Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 9.00am-10.00am Students’ Prior Knowledge:
Date:24/10.19
Ways products, services and
Learning Area:
environments are designed to
Design and Technologies
meet community needs
(ACTDEK010)
Strand/Topic from the Australian Curriculum
Ways products, services and environments are Forces, and
designed to meet community needs, including
the properties of materials, affect
consideration of sustainability (ACTDEK010)
the behaviour of objects
Forces, and the properties of materials, affect the
behaviour of a product or system (ACTDEK011) (ACTDEK011)

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:

 Place the plastic objects in order from longest to quickest break down time in their book
 Research and record a reusable material that is suitable to make a bag out of

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

EXTENSION
- Plastic bag Students who finish the task quickly can research
- Plastic bottle types of bags and their purposes while they wait in
- Plastic plate preparation to the next lesson.
- Student workbooks REMEDIAL
- Whiteboard Students unable to complete the task within the
- iPads timeframe are able to move a set of desks together
and get help with the teacher, these students are
also only required to research three materials
rather than five

LESSON EVALUATION (to be completed AFTER the lesson)

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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:
Align these with the
Students are introduced to the WALT AND WILF to start the lesson segment where they will
be introduced.
On the whiteboard the teacher writes out the letters to these so students have
a visual reminder of the objectives of the lesson.
Whiteboard and marker
WALT-
Find the decompose time for three plastic items commonly used around our
school.
Identify and list some replacement materials that fit the requirements of a bag
WILF-
A table in the workbooks with the three items and their decomposed time from
quickest to longest
5min Create a tally of three materials instead of plastic and take a tally from
classmates on which they would prefer to use.

The teacher introduces the topic of plastic waste saying, “The issue of plastic
waste is growing rapidly, can anyone tell me some items that are plastic and
are not recycled”. Students put up their hands to answer in turns.

The teacher sets up three items (a plastic bag, a plastic bottle and a plastic
plate) at the front of the class on a desk or table to being the lesson Plastic bottle
introduction activity. Plastic bag
The teacher asks the students “What do all these items have in common” Plastic plate
The teacher uses a think pair share strategy to hear some of the student’s
ideas.

The teacher says, “These items are all plastic and apart of plastic waste that
are in the environment, but do we know how long they take to break down in
the environment”.
Turning to the whiteboard the teacher writes up the name of the three items at
the top and draws a line labelled quickest on the left and longest on the right
with three increments.
Holding up the plastic bottle the teacher asks students whether they think it is Images cut out of the
the quickest middle or longest to break down in the ground and puts the name plastic items (3)

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according to a selected student. Teacher does this for the remaining two
items, so all three increments are filled with items. Students raise their hand to
agree/disagree on the order and explain why if they want to change it.

The teacher reveals the correct answers to the students which are:
Plastic plate – 3 years

Plastic bottle- 450 years

Plastic bag- 1000 years

Teacher writes WHAT CAN WE DO on the board and asking students some
ideas (4 R’s)
Introducing the main content of the lesson which is a design brief of making
20min our own reusable bags rather than using plastic, but we have to find out which
materials would work best.
iPads
Lesson Steps (Lesson content, structure, strategies & Key Questions):

Students make their way back to their desks collecting their workbook and
design brief sheets from the front on the way.
On a clear page, students copy in the information on the board drawing the
table and introduction to new activity.

Once finished copying information on the board students put up their hand to
get their work checked by the teacher, once that has been checked they are
to use an iPad at their desk to research materials some bags are made out of.

Students are to find at least five materials used to make different types of
bags and find the origin of those materials e.g. cotton wool bags-> sheep wool
etc.
Once students have found five materials, they are to draw up a table survey in
their books. On the table they must choose their top three materials they
would like to create a bag out of.

Student put up their hand to get their table surveys checked and once Student workbooks
received a tick from the teacher they are able to walk around the room to
different classmates and collect a survey of what they think is the best
material to use. Students are reminded of the rules while taking surveys
around the room:
Respect the persons decision

Ask nicely if they would like to participate in your survey first

Walking around the room

No yelling across the room, walk up to the person if they want to fill it out

30min Once surveys are complete students are to return back to their desks.
Lesson Closure:(Review lesson objectives with students)

At their desk’s students are to raise their hand to call out their survey for the
teacher. Students list the three materials they have chosen, and which was
the most popular, which was in the middle and which was least popular.

The teacher goes around the room calling on students to get a scope of who

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completed all the work and an idea on some of the materials students are
interested into turning into bags come the end of the design brief activity.

At the front the teacher records the information for most popular to find the
most common material used, and explains the property of that material e.g.
cotton bags aren’t stretchy but are study and can hold weight
3min Transition: (What needs to happen prior to the next lesson?)

Students are to pack away their books and place back in the bucket for
Environmental Science and return iPads to the front.

Students must have their table completed for the next lesson and will be given
free time to complete it prior to the next Environmental Science lesson.

Students wait at their desks for the next lesson to begin

2min

Assessment: (Were the lesson objectives met? How will these be judged?)

Students work will be collected at the end of the lesson in a bucket and
checked if they have completed a table containing three materials to make a
bag out of and at least five materials researched that bags can be made out
of.
Students will be verbally tested on their surveys as the teacher goes around
the room to see who has completed all the work.

The teacher will also take anecdotal notes throughout the lesson while
walking around the room to ensure students who have not completed the
work are monitored closely next lesson

Overview (250 words)

The overall topic covered in the design brief and lesson plan is waste, specifically plastic waste

as it is a rising factor in today’s society and is widely recognised as a global issue (Xanthos &

Walker, 2017). This is specifically linked to the sustainable development goal number 12, 14 and

15, being responsible consumption and production, life below water and life on land respectively.

These goals go hand in hand with the topic of plastic bags and the urgency to create reusable

bags which is the overall aim of this design brief. It suits to the sustainable development goals as

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plastic waste, if not disposed correctly, can effect life both above and below the sea, with animals

consuming them or getting tangled in plastic debris and the toxic release and sight pollution it

causes as well as the need of responsible production and consumption with companies cutting

back on the production of single use plastics and are promoting reusable alternatives like we are

in class. At the moment there is an estimated 5.25 trillion particles of plastic floating in the ocean

weighing approximately 268,940 tonnes ( Eriksen et al., 2014) For the students and the local

community, shops have started to charge per plastic bag use which is an incentive to reduce the

use of single plastics but not cutting them back altogether although some shops do. For the

students to create a reusable bag that they can take shows the first stage of initiative taken in the

community and hopefully spurs on others to do the same as well as creating an engaging series

of lessons as well as a physical action on plastic waste at a small scale for the students.

References

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Eriksen, M., Lebreton, L. C., Carson, H. S., Thiel, M., Moore, C. J., Borerro, J. C., . . . Reisser, J.

(2014). Plastic pollution in the world's oceans: More than 5 trillion plastic pieces weighing

over 250,000 tons afloat at sea. PloS One, 9(12), e111913.

School Curriculum and Standards Authority. (2014). Year 4 Syllabus. Retrieved from:
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/technologies/design-and-technologies2

UN General Assembly, Transforming our world : the 2030 Agenda for Sustainable Development,
21 October 2015, A/RES/70/1, available at:
https://www.refworld.org/docid/57b6e3e44.html [accessed 24 October 2019]

Xanthos, D., & Walker, T. R. (2017). International policies to reduce plastic marine pollution from

single-use plastics (plastic bags and microbeads): A review. Marine Pollution

Bulletin, 118(1-2), 17-26.