Env Science

LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 3 Time: 2:00 – 3:00 Date: 27/1019 Students’ Prior Knowledge:
Learning Area: TECHNOLOGIES & SCIENCE  Students are able to organise observations to
reveal patterns and phenomena.
Srand/Topic from the Australian Curriculum  Able to describe components of simple
systems.
Living things can be grouped on the basis  Can observe patterns of growth and change in
of observable features and can be distinguished from non- living things, describe patterns and make
living things (ACSSU044) predictions.
 Use informal measurements to make and
Science involves making predictions and describing compare observations.
patterns and relationships(ACSHE050)
Develop and communicate ideas using labelled drawings

and appropriate technical terms (WATPPS17)
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:

 Sketch a design for a frog pond ensuring it meets appropriate criteria.
 Appropriately label sketched design and include titles where necessary.
 Outline at least three (4) types of native fauna that will be included in the final product.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

Remedial students;
 Load YouTube video before the lesson commences Students who are unable to commence he task will be
 Ensure all students have their textas and rulers and supported by the EA or work in a small group around
have spares for the students who don’t have them the teacher. These students will also be prompted
 Create slideshow with Appendix B photos more during classroom discussion so that they pay
 Have a pile of A3 sheets out attention and gain more knowledge
 Make sure all iPads are still charged after the end
of the day Extension students;
Students who complete their work faster then the
others will do extra research and go onto their iPads
and find out what frogs we can attract around our area
and what we can use to attract them
LESSON EVALUATION (to be completed AFTER the lesson)
1

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
2:00 1. The teacher brings the students onto the mat. segment where they will be
introduced.
2. Ask the students what they remember about our lesson from last week.
 Remember the research they undertook looking at the native flora that
surrounds ponds
 Ask them if they can remember any plants that they researched
3. Explain to the students that today we will begin to design our frog
ponds and that they will need to use the flora that they researched last
week into their design.
4. Watch 10 minute video to give students ideas  ask the students what https://www.youtube.co
they think they will use from the video m/watch?
2:15
v=i2RN7gmW3NQ
Lesson Steps (Lesson content, structure, strategies & Key Questions):
1. Before the students can go off and start designing their own ponds,
design your own on the whiteboard
2. Explain to the students that this design is Mr. Minear’s so they need to
just observe and if they want to speak they need to put their hand up.
2:18 3. Ask them If any of them have been to a pond with their family? Ask the
students what they think ponds have around them and in them.
4. Use the design from appendix ‘A’ as a base for your design Frog pond design
(appendix A)
5. Explain that the design can be drawn from either a bird’s eye view or
front on view
6. Explain the requirements of the design;

 Students must not be able to fall into the pond
 The pond can’t be bigger than at least 4 school desks
 The design must have at least 4 native flora species
 The pond must have an area of shade for the frogs
 Needs to look appealing as its going into the school (rocks, logs)
 They need to be creative! We want frogs to come to our pond
2

 Use objects from around the school (sustainable)
2:30 7. Show the students the different pictures of ponds that they can design. Pictures of frog ponds
Show some bad ponds and explain to them why they won’t be good at (Appendix B)
school (example is the picture of the pool) (smartboard)
8. Now let the students go and design their own ponds on a A3 piece of
paper (must use pencil first then once they have finished they can use
textas and colouring pencils)
9. Students may use the computers if said so by a teacher, to get pictures

of the different flora and use them to help them type
10. Students must also label their designs using a ruler

2:55
11. Students who don’t complete their designs may use free time to finish
them off
Lesson Closure:(Review lesson objectives with students)

1. Students will use there IPads and take photos of their designs and add
it to our Padlet.
2. Once students have completed that, they then must stack and pack
and sit on the mat after.
3. Ask the class if anyone wants to share any designs they’ve added into
their pond to the rest of their peers
4. Questions students on their decisions and make them think about why
they put specific things in.
3:00
5. Hand students excursion permission slips for Perth Zoo
Transition: (What needs to happen prior to the next lesson?)
1. Students need to hand in the permission slips before next lesson
2. Designs need to be marked and have comments written on them
3. Start researching and taking measurements for the pond
Assessment: (Were the lesson objectives met? How will these be judged?) Marking Rubric
(Appendix C)
1. Use marking rubric attached for the students designs
2. Complete formative assessment through observation and questioning
3

APPENDIX A
4

APPENDIX B
5
APPENDIX C

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Develop and communicate ideas using labelled drawings

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

As a result of this lesson, students will be able to:

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

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)

6. Explain the requirements of the design;

 Use objects from around the school (sustainable)

9. Students may use the computers if said so by a teacher, to get pictures

10. Students must also label their designs using a ruler

Lesson Closure:(Review lesson objectives with students)

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

1. Students need to hand in the permission slips before next lesson

2. Designs need to be marked and have comments written on them

3. Start researching and taking measurements for the pond

2. Complete formative assessment through observation and questioning

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