You are on page 1of 7

 

Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

HASS LESSON PLAN


Year Level: 5 Time: 9:00-10:30AM Date: 14/08/18 Students’ Prior Knowledge:

In prior lessons, the class has explored what defines a


HASS Strand/s: Economics and Business need and a want in terms of their own worlds. Students
have had opportunities to explore the ‘Making Choices’
Content Descriptors: The difference between needs and and ‘Scarcity’ concepts: they recognise that resource
wants, and how they may differ between individuals availability impacts the choices that one makes in
(ACHASSK119); economic and social situations. Investigating these
concepts in relation to other countries (e.g. China) has
Record selected information and/or data using a variety of not yet been explored.
methods (e.g. use graphic organisers, paraphrase,
summarise) (WAHASS53); Whilst the Economics and Business strand only begins
from Year 5, in Year 4, students have explored many
Develop a variety of texts, including narratives, descriptions, ideas that underpin the ‘Scarcity’ and ‘Making
biographies and persuasive texts, based on information Choices’ concepts, such as:
collected from source materials (WAHASS62).
- Civics and Citizenship: The differences
Concepts: Scarcity; Making Choices between ‘rules’ and laws’ (e.g. to maintain
social cohesion, to reflect society’s values)
Topic: Wants, resources and choices (ACHASSK092)  Year 4 students investigate
how rules and laws reflect society’s values,
Skills: ‘Students locate and collect important information which in turn reflect the needs of a society;
and/or data from primary and/or secondary sources, using - Geography: Aboriginal and Torres Strait
appropriate methods to organise and record information’ Islander Peoples’ ways of living were adapted
(Questioning and Researching); to available resources... before and after
colonisation (ACHASSK089)  Year 4
‘Students develop a variety of texts that incorporate source students recognise how cultures’ needs and
materials’ (Communicating and Reflecting). wants reflect the resources of the land that are
available.

Comparing and contrasting as a ‘Questioning and


Researching’ skill has previously been explicitly taught
through the Venn diagram strategy.

Students have had several experiences with the


Explain Everything app. They are also proficient with
the process of exporting an Explain Everything clip to
the teacher’s DropBox. They are familiar with the
process of the ‘Board Race’ strategy; therefore,
detailed instruction will not need to be provided.

The Peasant Prince (Cunxin and Spudvilas, 2007) and


Genghis Khan (Jian and Wert, 2015) have already
been recently read in ‘Reading to Students’ sessions.
Students are familiar with the texts; however, they
haven’t been used as sources to explicitly explore the
concepts of ‘Scarcity’ and ‘Making Choices’.

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

1
 

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

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:
 Compare and contrast at least 5 needs and 5 wants about Australia’s and China’s living
standards;
 State the necessary needs and wants for an ideal town, through Explain Everything;
 Advertise the benefits of building their town.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Have several copies of The Peasant Prince (Cunxin All students are benefited by the task being open-
and Spudvilas, 2007) and Genghis Khan (Jian and ended. By inviting students to create a radio podcast to
Wert, 2015) available for the lesson; advertise the needs and wants of an ideal town, the
 Ensure iPads are fully charged, functional and degree of complexity which is addressed is in the
ready for the lesson; hands of the students. There is a very diverse
 Create a section for each group within the class spectrum of proficiency for the advertisement activity –
Padlet for the lesson; students may choose to simply state the ideal needs
 Create a QR code to access the class Padlet for and wants, whereas others can go to further lengths
the lesson; (e.g. justify, compare and contrast, persuade, etc.). The
 Update the Learning Intentions Wall to reflect the lesson involves a limited amount of writing, and any
WALT and WILF for the lesson; writing is done through ICT. This means that students
 Create an exemplar for the lesson; who are HASS-literate are not disadvantaged by being
required to express their opinions through pen and
 Create a rubric to assess each group’s
paper. Furthermore, the lesson caters for many
achievement of the lesson objectives;
different learning styles. The Venn Diagram caters for
 Prepare a beach ball with needs and wants words
students who can express their knowledge through
from the texts written all over.
their ability to identify and classify information (logico-
mathematical), whereas the radio advertisement caters
for those who are proficient at verbally justifying their
position (verbal-linguistic). Having students consider
audience context in their advertisement allows learners
who have strong interpersonal skills to demonstrate
proficiency in the HASS concepts. All of the activities in
this lesson are completed through partner work,
benefiting all students by exposing them to a diversity
of opinions. Students who may normally struggle to
produce ideas may be benefited through being
exposed to another person’s insight. Through using
Padlet as an online collaborative platform in the lesson
closure, students can see the different points uploaded
by other students in live time. This will give less-abled
students more scaffolds to develop their ideas.

2
 

LESSON EVALUATION (to be completed AFTER the lesson)


Assessment of Lesson Objectives
Mode of Assessment: Formative.

Assessment Strategy: All lesson objectives will be assessed through a rubric.

Please attach assessment strategy to your lesson plan


Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

3
 

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)


Resources/References
Time Motivation and Introduction:
Align these with the
9:00am 1. Students will stand in a circle. In a similar fashion to silent ball, a segment where they will
beach ball will be thrown from student-to-student. Previously to the be introduced.
lesson, the teacher will have written numerous needs and wants,
relating to the texts, all over the ball. When a student catches the ball, Beach ball
they must read aloud the word their right thumb has landed on. They
will then classify the word as either a need or a want, and provide
justification for their choice. They will also be encouraged to share an
experience they have had with that specific need/want.
The Peasant Prince
2. Once several students have had a turn, the teacher will inform the
(Cunxin and Spudvilas,
students that the words were all extracted from the previously-read
2007).
texts - The Peasant Prince and Genghis Khan. The teacher will start a
discussion about Scarcity and Making Choices in relation to the text,
Genghis Khan (Jian and
to review prior knowledge.
Wert, 2015)
What are needs and wants?
How were the needs of the boy’s family met in The Peasant Prince?
How were they not met?
Did the boy have more needs than wants, or more wants than needs
How so?
What were the living standards like for Temujin’s family? What was
the discrepancy between what they needed, and what they had? Why
might this discrepancy have occurred?

9:10am 3. Students will then be seated on the mat. The teacher will refer to the Learning Intentions Wall
Learning Intentions Wall, which displays the WALT and WILF of each (Australian Institute for
lesson: Teachers and School
Leaders [AITSL], 2018).
- We Are Learning To: Appreciate that different countries have
different needs and wants.
- What I’m Looking For: Compare and contrast at least 5 needs
and 5 wants about Australia’s and China’s living standards (1);
State the necessary needs and wants for an ideal town, through
Explain Everything (2); and Advertise the benefits of building their
town 3).
9:12am
Lesson Steps (Lesson content, structure, strategies & Key Questions):
1. The lesson structure will be explained to students, as below.
2. In pairs, using an iPad, students will use the Explain Everything app
to draw up a Venn Diagram. Students will have access to both texts.
Through the Venn Diagram, students will be expected to compare
and contrast the living standards between Australia and China,
through identifying the needs and wants of each. One of the large
circles will represent needs/wants exclusive to Australia; the other
should display those exclusive to China. The intersection should show
those which are shared by both nations. There should be at least 5
needs and 5 wants in total. Learners should use one colour for needs,
and another colour for wants. When students think they have
completed the Venn Diagram, they will use the microphone function in
the app to record a radio advertisement on top of the image of the
diagram. This 30-60 second radio advertisement should ‘sell’ a new,
ideal town to a target audience. In the advertisement, students should

4
 

state at the necessary needs and wants for their ideal town, and why
they are beneficial. Students should consider who they are ‘selling’
the town to when considering the needs and wants they include.
3. After explaining the instructions, the teacher will then project the
rubric for the lesson on the Smart TV. The educator will discuss with
students what a gold medal, silver medal and bronze medal effort
looks like. The teacher will show a WAGOLL (What a good one looks
like), emphasising how the example addresses each of the success Assessment Rubric –
criteria of the rubric. The lesson instructions, as well as the rubric, will Smart TV
be projected on the Smart TV for the duration of the lesson. During Exemplar - What a Good
the lesson, the teacher will constantly remind students to refer to One Looks Like (AITSL,
these documents to promote learner autonomy. 2018).
4. Before beginning the activity, through questioning, the teacher will
lead a discussion about the activity.
Will everybody have the same answers? Why/why not?
9:22am Why is it important to respect your partner’s opinions?
5. Students will then be allowed to access the iPads and the texts and
begin the activity. Whilst pairs are working together on the Venn
Diagrams, the educator will roam around to the various groups and iPads
use questioning to deepen their engagement with the task. The Explain Everything App
teacher will also question students/pairs about their findings; for The Peasant Prince
example: (Cunxin and Spudvilas,
2007).
- Does Australia and China have more needs in common, or
Genghis Khan (Jian and
wants? What makes you think this?
Wert, 2015)
9:42am - Why might some wants exist in some countries, but not others?
6. After 20 minutes has elapsed, the teacher will remind students who
have not yet completed the Venn Diagram to make inroads to their
radio advertisement. As further scaffolding, the teacher will stop the
class and pose the following questions:
- What needs and wants are essential for an ideal lifestyle? Why?
- Who are you advertising your ideal town to? How will this impact
the needs and wants that you offer?

9:44am These scaffolds will be written on the whiteboard.


Whiteboard
7. After allowing a further 25 minutes for the completion of the
advertisements, students will export it to the teacher’s DropBox. They DropBox
should export the file entitled with their group members’ names.
10:09am
Lesson Closure:(Review lesson objectives with students)

Objective 1: Compare and contrast at least 5 needs and 5 wants about


Australia’s and China’s living standards.

1. The whole class will participate in what is known as a Board Race.


Using the iPads, each pair will access the class Padlet with a QR iPads
code projected on the Smart TV. On the Padlet, each group will have QR Code on Smart TV
their own pre-created section, each formatted with the same table as QR Code Scanner App
below. Each group will try to fill each box with points they have Padlet
learned from the lesson. The first team to legitimately fill each box,

5
 

deemed by the teacher, ‘wins’.

THE
PEASANT Australia China
PRINCE
Needs

Wants

2. After the board race, the teacher will stimulate a reflective discussion
through questioning.

Which needs and wants were similar amongst Australia and China,
and why? How does this reflect the living standards of these nations?

Does this reflect the China of today? Why/why not?

What impact does this have on Australia’s relationship with China?

10:20am
Objectives 2 & 3: State the necessary needs and wants for an ideal town,
through Explain Everything; Advertise the benefits of building their town.

1. The teacher will access the DropBox on the Smart TV. One of the
podcasts will be selected to play to the whole class. The teacher will
ask the following questions to the class:

- What were some of the needs and wants the group showed?
Were they necessary? Why/why not?

- Would you live in their town? Why/why not?

- How did their needs and wants appeal to their specific audience?
What does this say about the audience’s values?
10:28am
Transition: (What needs to happen prior to the next lesson?)

1. All work samples (complete or incomplete) need to be exported to the


teacher’s DropBox.

2. iPads need to be packed away and placed on charge.

3. Students to be seated in their desk awaiting recess dismissal.


10:30am
Assessment: (Were the lesson objectives met? How will these be judged?)

1. Each of the lesson objectives will be assessed through a rubric.


During the lesson body, the rubric is explicitly unpacked to and with
the students, enabling them to be fully aware of the success criteria
for the lesson. Students are also explicitly referred to the success
criteria, which are projected on the Smart TV for the lesson’s duration.

6
 

The rubric (see overleaf) has rating scales (Gold, Silver, Bronze) for
the following success criteria:

- Venn Diagram (Objective 1 – Compare and contrast at least 5


needs and 5 wants about Australia’s and China’s living standards)
- Radio Advertisement (Objective 2 – State the necessary needs
and wants for an ideal town, through Explain Everything)
- Audience Appeal (Objective 3 – Advertise the benefits of building
their town)

After the lesson’s completion, the teacher will access students’ work De-grading Education
samples through the DropBox. With the guidance of the rubric, the (TEDx Talks, 2015).
teacher will make a judgment about each group’s work. Using the
‘Comments’ feature of the DropBox, the educator will constructively
comment on each group’s work sample (Explain Everything clip), and DropBox
provide written (electronic) feedback, with regards to the rubric. These Explain Everything app
points will be used formatively for the planning of future HASS Assessment Rubric
lessons for the class.