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Student: Jessica Mayhew
Integrated Program: Recycling and how worms can be used to benefit recycling processes?

Week 1: Focus Question: What do we know about recycling and how can worms be used to benefit recycling processes?
Outcome Teaching and Learning Strategies and Assessment Catering for My Class Needs Resources Lesson Evaluation *See
Codes Content Strategy questions on page 5.
WS3.10 As a class construct a KWL Chart about Class to sit on the floor in Two sheets of
recycling. Where have they heard the close proximity to the board. brightly coloured
word before? Do their families recycle Ensure Liam is not sitting cardboard.
and how? Develop a word bank of new near the door or window to
and interesting words linked to limit distractions. KWL chart to be
recycling. (To be used as a spelling list Gifted and Talented drawn by the
for the week). (K). Students to write students/ early finishers: Can teacher.
sentences using the interesting words list materials that can be
which show their definition. recycled and write ways in
which people can recycle.
RS3.7 As a class read ‘Household Ecology’. Ensure Liam is up the front Friends of the
Discuss why is it important to recycle of the class and attentive to Earth (1990),
and how can we recycle different the lesson. Ask him specific, Household
materials? How does recycling benefit scaffolded questions to Ecology; Friends
the environment? Discuss techniques ensure he remains on task. of the Earth.
used by the author to convey the
importance of recycling (Language
forms and features). (C and An)
WS3.9 In groups of four, choose and research Formative Students will be placed into Use ideas for
a method of recycling various assessment- groups by the teacher recycling
household wastes. Individually, develop information (colour groups). mentioned in
an information report outlining the report. previous lesson
method of recycling, what you have to Ensure Daniel and Liam are as a scaffold for
do to set up the method (i.e build worm Observational placed in groups where their ideas for the
farm to recycle waste), associated costs - Observe opinions will be heard and information report
and its effectiveness. (S) how the they will feel safe and i.e. worm farm,
students work comfortable. Ensure they council recycling
in groups and remain in same groups for programs, gray
cooperate. each lesson. water tanks,
paper recycling.

Legend:
Colour groups (ability groups) Blooms Taxonomy: (K) Knowledge, (C) Comprehension, (A) Application, (AN) Analysis, (S) Synthesis, (E) Evaluation.
Shape groups (mixed ability)
Number groups (friendship groups)
Student: Jessica Mayhew
Integrated Program: Recycling and how worms can be used to benefit recycling processes?

Outcome Teaching and Learning Strategies and Assess Catering for My Class Needs Resources Lesson Evaluation
Codes Content ment (including
Strategy signature/ date of
completion)
DRAS3.3 Why should we recycle? In pairs or groups Ensure Liam is placed with Jake Felt material,
of three develop a finger puppet show as Jake will help him control the paddle pop sticks,
outlining the importance of recycling, for puppets. Provide paddle pop wool, textas,
ourselves, for our local environment and/ or sticks so that Liam can make cardboard.
for the global environment. (S). different puppets and will not have
to rely on his fingers.
PHS3.12 Students to survey members (via tally) of Gifted and Talented and Early
the school community to identify methods of finishers: Can analyse and
recycling undertaken in the school. interpret data. Predict what results
Students to graph data in an appropriate would you get if you surveyed only
DS3.1 manner. certain groups i.e. parents.
Ensure Daniel and Liam complete
activity in pairs to ensure they
remain focused.
PHS3.12 Create a poster promoting recycling in the Student Invite students to share their Oil pastels,
school environment using artistic concepts self posters, ask Daniel if he would Crayons, charcoal,
VAS3.1 such as tone, light, scale and colour to assess share his poster. paper, lead pencils.
convey particular thoughts and ideas. (S). ment of Gifted and talented and early Rubric for poster to
posters. finishers: Can evaluate their assist students with
posters i.e. is the poster effective self assessment.
(self assessment).
ENS3.6 How do others care for the environment? In Liam and Daniel to be placed in Computers,
groups of four research the concept of same groups for all group internet, power
recycling from an Aboriginal perspective. activities. I.e. Liam with Jake. point.
How did/ do they recycle and care for the Ensure both Liam and Daniel are
land? Develop a power point presentation contributing to the group. During
which compares their methods of recycling roving ask what they have
and caring for the environment with modern discovered?
methods of recycling (An). (Shape groups).

Week 2.
Outcome Teaching and Learning Strategies and Assessment Catering for My Class Needs Resources Lesson Evaluation
Codes Content Strategy (including
signature/ date of
completion)
Students In groups of four students are to (Shape groups). As this activity Ice cream;
will know observe earthworms within an ice- is different pre- warn the class containers;
and cream container. Each student is to about the activity (getting worms Earthworms (4 per
understand write five observations about the worm’s in the classroom) to ensure Liam group);
that living appearance, how it moves, where it is given time to adjust. Explain Petri dish;
things show likes to stay in the container etc. rules to students about picking Spoons;
variation Students to complete worksheets about up the worms, (safely with Water bottle to
within a the earthworm (labeling diagram and spoon) worms to either only be keep them moist.
species. (no cloze passage). (C). in ice cream container or petri-
code). dish. Develop consequences
with the class and ask for their
suggestions.
DAS3.1 As a class develop a dance which Place Liam and Daniel to the
incorporates movements of the side of the class (or where they
earthworms. Ask students to develop feel comfortable) when dancing
sequences to add to the dance. to ensure not the center of
attention. Create nurturing
environment; do not tolerate
teasing.
Students Students to research how earthworms Research books
will know help recycle food scraps. Students to from library to help
that design a cyclic diagram showing the research.
systems are recycling process undertaken in a worm
designed to farm. (K and S). Students to present in
provide an imaginative way.
particular
services.

Outcome Teaching and Learning Strategies and Assessment Catering for My Class Needs Resources Lesson
Codes Content Strategy Evaluation
PHS3.12 As a class construct a positive and Gifted and Talented and early Cardboard
negatives chart to owning and finishers: Can look further into the Permanent markers
maintaining a worm farm. What materials implications of owning a worm farm.
would we need to build and keep a worm How often would it need to be
farm? What are the overall benefits? (E). cleaned? Complete find – a- word
about worm farms. Ensure Liam is
seated away from door and window.
SGS3.1 Teacher to model how to develop 3D Invite quieter students to come to Smart board
drawings and 2D plan drawings (plan smartboard. Give longer waiting activity.
view, side view). Students to complete times to encourage all students to Examples of 3D
activity on 3D objects on smart board and have an answer. Ensure Liam and materials
worksheet. Students to apply the 3D Daniel raises their hand. Worksheet
models to innovative designs for a worm
farm. (K and A).

PHS3.12 In groups of four, students will be required Liam and Daniel to be placed in Different types of
to develop an argument for or against same groups for all group activities. boxes and
WS3.9 using the allocated box as a worm farm. I.e. Liam with Jake. containers (one per
Need to justify why it is/ is not good for Ensure both Liam and Daniel are group).
building a worm farm. Write argument in contributing to the group. Prompt
English books. Each group to present groups with questions to keep them
their case to the class (E). on track i.e. would the box hold
water? How can we find out?
(Colour groups)

Students Design and make a worm farm for use as Summative Ensure Daniel and Liam remain on Rulers
will know: a classroom recycling system. The assessment task. Ask prompting questions to Pencils
systems designs must include a list of materials to Formative. show their understanding. Ensure Graph paper
are be used, a methodology of how to make Look for Liam is positioned to the front of the
designed the worm farm and one plan view and one scale and class near the teacher and away
to provide 3D drawing of the worm farm design. The practicality distractions.
particular worm farm must also be cost effective, of farm. Liam to use graph paper to help with
services manageable and practical. (S). fine motor control (drawing).

Lesson Evaluation Questions: (To be reported following the teaching of each lesson in
the above table)

What learning experiences were most and least effective and why?

How was the timing of the lesson?

What classroom mgt strategies were most effective and why?

What classroom management strategies were least effective and why?

What motivated the students most during the lesson?

How did most students find the assessment tasks? Were they struggling with particular
concepts or find the assessments easy? What are the implications of the student’s
assessment on future teaching of the lesson sequence/ program?

What would I change about the lesson in the future?

Appendix 1:

List of Outcomes used in program:

RS3.7: Critically analyses techniques used by writers to create certain effects, to use
language creatively, to position the reader in various ways and to construct different
interpretations of experience.
WS3.10: Uses knowledge of sentence structure, grammar and punctuation to edit own
writing.
WS3.9: Produces a wide range of well- structured and well presented literary and factual
texts for a wide variety of purposes and audiences using increasingly challenging topics,
ideas, issues and written language features.
ENS3.6: Explains how various beliefs and practices influence the ways in which people
interact with, change and value their environment.
PHS3.12: Explains the consequences of personal lifestyle choices.
SGS3.1: Identifies three- dimensional objects, including particular prisms and pyramids
on the basis of their properties and visualizes, sketches and constructs them given
drawings of different views.
VAS3.1: Investigates subject matter in an attempt to represent likenesses of things in the
world.
DS3.1: Displays and interprets data in graphs with scales of many to one
correspondence.
DAS3.1: Performs and interprets dances from particular contexts, using a wide range of
movement skills and appropriate expressive qualities.
DRAS3.3: Devises, acts and rehearses drama for a performance to an audience.
Science and Technology: Students will know and understand that systems are designed to
provide particular services (no outcome code)

Legend:
Colour groups (ability groups) Blooms Taxonomy: (K) Knowledge, (C) Comprehension, (A)
Application, (AN) Analysis, (S) Synthesis, (E) Evaluation.
Shape groups (mixed ability)
Number groups (friendship groups)
Student: Jessica Mayhew
Integrated Program: Recycling and how worms can be used to benefit
recycling processes?
Science and Technology: Students will know and understand that living things show
variation within a species. (no outcome code).

Appendix 2: References:

NSW Board of Studies (1993) Science and Technology: Syllabus and Support
Document. NSW Board of Studies.
NSW Board of Studies (2006) Personal Development Health and Physical Education K-6
Syllabus. NSW Board of Studies
NSW Board of Studies (2007) Human Society and its Environment Syllabus. NSW Board
of Studies
NSW Board of Studies (2006) Creative Arts Syllabus. NSW Board of Studies
NSW Board of Studies (2007) English Syllabus. NSW Board of Studies
NSW Board of Studies (2007) Mathematics Syllabus. NSW Board of Studies
Friends of the Earth (1990), Household Ecology. Friends of the Earth.