(aring* E!plaining an %evie>ing .n@uiry
5 minutes ? G#ve #ll stuents se#te #n re#y 2e!in
t7e lesson9
%1 minutes ? Introuce t7e to/ic o" t7e lesson
LN#tur#lly 8et ArtM& in conte=t to t7e 8er/entine
G#llery
T7e iscussion #n introuction to t7e to/ic $ill
"ocus u/on # "e$ m#<or conce/ts:
Pu2lic Art
N#tur#l settin!s #n environment
Constructin! #n e=7i2itin! #rt$or6
As6in! stuents to n#me v#rious /u2lic
#rt$or6s t7ey 6no$ #2out #n t7eir loc#tion
Does t7e loc#tion #""ect t7e loo6E"eel or
mess#!e t7e #rt$or6 is conveyin!J
N 8tuents $ill no$ 2e su//lie $it7 # @uestion s7eet
$7ic7 $ill #ress t7e ne=t #s/ect o" t7e lesson

Ouestions s7eet $ill 7#ve v#rious @uestions rel#tin!
to u/comin! t#s6s& t7ese $ill 2e e=/l#ine #n
iscusse #s # !rou/ /rior to 2e!innin! t#s6
15 minutes 7 8tuents $ill no$ vie$ # multi?
mei# /resent#tion t7#t is/l#ys #rt$or6 #n
e=7i2itions "rom #rtists suc7 #s >ruce Armstron!&
>e#stm#n& 8tel#rc& Tim Cr#c6er& Ron Ro2ertson?
8$#n& BGIL8& .oneyless& An#te& 4o7n 5elly
#n vieoEmusic c#/ture "rom .el2ournePs
W7ite Ni!7t9
T7e /ur/ose o" t7e /resent#tion is to 2e!in to
s7o$ t7e stuents i""erent "orms o" #rt$or6s&
!#in t7eir curiosity #n t7in6 #2out t7e
environment #n settin! o" t7e #rt /iece #s $ell
#s 7o$ t7#t #""ect or inter#cts $it7 t7e #rt$or6
#n its environment
A"ter e#c7 #rtistE#rt$or6 7#s 2een s7o$n&
stuents $ill 7#ve # c7#nce to iscuss #n
e=/ress t7eir /erce/tions #n ie#s 2#se on t7e
@uestion s7eet /rovie9
%* minutes H 8tuents $ill no$ 2e #s6e to
!#t7er t7eir iP#s #n "ollo$ te#c7er outsie t7e
cl#ssroom9
5 minutes 2 We $ill sit o$n #n 7#ve #
iscussion #2out $7#t $e 7#ve covere&
/rom/tin! t7e stuents usin! 6ey $ors to
iscuss t7eir le#rnin! "rom to#yFs cl#ss #n
7o$ $e $ill im/lement t7ese ie#s into our
$or6s #n $7#t $e $ill t#6e on 2o#r #n
"urt7er evelo/9
8tuents /7otos $ill 2e s7#re $it7 cl#ss #n
iscusse 7o$ t7ey 7#ve incor/or#te #n use
t7e n#tur#l environment t7ey #re set in $it7
t7ere com/osition or "orm#tion
8tuents $ill 2e le"t $it7 t7e @uestion o" H
W7#t $#ys c#n $e use our environment to
m#6e our #rt more environment#lly consciousJ
Cor 7ome$or6 t7ey $ill rese#rc7 sust#in#2le
#rt$or6s #n $7#t constitutes #n utilises
sust#in#2ility $it7in #rt

%(
Rolando Garay
Joanna Kosowski
Mathew Westgarth
? N#me o" Artist
? 8ettin!
? Does t7e #rt$or6 $or6 7#rmoniously $it7 t7e
environment its set inJ i" so 7o$J I" not $7yJ
? Does t7e #rt$or6 inter#ct $it7 t7e environment its
2#se inJ
? Coul t7is #rt$or6 $or6 in #ny ot7er loc#tionJ
8tuents $ill t#6e # $#l6 #roun t7e sc7ool
!rouns in !rou/s o" t7ree9
T7ese !rou/s $ill t#6e /7otos o" t7emselves in
v#rious "orm#tions or Kcom/ositionsF $or6in!
$it7 #n incor/or#tin! t7e environment t7#t t7ey
#re set in9
#ollaborative )esson Plan <5 esigne by %olano Garay
$isual Arts
/ear 10

1ee= 1 2 Double
100 minutes
%)
Rolando Garay
Joanna Kosowski
Mathew Westgarth
'opi+
Usin! tec7nolo!ies
Desi!nin! #n evelo/in! coll#2or#tive #rt$or6s utiliIin! # (D esi!n
#//lic#tion on t7eir iP#s K(DE8CULPTF9
Aims
8tuents $ill 2e introuce to #n iP#s #//lic#tion
In $7ic7 t7ey $ill 2e #2le to esi!n #n /resent t7eir
scul/ture "or t7e 8er/etine G#llery9
stuents $ill $or6 in s#me !rou/s #s /revious $ee6s
t#6in! t7eir evelo/ment s6etc7es #n conce/ts #n
cre#tin! t7eir esi!n usin! t7e #//lic#tion
8tuents $ill r#$ on /revious 6no$le!e o2t#ine
"rom /rior lessons #n cre#te #n #rt$or6 t7#t is
7#rmonious& sust#in#2le #n s7o$c#ses #n $or6s
t7e environment #n 8er/entine G#llery9
$E)S" Strans* Domain* 9o+i an Stanars
In Art& stuents rese#rc7 inst#ll#tion #rtists $7o use n#tur#l settin!s #s
t7eir !#llery& t7en coll#2or#tively esi!n #n /resent #n Inst#ll#tion #rt
$or6 t7#t uses "oun "orms #n $or6s in 7#rmony $it7 t7e selecte site9
#reating and ma"ing
At Level %1& $it7in #n #cross #re#s o" s/eci#lis#tion& stuents #//ly e?
cision m#6in! s6ills to "in t7e most e""ective $#y to im/lement ie#s&
esi!n& cre#te #n m#6e #rts $or6s evise "rom # r#n!e o" stimuli&
emonstr#tin! evelo/ment o" # /erson#l style9 T7ey ev#lu#te& re"lect on&
re"ine #n <usti"y t7eir $or6Fs content& esi!n& evelo/ment #n t7eir #es?
t7etic c7oices9 8tuents re#lise t7eir ie#s& re/resent o2serv#tions #n
communic#te t7eir inter/ret#tions 2y e""ectively com2inin! #n m#ni/u?
l#tin! selecte #rts elements& /rinci/les #nEor conventions to cre#te t7e
esire #est7etic @u#lities9 Ine/enently #n coll#2or#tively& t7ey #//ly
t7eir 6no$le!e #n unerst#nin! to esi!n& cre#te #n /rouce #rts
$or6s in"luence 2y t7e style o" /#rticul#r #rtists or cultures9 T7ey v#ry
t7e content& structure #n "orm o" t7eir #rts $or6s to suit # r#n!e o" /ur?
/oses& conte=ts& #uiences #nEor t7e conventions o" # s/eci"ic style& #n
emonstr#te tec7nic#l com/etence in t7e use o" s6ills& tec7ni@ues #n
/rocesses9 T7ey e""ectively use # r#n!e o" tr#ition#l #n contem/or#ry
mei#& m#teri#ls& e@ui/ment #n tec7nolo!ies9 T7ey m#int#in # recor o"
7o$ ie#s evelo/ in t7e cre#tin!& m#6in! #n /resentin! o" t7eir #rts
$or6s9
)o+ation ? Setting
;ganisation ? Stuent Groups
#lassroom management strategy
%*
Rolando Garay
Joanna Kosowski
Mathew Westgarth
T7e cl#ss $ill 2e!in in t7e #rt room #s it re@uires
tec7nolo!ic#l resources to /rovie t7e stuents $it7 in"orm#tive et#ils on t7e
to/ic9 We $ill $or6 in # l#r!e !rou/s "or m#<ority o" t7e session& t7en t7e cl#ss
$ill !o "or # s7ort $#l6 #roun t7e sc7ool #n re"lect on t7e to/ic9

T7e cl#ss $ill 2e conscious o" t7e s7ort #mount o" time #n $ill run on
# strict timeline9 Discussions $ill nee to irect 2#c6 to t7e s/eci"ic
content #n m#teri#l t7#t is 2ein! t#u!7t9 T7e stuents $ill 7#ve #n
o//ortunity to $or6 in l#r!e !rou/s to$#rs t7e en o" t7e session9
T7e content $ill 2e /rovie to t7e stuents in # structure m#nner&
"ocussin! 7e#vily u/on t7e et#ils $it7in t7e to/ic9
Discussions $ill 2e monitore to lessen istr#ction #n irrelev#nt to/ic
m#tters9 T7e cl#ss is # s7ort session& $7ic7 re@uires or!#nis#tion #n
#//ro/ri#te time m#n#!ement o" t#s6s9
&ey $o+abulary
Artistic Intensions
Pur/ose
Culture Conte=t
Pl#ce #n 8/#ce
Environment
Accessi2le Art$or6
Auience
E=7i2ition
T7ou!7t"ul #n re"lective #rt
Im#!ine "uture
8er/entine G#llery
8ettin!
Environment
G#rmony
>#l#nce
( 8cul/t
iP#
,aterials* %esour+es an E@uipment
?87ort visu#lEmulti?mei# /resent#tion t7#t $ill 2e is/l#ye vi# t7e
cl#ss /ro<ector
?86etc7 /#s
?Pencils& /ens #n $ritin! evices
?iP#s
8tuents $ill 2e !iven in"orm#tion on s/eci"ic #rtists $7ic7 t7e cl#ss
$ill 2e "ocussin! u/on to #ssist t7em $it7 t7e cl#ss iscussions9
%e4eren+es?Sour+es
BEL8 outcome use #s !uie "or t7e to/ic #n t7e m#teri#l t7#t $e $ill
2e usin!9
iP# #//lic#tion H ( 8cul/t
Bisu#l Di#ries H $it7 evelo/ment $or6
P7oto!r#/7s o" s/#ce t7e ser/entine !#llery $ill 2e 2uilt
%+
Rolando Garay
Joanna Kosowski
Mathew Westgarth
.-'%;DU#'.;-
#onne+ting* Engaging an ,oelling .n@uiry
,A.- 3;D/
Guiing .n@uiry an Pra+tise
CONCLUSION
S(aring* E!plaining an %evie>ing .n@uiry
5 minutes ? G#ve #ll stuents se#te #n re#y 2e!in
t7e lesson9 8tuents #s6e to t#6e out iP#s& #n
Bisu#l Di#ries #n to sit in $or6 !rou/s
%1 minutes ? 8tuents $ill 2e introuce to#y to t7e
iP#s #//lic#tion K(D 8cul/tF
T7is #//lic#tion #llo$s t7e stuents to m#ni/ul#te
#n cre#te (D $or6s $it7in t7e #//lic#tion&
cusotmiIe t7e m#teri#ls #n is/l#y t7em over
/7oto!r#/7s to cre#te moc6 u/s
8tuents $ill 2e instructe to o/en t7e #//lic#tion
#n "ollo$ instructions 2y te#c7er9
Usin! #n over 7e# /ro<ector t7e te#c7ers iP# $ill
2e lin6e t7rou!7 #n stuents $ill "ollo$ t7e
instructions #n $#l6t7rou!7 o" t7e #//lic#tion9
8tuents $ill le#rn 7o$ to o/en ne$ "iles& use o" #ll
tools #n "unctions9
15 minutes 2 8tuents $ill 2e !iven %* minutes
to e=/lore #n /l#y $it7 t7e #//lic#tion in orer
to !et # sense o" "eel #n "#mili#rity $it7 t7e
#//lic#tion9
Te#c7er $ill ro#m t7e cl#ssroom #ssistin!
stuents #n #//ro#c7in! stuents to see i" t7ey
nee #ssist#nce #n o2serve /ro!ress& to !#u!e
$7ere t7e stuents #re $it7 t7e evelo/ment o"
6no$le!e $it7in t7e (?scult #//lic#tion9
* minutes H 8tuents $ill #s6e to /ut iP#s
o$n #n "#ce "ront o" cl#ss& 8tuents $ill 2e
#s6e i" t7ere 7#ve 2een #ny i""iculties $it7 t7e
#//lic#tion or i" #ny more cl#rity is neee
2e"ore /ro!ressin! onto t7e ne=t section o" t7e
lesson9
** minutes H 8tuents $ill no$ in t7eir !rou/s
2e!in to $or6 on t7eir esi!n "or t7e scul/ture
t7#t $ill 2e is/l#ye on t7e !rouns o" t7e
ser/entine !#llery9
%* minutes H 8tuents $ill no$ s7#re t7eir esi!ns
so "#r $it7 t7e cl#ss9 T7is $ill 2e t7e "irst time
stuents 7#ve s7#re t7eir ie#s "or t7eir #rt$or6s
#s # cl#ss9
8tuents $ill 7#ve o//ortunities to iscuss 7o$
t7ey incor/or#te t7e n#tur#l environment into t7e
#rt$or6& 7o$ #n $7y it $or6s 7#rmoniously& 7o$
t7e #rt$or6 is sust#in#2le :ie m#teri#ls; #n #lso
receive "ee2#c6 "rom /eers

%,
Rolando Garay
Joanna Kosowski
Mathew Westgarth
Te#c7er $ill ro#m t7e cl#ssroom #n o2serve
/ro!ress $7ile #ssistin! #n !ener#tin!
iscussion $it7in t7e cl#ssroom
%-
Rolando Garay
Joanna Kosowski
Mathew Westgarth
#ollaborative )esson Plan <3 esigne by Aoanna &oso>s=i
$isual #ommuni+ations an Design
/ear 10

1ee= 1 2 Double
100 minutes
'opi+
Gistory o" 8er/entine G#llery 8umner
P#vilion9 An#lysin! #n res/onin! to
C#mous Arc7itects9
Aims
.nvestigating an esigning
8tuents ienti"y consier#tions #n
constr#ints $it7in # esi!n 2rie"9
T7ey unert#6e rese#rc7 relev#nt
to t7e esi!n 2rie"9
T7ey loc#te #n use relev#nt in"orm#tion
to 7el/ t7eir esi!n t7in6in! #n ienti"y
t7e nees o" # v#riety o" clients
Analysing an evaluating
8tuents synt7esise #t#&
#n#lyse trens #n r#$ conclusions #2out t7e soci#l&
cultur#l& le!#l #n environment#l im/#cts o" t7eir o$n #n
ot7ersF esi!ns #n t7e /rouctsEsystems&
#n ev#lu#te innov#tive ne$ tec7nolo!y in t7e m#nu"#cturin! inustry9
$E)S" Strans* Domain* 9o+i an Stanars
Design* #reativity an 'e+(nology
8tuents /ose #n e"ine esi!n /ro2lems 2y $or6in! $it7 # v#ri?
ety o" esi!n 2rie"s $it7in v#rious conte=ts incluin! t7ose t7#t
7#ve tr#ns"er#2ility into t7e $or6/l#ce #n 2ro#er community9
8tuents evelo/ esi!n 2rie"s $it7in o/en?ene esi!n
!uielines9 Re"errin! to t7e esi!n 2rie"& t7ey consier #n
investi!#te #s/ects o" "unction #n #est7etics9 8tuents 2ecome
iscernin! #n iscrimin#tin! t7in6ers& #2le to #ress
controversi#l& com/le= #n et7ic#l esi!n #n tec7nolo!y issues
#n ilemm#s& suc7 #s tr#e?o""s in t7e selection #n use o"
m#teri#ls9
8tuents& iniviu#lly #n in te#ms& investi!#te system#tic #n
cre#tive #n critic#l t7in6in! #//ro#c7es "or
!ener#tin! innov#tive tec7nolo!ic#l /roucts :"or e=#m/le&
euc#tion#l !#mes& toys or e@ui/ment "or # loc#l 6iner!#rten& or #
sol#r moel c#r;& incluin! time #n resource m#n#!ement9 T7ey
e=/lore #n #ssess t7e /#st& #n /otenti#l "uture& conse@uences o"
tec7nolo!y on society& culture #n t7e environment9
)o+ation ? Setting
Desi!n Tec7nolo!y 8tuio& Com/lete $it7 stuent com/uters9
;rganisation ? Stuent Groups
8tuents sit #roun #rt t#2les9
O/en cl#ss iscussion "ollo$e 2y !rou/ $or69
#lassroom management strategy
T7e content $ill 2e /rovie to t7e stuents in # structure m#nner&
"ocussin! 7e#vily u/on t7e et#ils $it7in t7e to/ic9
Usu#l 2e!innin! o" cl#ss #n Lsettlin! inM routine9
C7ec6 roll& !reet9 8tuents in se#ts& Te#c7er #t "ront9
Present#tion re#y to !o #n set u/9
Cl#ss /resent#tion #n iscussion9 Te#c7er le#s iscussion&
comments #n @uestions 2y stuents $elcome9 8tuents in
se#ts9
Iniviu#l $or6 2e!ins9 8tuents #re $elcome to move #roun
"reely #n !et t7eir m#teri#ls9 Te#c7er moves #roun #n 7el/s
stuents9
%0
Rolando Garay
Joanna Kosowski
Mathew Westgarth
Routine cle#n u/
&ey $o+abulary
Bu!taposition: t7e st#te or /osition o" 2ein! /l#ce close
to!et7er or sie?2y?sie& so #s to /ermit com/#rison or contr#st
(ierar+(y: # system o" elements r#n6e& cl#ssi"ie #n or!#niIe
one #2ove #not7er& #ccorin! to si!ni"ic#nce or im/ort#nce9
(omogeneous: uni"orm in structure t7rou!7out or com/ose o"
/#rts t7#t #re #ll o" t7e s#me n#ture or 6in
symmetry: 2#l#nce /ro/ortionsD corres/onence in siIe& s7#/e&
#n rel#tive /osition o" /#rts on o//osite sies o" # iviin! line or
mei#n /l#ne or #2out # center or #=is
+urvilinear: consistin! o" or 2oune 2y curve lines " re/resente
2y # curve line
biomimi+ry: is t7e e=#min#tion o" n#ture& its moels& systems&
/rocesses& #n elements to emul#te or t#6e ins/ir#tion "rom in orer
to solve 7um#n /ro2lems
te!ture: t7e c7#r#cteristic structure !iven to # sur"#ce or su2st#nce
2y t7e siIe& s7#/e& #rr#n!ement& #n /ro/ortions o" t7e /#rts
te+toni+s" t7e science or #rt o" s7#/in!& orn#mentin!& or #ssem2lin!
m#teri#ls in construction
+larity: t7e st#te or @u#lity o" 2ein! cle#r
4enestration: t7e esi!n& /ro/ortionin!& #n is/osition
:#rr#n!ement; o" o/enin!s in # 2uilin!
massing" # uni"ie com/osition o" t$o?imension#l s7#/es or
iagram" # r#$in!& not necess#rily re/resent#tion#l& t7#t outlines&
e=/l#ins& or cl#ri"ies t7e #rr#n!ement #n rel#tions o" t7e /#rts o" #
$7ole
4orm" t7e s7#/e #n structure o" somet7in! #s istin!uis7e "rom
itFs su2st#nce or m#teri#l
pro+ession: movin! #lon! in #n orerly o"ten ceremoni#l $#y
s(ell" t7e e=terior "r#me$or6 o" # m#ss or "orm
+omposition" t7e #rr#n!in! o" /#rts into /ro/er /ro/ortion or
rel#tion so #s to "orm # uni"ie $7ole
uni4ormity"t7e st#te or @u#lity o" 2ein! ientic#l& 7omo!eneous& or
re!ul#r
balan+e" t7e /le#sin! or 7#rmonious #rr#n!ement or /ro/ortion o"
/#rts or elements in # esi!n or com/ositio
,aterials* %esour+es an E@uipment
?87ort visu#lEmulti?mei# /resent#tion t7#t $ill 2e is/l#ye vi#
t7e cl#ss /ro<ector
?86etc7 /#s
?Pencils& /ens #n $ritin! evices
?iP#s
8tuents $ill 2e !iven in"orm#tion on s/eci"ic #rtists $7ic7 t7e
cl#ss $ill 2e "ocussin! u/on to #ssist t7em $it7 t7e cl#ss
iscussions9
%e4eren+es?Sour+es
BEL8 outcome use #s !uie "or t7e to/ic #n t7e m#teri#l t7#t
$e $ill 2e usin!9
Bisu#l Di#ries H $it7 evelo/ment $or6
P7oto!r#/7s o" s/#ce t7e ser/entine !#llery $ill 2e 2uilt
8er/entine !#llery $e2site $$$9serpentinegalleries9or!
'1
Rolando Garay
Joanna Kosowski
Mathew Westgarth
.-'%;DU#'.;-
#onne+ting* Engaging an
,oelling .n@uiry
,A.- 3;D/
Guiing .n@uiry an Pra+tise
CONCLUSION
S(aring* E!plaining an %evie>ing .n@uiry
Introuce stuents to esi!n 2rie" o"
Cre#tin! # G#llery s/#ce "or t7e
ser/entine /#vilion9
Discuss Desi!n >rie" #n 6ey
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se#ts9
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Joanna Kosowski
Mathew Westgarth
#olaborative )esson Plan <5 esigne by ,at(e> 1estgart(
)esson Plan (AUS$E)S )evel 10)
Pra+ti+um )esson
-umber
%
.#t7em#t
ics
Time o"
Lesson
Dur#tion o"
lesson
,* minutes
Cl#ss 8iIe
'-
'opi+ an
9o+us
.e#surin! units
Year Level
%1
Supervisor
.r9 .#t7e$ West!#rt7
)earning 9o+us" To develop an understanding of measuring for design of structure
AUS$E)S
Strans )evel"
10
Domains Dimensions &ey elements o4 stanars to >(i+( lesson is 4o+usse
P7ysic#l& Person#l
#n 8oci#l Le#rnin!
Inter/erson#l
evelo/ment
Wor6in! in te#ms
8tuents $or6 in te#ms in #ssi!ne roles& st#y on t#s6 #n com/lete structure
#ctivities $it7in set time "r#mes9
t7ey s7#re resources "#irly #n escri2e t7eir contri2ution to t7e #ctivities o" t7e
te#m
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Le#rnin!
.#t7em#tics .e#surement
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t7e #t# usin! s6etc7/#9
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Joanna Kosowski
Mathew Westgarth
Assessment #riteria an ,et(o o4 Evaluation Students !ill need to demonstrate !hat units of measurement are
applica&le for designing a structure
Stanars
Assessment #riteria A2ility to: evelo/ # esi!n
usin! s6etc7/#
Evien+e
Inter/erson#l
evelo/ment
1or"ing in teams
R $or6 e""ectively in i""erent #ssi!ne roles
R s7#re resources #n escri2e contri2ution to te#m
Te#c7er o2serv#tions #n recors o" stuentsF s6ills in $or6in!
$it7 ot7ers
8tuent re"lections9
.#t7em#tics
2easurement
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esi!ns o" ot7ers
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/risms& cyliners #n com/osite solis
Stuents 3a+=groun &no>lege
Students have the foundations esta&lished in level 3' Students solve measurement pro&lems involving perimeter and area of composite shapes
surface area and volume of rectangular prisms and c%linders !ith and !ithout the use of digital technolog%
%esour+es an ,aterials
L#/to/s $it7 !eo s6etc7/#
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Joanna Kosowski
Mathew Westgarth
Stage o4 lesson 'as=s 'ime Stuent a+tion
1hat !ill students
&e doing4
E*plain ho!
the students
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'ea+(er a+tion
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5o! !ill %ou monitor student progress and
needs4
1hat preparations have %ou made for earl%
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mem2ers o" t7e
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Rolando Garay
Joanna Kosowski
Mathew Westgarth
a different manner'
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each tas"'
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t7ey 7#ve "oun9
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esi!n9
%1 mins
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Rolando Garay
Joanna Kosowski
Mathew Westgarth
prepare the
students for
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another teacher or
another su&0ect
#ollaborative )esson Plan <C esigne by ,at(e> 1estgart(
)esson Plan (AUS$E)S )evel 10)
Pra+ti+um )esson
-umber
'.#t7em#t
ics
Time o"
Lesson
Dur#tion o"
lesson
,* minutes
Cl#ss 8iIe
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'opi+ an
9o+us
Introucin! Geometry
Year Level
%1
Supervisor
.r9 .#t7e$ West!#rt7
)earning 9o+us" To develop an understanding of measuring for design of structure
AUS$E)S
Strans )evel"
10
Domains Dimensions &ey elements o4 stanars to >(i+( lesson is 4o+usse
P7ysic#l& Person#l
#n 8oci#l Le#rnin!
Inter/erson#l
evelo/ment
Wor6in! in te#ms
8tuents $or6 in te#ms in #ssi!ne roles& st#y on t#s6 #n com/lete structure
#ctivities $it7in set time "r#mes9
t7ey s7#re resources "#irly #n escri2e t7eir contri2ution to t7e #ctivities o" t7e
te#m
Disci/line?2#se
Le#rnin!
.#t7em#tics Geometry
A//ly lo!ic#l re#sonin!& incluin! t7e use o" con!ruence #n simil#rity& to /roo"s
#n numeric#l e=ercises involvin! /l#ne s7#/es
(1
Rolando Garay
Joanna Kosowski
Mathew Westgarth
Assessment #riteria an ,et(o o4 Evaluation
8tuents $ill use !eometry to esi!n # structure 2y moellin! it usin! m#t7em#tics9 8tuents 7#ve t7e o//ortunity to #//ly m#t7em#tics to re#l?$orl
#//lic#tions& #n /rovie si!ni"ic#nt evience to$#rs /ro2lem solvin! #n re#sonin!9
Stanars
Assessment #riteria A2ility to: esi!n # t7ree
imension#l s7#/e #n illustr#te t7e volume #n
sur"#ce #re#9
Evien+e
Inter/erson#l
evelo/ment
1or"ing in teams
R $or6 e""ectively in i""erent #ssi!ne roles
R s7#re resources #n escri2e contri2ution to te#m
Te#c7er o2serv#tions #n recors o" stuentsF s6ills in $or6in!
$it7 ot7ers
8tuent re"lections9
.#t7em#tics
8eometr%
R collect sim/le c#te!oric#l #n numeric#l #t#
R /resent #t# usin! s6etc7/#
R inter/ret in"orm#tion "rom t7eir o$n esi!ns #n t7e
esi!ns o" ot7ers
Develo/ s7#/es to cre#te # 2#sic structure usin! # r#n!e o"
/risms& cyliners #n com/osite solis
(%
Rolando Garay
Joanna Kosowski
Mathew Westgarth
Stuents 3a+=groun &no>lege
T7is unit 2uils u/on stuentsF unerst#nin! o" t7e 2#sic conce/ts o" /ro2#2ility #n #t# re/resent#tion:
Line#r #n non?line#r rel#tions7i/s
Pyt7#!or#s #n tri!onometry
Assi!nin! /ro2#2ilities
Collectin! #n is/l#yin! #t#9
%esour+es an ,aterials
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Stuent 'ea+(er 9o+us
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Joanna Kosowski
Mathew Westgarth
Stage o4 lesson 'as=s 'ime Stuent a+tion
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2e oin!J
E=/l#in 7o$
t7e stuents
#re e=/ecte
to $or69
'ea+(er a+tion
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prompting (uestions ma% %ou need to prepare4
5o! !ill %ou monitor student progress and
needs4
1hat preparations have %ou made for earl%
finishers so that the% !ill &e e*tended in a
relevant and interesting !a%4
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.ntrou+tion
As6 t7e !rou/s to n#me ( or more common
(D s7#/es9
Re"res7 "ormul# 6no$le!e #n 7#nout t7e
"ormul# s7eet9 :s7eet %;
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'as= 3
T7e !rou/s iscuss t7e results o" t7eir
"inin!s to t7e $7ole cl#ss usin! t7e
%1 mins Alloc#te roles to
mem2ers o" t7e
((
Rolando Garay
Joanna Kosowski
Mathew Westgarth
a different manner'
State an estimated
length of time for
each tas"'
Ensure that there is
some form of
prompt or
reinforcement
availa&le for
students
1hat preparations
have %ou made for
earl% finishers of
each tas" so that
the% !ill &e
e*tended in a
relevant and
interesting !a%4
"ollo$in! @uestions #s /rom/ts:
R W7#t ty/es o" s7#/es i you "inJ
R W7#t unit o" me#surement $oul 2e
suit#2leJ
R Di you "in #ny com/osite s7#/esJ
A re/orter "or e#c7 !rou/ s7#res $it7 t7e
cl#ss t7e results o" t7e iscussion9
!rou/
Director
Recorer
8/e#6er
'as= #
Get t7e !rou/s to 2uil t7e s7#/es t7ey
"oun usin! !eo s6etc7/#9
'1 mins Wor6in! in t7eir
!rou/s e#c7 stuent
esi!ns one s7#/e
t7ey 7#ve "oun9
.#6e sure t7ey #re usin! t7e #//ro/ri#te units
o" me#surement :mm&cm&m;
Stage 3"
#on+lusion
5o! !ill %ou dra!
the findings of the
lesson together so
that the students
can evaluate !hat
the% have learnt4
G#ve t7e stuents t#6e one s7#/e #n
ienti"y t7e volume #n sur"#ce #re# o" your
c7osen s7#/e9
'1 mins
Stage 5" #losure
7o %ou need to
Revie$ t7e s7#/es #n t7e !rou/s volume %1 mins
()
Rolando Garay
Joanna Kosowski
Mathew Westgarth
prepare the
students for
handing over to
another teacher or
another su&0ect
#n sur"#ce #re# c#lcul#tions9
(*

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