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LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 4 Time: 9:30am – 10:30am Date: 25 / 10 / 2019 Students’ Prior Knowledge:
Students will have completed the following lessons prior
Learning Area: to this lesson:
Technologies – Design Technologies
Lesson 1: Investigating – Students will explore a
Science variety of current theme parks through YouTube and
images to identify what makes up a theme park and how
to the satisfy the needs of all people.
Strand/Topic from the Australian Curriculum
Lesson 2: Defining - Students will re-cap the idea of
Knowledge and Understanding – Technologies and Society
sustainability and what living sustainably means.
Ways products, services and environments are designed to meet Students will watch a video and then complete an
activity that encourages sustainable living through a rally
community needs, including consideration of sustainability
robin
(ACTDEK010)
Lesson 3: Investigating: Students will participate in an
excursion to Kings Park and Rio Tinto’s NatureScape
Processes and Production skills - Collaborating and managing park. Here they will explore all of the different ways that
sustainability can be implemented within a recreational
Work independently, or collaboratively when required, to plan,
venue.
safely create and communicate ideas and information for solutions
Ways products, services and environments are designed
(WATPPS26)
to meet community needs (ACTDEK010)
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
1
Provision for students at educational risk: Teacher’s Prior Preparation/Organisation:
Those with vision and hearing impairments will be seated at the Desks to be arranged in groups of 6
front of class so they can clear see/hear. Clear whiteboard with working markers
Students with clashing personalities and behavioural problems Smartboard / Projector
will not be grouped together. Rio Tinto’s NatureScape images Document
Ensure that De Bono’s thinking hat A3 sheets are visible to all (*resource 1*)
and remind them that this is the type of thinking that is required. De Bono’s thinking hats A3 Information sheets
Those who struggle academically will be buddied up with a (*resource 2*)
student/close friend who they work well with. De Bono’s thinking hats to be cut out (*resource 3*)
Thinking Hats activity worksheet (*resource 4*)
Those students who excel will be grouped with each other so that Marking Rubric (see below)
they can participate in more challenging and creative discussions.
*All resource sheets are found on the Weebly page
under this document*
Both objectives 1 and 2 will be assessed using a formative type of assessment. This assessment will take place in the form of a
simple marking rubric (see below). I have chosen formative assessment because this is an ongoing activity and I only require
gradual progress / results. This will assess students’ current knowledge and understanding on the topic.
Each groups thinking hat worksheet will be collected at the end of the lesson.
*Please note: This rubric is a simple and shortened version of the end marking rubric. A more detailed and finalised rubric
would be prepared for the end product of this sequence of lessons*
2
LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/
Time Motivation and Introduction:
References
Students in the previous lesson will have been on an excursion to Kings Park and
Rio Tinto’s NatureScape. On this excursion they will have focused on exploring all
of the different ways that sustainability can be implemented within a recreational
venue. This lesson will form number 4 in a sequence of 8 lessons. Students are in
the middle of creating a 3-D mini nature fun theme park. This lesson will aim to
generate ideas for sustainable, eco-friendly attractions.
2. Before moving on to the next activity, outline the learning intention for the Clear
lesson. whiteboard
- Today we will be continuing planning our 3-D mini nature theme park. with working
This lesson will be focussed on coming up with fun, innovative, markers
sustainable attractions that will be included in our theme parks.
Smartboard /
3. Bring students’ attention to the projector / smartboard with the excursion Projector
images document open. Students will engage in a visual reflection on what
Rio Tinto’s NatureScape had to offer in regards to creating sustainable and Rio Tinto’s
interactive attractions. NatureScape
images
4. For each page (there are 4) allow students to conduct a think, pair share Document
discussion about what the sustainable aspects are within the image. Ask the (resource 1)
following questions:
10 mins - What part of the image makes it sustainable?
- What materials are used in attraction?
- What is the purpose of the attraction?
- Do you remember playing here? what made it fun?
5. Allow for at least 2-3 responses per page and ensure that a variety of students
are invited to participate.
6. Once all the images have been discussed and analysed, students will now
brainstorm some ideas of their own. Invite all students to think of their own
sustainable attraction ideas. Encourage students to think about the materials
that would be used to make the attractions and also what these attractions
would need to be maintained.
7. Brainstorm on the whiteboard these ideas and to kick start the activity provide
5 mins an example of your own, such as a maze, flying fox or botanic garden.
3
Lesson Steps (Lesson content, structure, strategies & Key Questions):
1. Debrief students on the next lesson before sending them back to their desks.
Explain to students the following steps: De Bono’s
i) Everyone is going to go back to their desks and clear it of any thinking hats
paper and stationary. A3 Information
ii) We all remember our thinking hats don’t we? Today’s lesson sheets
5 mins involves a discussion using our thinking hats. (resource 2)
iii) In a second I am going to hand each of you a hat. This will be your
role for today. What your given is what you get so no trading roles. De Bono’s
iv) Each group will receive one of these worksheets and your task is thinking hats to
to go through each thinking hat and explore different be cut out
environmentally friendly theme park attractions that contain either (resource 3)
a sustainable purpose, recyclable materials or renewable
resource.’
v) Think back to the images we just spoke of and also feel free to Thinking Hats
use some of the examples we came up with on our brainstorm. activity
vi) Remember to look at the board if you get stuck on what to do as worksheet
each hat is on there with a description of what it involves. (resource 4)
vii) You will get 30 minutes to discuss and come up with ideas and
30 mins improvements for your nature fun parks. I suggest that each group
spends 5 or so minutes on each hat
viii) Once this time is up you will need to flip the page over and fill in
the answers. You must include at least 3 different environmentally
friendly theme park attractions that contain either a sustainable
purpose, recyclable materials or renewable resources.
ix) Below that it asks you to come up with some general needs and
wants that society has for a theme park. It would be a good idea to
think back to lesson 1 about how we can satisfy those needs.
Include at least 3 examples.
If students struggle to pay attention during these instructions get them to move
back to their desks immediately and continue explaining.
2. Hand out students a thinking hat each and instruct them to go back to their
desks once they have one. Students’ desks have been arranged in groups of 6
this term as it works well with De Bono’s thinking hats strategy.
Prior Knowledge
Students have used De Bono’s thinking hats in previous lessons and are
competent in conducting collaborative discussions in their groups. Ensure that
each group is still monitored for the duration of the activity.
4
Critical and Creative Thinking
De Bono’s thinking hats is a strategy that aims to encourage critical and creative
thinking. It does this through allowing students to approach a topic from all
directions. It stimulates students’ knowledge, emotions, judgements, optimism,
creativity and future thinking.
3. The teacher is to go to each group and provide any help where necessary.
Use prompts to help students who are stuck and provide ongoing support to
students
Ethical Behaviour:
Students are involved in building a strong personal and socially oriented ethical
outlook that helps them to develop an awareness of the influence that their values
and behaviour have on others. This is done through exploring the needs and
wants of society.
1. To conclude the lesson allow students to calm down and listen intently.
5 mins Instruct students to all come to the mat with the blue hat member to bring the
worksheet with them.
3. This will serve as the ticket out the door to recess. Everyone must listen to
each groups examples. Encourage students to listen intently as they might
hear something they like and want to include in their own nature fun theme
park.