Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 09:00 – 10:00 Date: 18/10/2018 Students’ Prior Knowledge:
In previous lessons students explored the way different
materials changed through heating and cooling. Students
Learning Area: Design and Technologies also learnt that not all materials can be recycled and that this
affects the local environment.
Strand/Topic from the Australian Curriculum
Designing
Design, modify, follow and represent both diagrammatically, and in
written text, alternative solutions using a range of techniques,
appropriate technical terms and technology (WATPPS35)

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

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Researching and competence creative thinking behaviour Social understanding
interpreting competence
information.
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 Students will research Cambodia for design Students examine the impact of fashion waste,
option. Through the design brief they will the production process and reflect on ways
develop an understanding of the poverty and they can make a difference to their own
involvement of Australian charities within environment.
Cambodia.
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:
 List facts on a KWL chart relating to cotton and polyester and how the production process impacts the environment.
 Write a reflection outlining how students can help reduce fashion waste.
 Create a design for a buddy bag by incorporating one of the styles provided and a theme.

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

 Catwalk: activate Spotify/YouTube. Extension: students at the higher end can delve deeper into
 Box of different fashioned clothing. the different chemicals that make up polyester fibre. This can
 Digital whiteboard be achieved by exploring how new approaches have
 Scrap paper (buddy bag design) developed polyester clothing from recycled materials.
 Classroom pencils
 KWL chart (every student) Students at risk: will be provided with websites and asked
 Checklist to join the teacher to research and interpret information
under the guidance and support of the teacher.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
1. Did the students demonstrate the ability to list facts and identify impacts of the production process for both cotton and
polyester?
2. Could the students write a reflection outlining methods of reducing fashion waste in their own house hold?
3. Did the students create a design for their buddy bag?
4. What areas will students need to work on in the next lesson?
5. What task did the students find difficult or require extra explanation?

1
Teacher self-reflection and self-evaluation:
 Were all the objectives met?
 Were the students interested in the activity?
 Did each student participate and was there sufficient time?
 What did the students find difficult?
 What aspects of the lesson did students complete?
 What improvements can be made?

[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:

09:00 Catwalk: Teacher dress up

 Students are allocated into groups of five.
 Students are given a mixture of clothing made from cotton and polyester. Play music (allow student
 One student will be the model on the catwalk.
input into music selection)
 As a group, they will create a script describing the texture, type and colour of
each item of clothing. Allow students to be creative by trying to really sell the
(computer)
fashion wear.
Clothing box
Perform the catwalk:
 Model to walk down the centre isle to the front of the room another group
member performs narrator role.

Two students hand out KWL chart

Question: Ask students what they know about polyester and cotton?
Teacher to model KWL chart entry on the whiteboard and document student points.
 Cotton: breathable and is a natural product.
 Polyester: synthetic material and durable.
KWL chart/stationary

Watch YouTube video (3.16 minutes)

http://www.abc.net.au/btn/story/s4663466.htm
Discuss key points with students.
 How has fashion changed over time? They resewed and reused material
 Which country is the second biggest consumer of fabric per person in the world?
Australia
 What happens to the left-over fashion? 85% goes to landfill
 How long does polyester take to break down? 200 years

Lesson Steps
Teacher comment: We can see the impact the fashion industry has on our
environment after clothing has been discarded. What do we know about the
environmental affects during production? Digital whiteboard and
09:15 computer
Ask students to perform their own research focused on:
 Environmental effects during the production process and what polyester is
derived from. This is to be added into the KWL chart.
 Provide examples of how clothing items can be reused.

Website resources (displayed for students who find it difficult to start)

Cotton and polyester
https://www.abc.net.au/news/science/2018-04-03/fashion-environmental-impact-of-
your-favourite-textiles/9382382
https://www.naturalclothing.com/what-is-polyester-fabric/

2
 (ICT): students will be provided with websites and when using other sources, they must check if it
is reliable by searching the organisation.

Students write a short reflection on:

 What changes students could make to reduce the amount of fashion waste.
 Provide some examples of how students could reuse old clothing in their house.
Critical and creative thinking: a reflection of what students have learnt and how they can
implement the knowledge and practices for the future.
Digital whiteboard
Two students collect KWL chart and place on the teacher’s desk.

Students to read the design brief.

Students to design a school bag on A3 paper.
09:30
Outline of the steps of the design process:
1. Choosing the style of bag
 Back pack
 Side bag

2. Choosing a theme (options)

 Research Cambodia (native animals or national sport)
 Super hero, cartoon character, clothing design (Nike, Adidas) or a sporting team.
This can be a quick brainstorm of ideas on the board to help students get
started. A4 paper and class pencils
 When choosing a theme students will need to keep in mind where they can
access materials. This could include clothing material from home or collaboration
between class members in the class.

Students design bags

Three students present the design and state the inspiration behind the theme.

Lesson Closure:(Review lesson objectives with students)

Teacher questioning:
 Why was denim chosen as the material for the buddy bag?
 Why are we not using polyester?
 What are the benefits of the design brief?
09:55 Critical and creative thinking: Looks at the impact of polyester on the environment and that denim
is a strong and durable material. Students can reflect on how they can provide an opportunity for
another child.

Teacher comment: The buddy bag project allows us as a class to provide an

opportunity for children in Cambodia to access an education. The project also allows
us to make a difference to our own local environment by reusing clothes which in turn
reduces the amount of clothing being dumped in landfill.

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

Students to pack away the class stationary and remain seated waiting for further
instruction. Two students collect posters or if the posters are not completed each
student will place it in their finishing off folder.
10:00
Assessment: (Were the lesson objectives met? How will these be judged?)
Objective 1: Collection of KWL chart
 List facts on a KWL chart relating to cotton and polyester and how the production
process impacts the environment.
Objective 2: Reflection at the bottom of the KWL chart Checklist, KWL chart and
 Write a reflection outlining how students can help reduce fashion waste. design of bag
Objective 3: A4 Design students are required to choose a style and a theme.
 Create a design for a buddy bag by incorporating a style of bag and a theme