LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 11.05 – 12.05 Date: 25.5.18 Students’ Prior Knowledge:

Learning Area: Humanities & Social Science, Economics Students are able to:
- Identify what a resource is
- Distinguish between a human, capital and
natural resource
Identify the opportunity costs within a scenario
Strand/Topic from the Australian Curriculum
Decisions about the alternative use of resources result in Most students are able too;
the need to consider trade-offs (e.g. using the land to grow
crops or to graze cattle) (ACHASSK149)  Define resources and provide four examples.
Examples should demonstrate awareness of
resource type (ie human, capital and natural)
 Make decisions considering opportunity costs
and resources to make decisions
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
√ competence
√ √ 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:

 Recognise the outcomes of palm oil
 Develop a list of strategies consumers can use to avoid using palm oil
 Identify how the impact of people’s needs affect their decisions.
Teacher’s Prior Preparation/Organization: Provision for students at educational risk:

- Prepare questions to ask the students during the - Extending prompts: have students read an
lesson – e.g questions to begin the lesson: article regarding the Roe 8 project…
What the three main types of resources are?” http://theconversation.com/roe-8-perths-
Follow up question: “Can someone give me an example environmental-flashpoint-in-the-wa-election-
of each type of resource?” 74155
- Make sure the whiteboard is clear of any writing Students must:
- Make sure the whiteboard pen works well and will Identify the problem
not run out during the lesson What caused the problem
- Printing enough worksheets (45) (Australian The cost opportunity
Curriculum Economics and business, pg 14) Who does it affect?
Does anyone benefit from the arrangement?
Brainstorm a list of solutions.

- Extension 2: Put on coneqt a task (non-

compulsorily task), students need to check the
products in their homes to see if they contain

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 palm oil and to discuss with their parents what
they’ve learnt about palm oil in class.

- Enabling prompts: break down the questions

and refer to the article on the board where the
answers can be found.

Target teach and guide students with additional needs

by rephrasing paragraphs and questions

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:
Align these with the
segment where they will
1. Students are sitting on the mat in front of the smart board. “In last be introduced.
week’s economics lesson, we talked about the different types of
resources.
“Can someone tell me what the three main types of resources are?”
Answer: Human, capital and natural.

Follow up question: “Can someone give me an example of each type of

resource?”
Answer: services/work (human), hospital (capital) and coal (natural)

“What are opportunity costs?”

1. Answer: the loss of other alternatives when one alternative is chosen.

“Today we’re going to be talking about making decisions about the resources
that we choose and the impact that they can have on the environment,
economy and other people”

“An example that you might be familiar with is the Roe 8 freight link project.
Does anyone know anything about this project and want to tell the rest of the
class about it?”

Follow up question, “Do you know why it was cancelled?”

Smartboard
10min PowerPoint
SLIDE SHOW VIDEOS (make sure sound works)

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 The teacher will provide the students with the main points of the project and will
displays an array of photographs, showing the destruction of the environment.
The teacher will then draw 3 columns on the smartboard with the headings
economic, environment, society – with both positive and negative sections

Impacts of Roe 8 Freight Link

Environment Economic Society
Positive Positive Positive

Less noise pollution Jobs! Jobs!

through suburbs
Improved access to port Safer roads
and saves money for
owners Happier commuters with
quicker travel times
Less congestion

Negative Negative Negative

Land clearing (97.8ha Tolls to pay for cost Heavy traffic, esp
of remnant woodland) East/North Fremantle
Tax payer funded ($1.9
Loss of habitat - rich billion for 13km of road) Dangerous roads (Large
biodiverse wetlands trucks carrying large
amounts of goods)
Noise pollution in new
areas

- As a class, the students will discuss the positive and negative

consequences/trade-offs of the Roe 8 project (print of copied for
student’s folders)
The teacher will give each student a role (23 – Index 1) and they have to decide
if the project is a good use of resources.

The students will need to move into a value line (cooperative learning). Students
will need to decide whether they strongly disagree to strongly agree.
10min The line should look like:
Opinion cards (Strongly
Strongly disagree Strongly agree agree – Strongly disagree)
to be pinned on the folding
wall
The students will need to justify where they are on the line

- Students then return to the mat in front of the smartboard.

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

- The teacher will then hand out page 14 to the students. The students
are required to lean on a book as they write, some students can sit at a Worksheet
desk close to the carpet. The teacher reads out the first paragraph and
the students are to highlight the key details.
“The teacher stops to ask the students what is palm oil?”

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 Answer: Palm oil is an edible vegetable oil derived from the mesocarp of the
fruit of the oil palms, primarily the African oil palm
15min
“What does the significance of the orangutan on the worksheet have to do with
palm oil?”
Answer: Many trees in Africa are being logged to collect the oil in the fruits.
Therefore, many orangutans and fauna are losing their habitat.”

- Class discussion, the teacher will ask:

- Why do businesses continue to use palm oil?
- What/who are the benefits?
- What/who suffer from the negative consequences?
- Is it worth the trade-off?
- If not, is there anything I could do as a consumer to change the
situation? Website

- Go onto website… http://saynotopalmoil.com/index http://saynotopalmoil

.com/index
- First read the ‘What can I do?’ and in note form write the facts into the
impact of palm oil section. Ask students what the word impact means…
The teacher reads the first section of the text and the students listen,
they then go onto putting the information into the table according to the
15min reading in the text. The students need to have impacts on people,
environment and animals

- Next read the ‘What consumers can do?’ and in note form write the
facts into the what consumers can do section. The teacher reads ‘Use
your voice’ (this goes into the big businesses who use palm oil area of
the worksheet) and ‘Lend a hand’ sections of the text.

- Next read the ‘About us’ section. Students aren’t required to write notes
on this section just listen.

- The teacher now splits the class into two small groups and they must
discuss the palm oil situation and the opportunity costs involved in the
issue.

- They then need to independently decide whether the benefits of palm

oil outweigh the opportunity costs of palm oil. The students have 5
minutes to write their response into their worksheet.
Need to write one paragraph explaining why they believe this

- If time… complete an Impact of Palm oil table (on keynote)

Lesson Closure:(Review lesson objectives with students)

- The teacher asks for two volunteers to discuss their viewpoint/opinion

on the topic and share this to the class. The teacher will try to choose
5min two people with opposing views e.g a worker vs environmentalist

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

Have the councillors to collect the worksheets and place them on the teacher’s
desk. Students return to their desk and stand behind their chair for further
instructions.

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

Rubric reflects the year six students of the 5/6 class.

STUDENTS OBJECTIVE 1: OBJECTIVE 2: OBJECTIVE 3: COMMENT
NAME Recognise the Develop a list Identify how
outcomes of of strategies the impact of
palm oil consumers people’s
can use to needs affect
avoid using their
palm oil decisions.

JASPER
BEN
JACK
DECLAN
JAMES
JAMIE R
JARRAH
SETH
JAKE S
ELANOR
LACHLAN J
SAM F
NIC C
TIRIK

= Still developing, has basic knowledge, needs modelling

= Achieving standards, confused in some parts

= Deeper understanding, reasoning, application

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Truck driver Bibra Lake resident

Unemployed youth Environmentalist

Local worker Ambulance worker

Cyclist Pedestrian

Dog walker Worker at Fremantle Port

Cockatoo Beeliar Wetlands

Government employee Traditional Aboriginal land

owner

Fremantle resident Environmental Protection Authority

Colin Barnett Volunteer

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Protestor Cockburn Wetlands Centre member

Rethink the Link Supporter Worker travelling to the city

Unemployed road developer Local school teacher

Stock road resident Beeliar property owner

Regular freeway user Bibra Lake property developer

7
Strongly
agree

8
Strongly
disagree