Lesson Plan Two

Lesson
Information
Unit Topic

Lesson

Band and year

Middle Years, Year 5,6,7

Strand

Design and Technology, Arts, Mathematics, Society and the environment

Students

22

Primary School Recycling Centre

C URRICULUM C ONNECTIONS

AND

O UTCOMES :

Curriculum Connections

Curriculum outcomes

Critiquing

3.1

Designing
Making

3.2, 3.3
3.4, 3.5, 3.6

Measurement

3.5

Spatial sense and geometric reasoning

scope

Place, Space and the environment

3.6

Arts practice

3.1, 3.2, 3.3

Lesson Overview
The lesson focus is on Making and Critiquing bedroom. Students will finalize the DMA
process in construction of their dream bedroom then critiquing it themselves with a
supplied rubric.

L ESSON S TRUCTURE :
Topics

Teaching
Method

Introduction

Explaining

Questions/activity/Actions

Describe classroom expectations, rules and

standards (Classroom management) See
attached sheet
Hand back students activity sheets with initial
design and material list.
Recap last lesson with overview of the DMA
process, in case a student was away.
Restate design brief to students and clarify any
quires or questions that arise.
(Note: display on whiteboard)
Answer any questions students may have as
they reacquaint themselves with activity sheet
Prepare students for transition to art room.
Collecting of shoebox from back of classroom,
explain expectations and revisit behavioral
management

Activity

Individual

Activity

Individual

Extension
Activity
(If time left
over at end of
lesson)

Collaborative

Conclusion

Explaining

Students to commence making and executing

design brief with the art materials supplied

Once shoebox is has been completed to

students satisfaction and met areas of design
brief criteria, they will critique their design with
a supplied activity assessment rubric
If all students have completed the make and
critique phase of the project, then students
may share their finished shoebox with each
other. and ask questions to gain a deeper
understanding of why they made the room as
they did. Hence expanding their own cultural
beliefs and perceptions of others.
Have students ask each other questions in
regards to others design to gain a deeper
understanding of why they made the room as
they did. Hence expanding their own cultural
beliefs and perceptions of others
Thank the students for outstand cooperation,
participation and enthusiasm throughout
lessons.

A SSESSMENT :
Summative
Assessment

Activity sheets will be assessed next lesson during the make phase.
See Activity Assessment rubric

Participation

Students to self-assess with same Activity assessment rubric as Teachers.

Providing the teacher with an informed knowledge of students perception
of task achievement and level of participation and effort.
Teacher to note students participation and engagement levels

Formative
Assessment

Gather evidence of student learning, idea depth, progression and provide

feedback during lesson.

Resources

Butchers Paper
Whiteboard
Rulers
Interactive whiteboard
Pencils
Erasers
Activity sheets
Art supplies
Glue
Scissors

Safety

General Classroom OH&S

Notes

Teacher expectations of the year 5 students are for them to complete the make and
appraise phase of DMA process with a focus on participation and engagement levels
while meeting set criteria.

Year 6 & 7 are expected to complete all activities

C LASSROOM M ANAGEMENT :
Topics

Teaching
Method

Introduction
Of
acceptable
behavior

Explaining

Actions

I expect you all to listen without talking while I

am talking or a student is asking or answering a
question, please show them the respect they
deserve to be heard
Not to distract others, they have the right to
learn
If you have a question raise your and I will
respond to you when I can
Lastly be showing me that you can respect
others it shows me that you have respect for
yourself.