Sei sulla pagina 1di 3

 

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 2:00pm-3:00pm Date: 25-10-19 Students’ Prior Knowledge:

Learning Area: Design and Technologies Ways products, services and environments are
designed to meet community needs (ACTDEK010)
Strand/Topic from the Australian Curriculum
Forces, and the properties of materials, affect the
Knowledge and understanding behaviour of objects (ACTDEK011)
How people address competing considerations
Develop and communicate ideas using labelled
when designing products, services and environments
drawings and appropriate technical terms (WATPPS17)
(ACTDEK019)

Characteristics and properties of a range Work independently, or collaboratively when required,


of materials and components, and the suitability and safe to plan, safely create and communicate sequenced
practice of their use (ACTDEK023) steps (WATPPS20)

Process and production skills


Develop and communicate alternative solutions, and follow
design ideas, using annotated diagrams, storyboards and
appropriate technical terms (WATPPS29)

Develop negotiated criteria to evaluate and justify design


processes and solutions (WATPPS31)

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
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:
 Individually design a bat box that will safely house microbats.
 Reflect on design and compare it to peers before editing design.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
- Have done the previous lesson researching what a - Lower ability students just sketch and label their
microbat is design
- Design sheets printed - Higher ability students think about what the bat will
- Reflection sheets printed hang onto inside and include that on their design.
- Have example bat box to show
- Have presentation ready to show with discussion
questions

1
 

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


Resources/References
Time Motivation and Introduction:
2:00pm  Review what was done last lesson (what is a microbat, where do they

live, what do they eat, why are they at risk)

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

 Think about movies, where do bats typically live? (caves)

 What are the characteristics of caves (small, dark, quiet)

 What characteristics do our bat boxes need (small, dark, quiet)


What do they like
2:05pm  Example photo PowerPoint, do they tick all of the boxes of small, dark
PowerPoint with
discussion questions
and quiet. Second document on Weebly has questions to ask with

each slide.
Bat box
 Show real life example of bat box so kids can touch and see what

they are like.

 Explain design sheet, need to write down what materials they will use, Design brief sheet
2:10pm
the steps they will do things in and sketch their design with labels.

Last box to be left blank and come back to it.

 Get into jigsaw groups and share with the group their design and in
2:30pm
the blank box will write down ideas that other people had that would

be good to implement into their own design.

Lesson Closure:(Review lesson objectives with students)

 Come back as a group and discuss what some aspects of others


2:45
designs that they thought would be a good idea to include in their own

design.

 Complete self reflection sheet on what they like, need to change and Self reflection sheet
2:55
what they still need help with (questions they want to ask or

clarification about part of their design).

 Next lesson will be building a small scale of your design using

2
 

popsticks / toothpicks and Blutak

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

3:00pm  Design sheets will be collected and marked using assessment key
(end of
attached to make sure they understand how the bat box will be built
day)
so they can use their design to make the model.

Assessment:

Student name Objective 1 - Objective 2 - Comment


Individually Reflect on
design a bat box design and
that will safely compare it to
house peers before
microbats. editing design.