Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 4 Time: 1:30pm - 2:30pm Students’ Prior Knowledge:
Date: 25/10/19 • Living things can be grouped on the basis
of observable features and can be distinguished
Learning Area: Science, Design & Technologies from non-living things (ACSSU044)
• Living things grow, change and have offspring
similar to themselves (ACSSU030)
Strand/Topic from the Australian Curriculum: • Know how to use the iMotion app on the iPad
Biological Sciences: Living things have life
cycles (ACSSU072)
Technologies and Society: Ways products, services and
environments are designed to meet community needs,
including consideration of sustainability (ACTDEK010)
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:
1. Participate in a discussion about how an environment (the school garden) could be designed to meet
community needs
2. Work collaboratively in groups of three to create a stop motion animation showing the four main phases of
either a butterfly’s or a bee’s life cycle
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
• Hands-on task to cater for different learning
• Ensure iPad’s are available/charged with the styles
iMotion app installed • Students work together in groups of mixed
• Scrap coloured paper abilities
• “Garden for Bugs” Design brief • Life cycle iMotion task can be as detailed as
• Print off life cycle info sheets and KWL sheets students wish, so long as it includes all life
cycle phases
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
1:30pm • Students gather on the mat segment where they will
• Introduce the design brief project be introduced.
o “The principal has asked for our help to design a new garden
for the school. This garden will be a place for students to
relax during recess or lunch and will provide an environment
for bees and butterflies to thrive.”
• Inform students that they will be working in groups of three to design
a garden and the best garden design will be used to inspire the
garden that will be built in an empty space in the middle of the school
• Run through the design brief handout and explain the design
requirements and the steps that will be taken to come up with a Design Brief
design
• Ask students:
o Do you think a new garden is a good idea? Why? What would
be the purpose of the garden? (e.g. place to relax, support
insects, aesthetically pleasing, support the environment)
o What sort of features should a garden have?
o Why do you think the principal would like the garden to
support the bees and butterflies?
• Direct discussion towards sustainability:
o Why are insects important?
o Why do insects need plants to survive?
o What would happen if bees or butterflies went extinct?
1:35pm Lesson Steps (Lesson content, structure, strategies & Key Questions):
1. Introduce topic: Life cycles
• Explain that, in order to design a garden that will benefit insects,
students need to learn a bit more about the life cycle of these
insects
2. Check for prior knowledge:
• Have students sit facing a partner and rally-robbin everything they
know about butterflies. Choose a few students to share what they
know with the class. Repeat for bees.
2
3. Hand out the KWL worksheet. Have students write down everything KWL worksheet
they know and anything they want to know about life cycles. Make APPENDIX 1
sure students leave the “What I learned” column empty for now
How a caterpillar
4. View the “How a caterpillar becomes a butterfly” video clip. Before becomes a butterfly
playing the video, ask students to make sure they pay attention to video clip
what the four phases of the life cycle are https://bit.ly/31Kll4y
5. View the “Life cycle of a honey bee” video clip. Again, ask students to
look out for the phases of the life cycle Life cycle of a honey bee
video clip
1:55pm 6. Explain the task: https://bit.ly/2Wc8NBP
• Students are to work in groups of three and use the iMotion app
on the iPad and scrap paper to create a stop motion animation
showing the lifecycle of either a bee or a butterfly
• Show the “Butterfly life cycle” stop motion animation example
video clip Butterfly life cycle stop
• Explain that their video must include each stage of the life cycle motion animation video
and also include labels and the group member’s names example
somewhere (e.g. written on a piece of paper at the start of the https://bit.ly/31Nm3Oq
animation)
7. Create student groups by numbering off students, aim to ensure that
groups include students of mixed abilities
8. Provide each group with an iPad and some coloured scrap paper and
instruct them to begin creating their animation. Hand-out the life-cycle Life cycle info sheets
info sheets to each group APPENDIX 2
9. Keep students on task and remind them when they have 5 minutes
left to finish their animation
10. Have students save their animations to the iPad’s camera roll
2:20pm Lesson Closure:(Review lesson objectives with students)
• Students gather on the mat
• Play a couple of their animations on the smart board for the whole
class to see
• Ask students:
o What is one thing you have learned from this lesson? Get
students to fill out the “What I Learned” column on their KWL
sheet
o Can you tell me something that either a bee or a butterfly
would need to complete its life cycle? (e.g. leaves, flowers,
shelter)
o Now that you know all about the life cycles of these insects,
what is one thing you might include in your garden design
that will help them thrive?
Transition: (What needs to happen prior to the next lesson?)
2:30pm
• Students clean up the room and get ready for home-time
3
Assessment: (Were the lesson objectives met? How will these be judged?)
• Objective 1: Anecdotal notes: Note students who are participating in
the discussion during the introduction of the lesson. Do they
recognise the purpose of creating a school garden and do they
suggest ways in which it could meet community needs? (e.g. support iMotion Animation
insects, place to relax) Checklist
• Objective 2: Checklist: View students’ iMotion animations and use the APPENDIX 3
checklist to note whether students have included all phases of the
butterfly/bee life cycle
