Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 4 Time: 9:00AM Date: October 17 Students’ Prior Knowledge:

Learning Area: Science and Design and Technologies  Design and Technologies Year 3 - Role of
people in design and technologies occupations
Strand/Topic from the Australian Curriculum (ACTDEK010)

Science The Design and Technologies project sequence of

Earth and Space Sciences lessons
Earth’s surface changes over time as a result of natural
processes and human activity (ACSSU075) Lesson one and two (current lesson)
This lesson will be the students first introduction to the
Design and Technologies topic of coastal erosion. They will explore what coastal
Knowledge and Understanding erosion is, the five processes that cause coastal
Technologies and Society erosion, the impact coastal erosion is having on the
Role of people in design and technologies occupations environment and ecosystems, the impact coastal
(ACTDEK010) erosion has had on Perth beaches and the possible
solutions.

Lesson three
Students will be introduced to their design brief project
“Saving Perth Beaches!”. There will be a whole class
discussion and brainstorm on ideas and possible ways
students can go about designing their solution.

Lesson four
Students begin planning and designing their solution to
coastal erosion. This includes conducting research on
their chosen solution, sketching their design and
beginning to create their Power Point.

Lesson five and six

Students will begin to build their solution to coastal
erosion using their materials.

Lesson seven and eight

The student’s solution to coastal erosion will be tested
by mimicking waves. Students will also present their
PowerPoint presentations to the class.

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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:

 Explain what coastal erosion is, including the five processes that cause coastal erosion
 Identify the impact coastal erosion has on the environment and its ecosystems
 List three possible solutions to coastal erosion

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

 Stronger students are encouraged to discuss
- Kahoot! Quiz more than three examples of solutions to
- A3 butchers’ paper coastal erosion and provide more detailed
- A3 poster card explanations
 Weaker students can discuss at least two
solutions to coastal erosion with fewer detail
 How students present their task is open ended

LESSON EVALUATION (to be completed AFTER the lesson)

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:
9:00AM 1. Students gather on the mat with their iPads. Students are called
based on their faction https://kahoot.it/v2/
2. In the previous lesson students were introduced to the topic of
coastal erosion. They learnt what coastal erosion is and the
different types of coastal erosion. Previous learning is revised via a
Kahoot! Quiz. Students are asked to access the quiz using the
game pin. Questions in the quiz include:

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o What is coastal erosion?

o What are the five main processes that cause coastal
erosion?
o Which of these is an example of corrasion?
o Which of these is an example of abrasion?
o Which of these is an example of attrition?
o Which of these is an example of corrosion/solution?
o Which of these is an example of hydraulic action?
o Note: Results from quiz can be used as formative
assessment to see if any students require further
assistance before final assessment

3. Students are asked to place their iPads in front of them

9:07AM

Lesson Steps (Lesson content, structure, strategies & Key Questions):

A3 butchers’ paper
4. The teacher poses the question to students, “What do you think the
impact coastal erosion has on the environment and can you think
of any possible solutions?”, the teacher asks students to conduct a
think, pair, share with the person sitting next to them

5. The teacher then calls on each pair to share each other’s answers
with the class and the teacher brainstorms with students the
answers on A3 butchers’ paper and further discusses their answers

6. The teacher explains to students that coastal erosion has been

identified as an escalating environmental threat as it deteriorates
coastal wetlands resulting in habitat loss. The plants and wildlife
that depend on these ecosystems are negatively impacted by the https://www.abc.net.au
effects of erosion. /new s/2019-07-3
1/erosion-washing-away-
7. The teacher refers to the ABC article “A coast being slowly eaten beaches-up-and-down-wa-
9:15AM by the ocean”, and reads with students the impact coastal erosion coast/11359006
is having on Perth beaches, particularly how Port Beach in
Fremantle, once a tourism hotspot, has forced to close due to
severe erosion.

8. It is explained that there are multiple solutions that can help

minimise the effects of coastal erosion, three of these solutions
include breakwaters, gabions and rock armours. The teacher briefly
explains each of these solutions and shows an image of each.

o Breakwaters – An offshore structure used to reduce the

intensity of waves
o Gabions – A wire basket filled with rocks that absorb wave
energy
o Rock armour – Large boulders interlocked together that
protects the beach face and dissipates wave energy
9:22AM
9. The teacher explains the task to students. Students will be creating

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an A3 poster on coastal erosion. On their poster they are to:

o Explain what coastal erosion is, including the five
processes that cause coastal erosion
o Identify the impact coastal erosion has on the environment
and its ecosystems
o List and describe three possible solutions to coastal
erosion

10. Criteria of what the poster must include is written on the board, so
it is explicit to students
o Note: Stronger students are encouraged to discuss
more than three examples of solutions to coastal erosion
and provide more detailed explanations. Weaker
students can discuss at least two solutions to coastal
erosion with fewer detail

11. Students can present their poster in any format they like; they can
create it on their iPads and print it off or create it using the A3 A3 poster card
paper provided and handwrite or type. The class is also
encouraged to be as a creative as possible

12. Students will be given the remainder of the lesson plus additional
time during the next lesson to complete their poster if they require it

13. Students are sent to their desks to begin working on the task

14. During this time the teacher circulates the classroom assisting
students who need help and answering questions

Lesson Closure:(Review lesson objectives with students)

9:55AM 15. Teachers asks students to stop where they are and either save
their work or hand in their poster to the teacher

16. The teacher hands each student an exit slip (Appendix 1) which
asks the students:
o Name three things you learned today
o List two things you want to learn more about
o Ask one question about today’s lesson

17. The teacher asks the students to fill in their exit slip and return to
the mat

18. The teacher randomly calls on students to share what they have
written on their exit slips and discusses any questions students
might have. The teacher then collects the students exit slips.

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

- Students stay seated on the mat and await further instructions

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

judged?)

Students will be assessed using the checklist based on the learning

objectives (Appendix 2):
 Explain what coastal erosion is, including the five processes that
cause coastal erosion
 Identify the impact coastal erosion has on the environment and
its ecosystems
 List and describe three possible solutions to coastal erosion

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Appendix 1 – Exit slip

Name three things you learned today:

List two things you want to learn more

about:

Ask one question about today’s lesson

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Sustainability Cross Curriculum Priority

Sustainability education is futures-oriented, focusing on protecting environments and

developing the knowledge, skills, values and world views necessary for informing
sustainable patterns of living (ACARA, 2018). The design brief and lesson link directly
with the cross-curriculum priority of sustainability. The lesson and design brief link with
the sustainability key concepts as it explores the dynamic nature of systems that
support Earth life through exploring the natural processes that cause coastal erosion.
World views on ecosystems are discussed and recognised when students are
researching solutions to coastal erosion and designing their own solution. Students are
thinking and acting in ways that create a more sustainable future when completing their
design brief project (ACARA, 2018). In the lesson students are exploring how the
Earth’s surface changes over time as a result of natural processes and human
activity (ACSSU075), in doing so, students understand the importance of using science
to predict possible effects of natural processes and to develop management plans to
minimise the effects (ACARA, 2008). In the lesson students explore what coastal
erosion is, the natural processes that cause coastal erosion, the impact coastal erosion
has on the environment, including exploring local beaches that are impacted by coastal
erosion and its solutions. Students will then further develop their understanding of these
concepts as they design their own management plan and solution to minimise the
effects of coastal erosion. The Sustainable Development Goals in which the design brief
and the lesson link with is goals 14 and 15, life below water and life on land, this is
because coastal erosion effects both marine ecosystems and environments and
ecosystems and environments on land.

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References

ABC News. (2019). A coast being slowly eaten by the ocean. Retrieved from

https://www.abc.net.au/news/2019-07-31/erosion-washing-away-beaches-up-

and-down-wa-coast/11359006

ACARA. (2008). Sustainability. Retrieved from https://www.australiancurriculum.edu.au/

SCSA. (2014). Year 4 Curriculum. Retrieved from https://www.scsa.wa.edu.au/

United Nations. (2016). Sustainable Development Goals. Retrieved from

https://sustainabledevelopment.un.org/

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