Learning lab

Title: My top App

Lesson plan: My top App

Date of lesson: 2013
Year range: grades 5-6
Number of learners: 20
Duration of lesson: 50-60 mins
Lesson number: 1 of 6
Unit: Designing and building technology software

Teachers and other facilitators of lesson: Lisa Fazio and ITC literate teacher or professional
This lesson plan prepared by: Lisa Fazio on 19 January 2013

Lesson objectives

The vision for this lesson is: for learners to develop knowledge, skills and team collaboration using ITCs by:
  • Investigating and researching
  • Producing
  • Analysing and evaluating

The objectives of this lesson are:


  • To think conceptually and analytically to work with increasing independence when designing, planning and making products.
  • Expand their vocabulary in ITC and develop a greater awareness of themselves in a technological world.
  • Show increasing competence in applying the skills they have learnt in previous ITC activities
  • Develop skills in testing and reflecting on the function and performance of their products and the processes planned and followed for production
  • Take responsibility and support others to complete the project
  • Create products with ethical awareness

Learners prior knowledge and exeperiences

The learner's prior knowledge, learning and experience is:
  • awareness of using apps in ITC such as smartphones and ipads
  • self-regulated learning skills and understanding of metacognition
  • basic coding skills
  • attained level four of the AusVELS stages of learning
  • developing listening and reflective skills
  • apply observation in their thinking processes
  • comparing and contrasting skills

Each learner's knowledge and experience will be applied in this lesson by:
  • scaffolding each of the above in the context of understanding of authentic experiences and practices in order to deepen each learners knowledge, skills and behaviours in each
  • facilitating their metacognition and knowledge creativity to innovate by their ability to innovate using ITC
  • Students progress by devising planned approaches to problem solving. This involves documenting the order of, and time allocation for, individual tasks within extended projects. Students use a wider range of ICT tools, techniques and functions to support their thinking processes, to model systems, to solve problems and to create information products for a variety of purposes. They use the equipment’s operating system and software functions to manage their files.
  • Learners become proficient in the use of Internet research tools to locate and download information from a range of sources, and they judge the quality of information, based on set criteria. They conform to accepted codes of practice when using ICT, and discuss the consequences of ICT use in a range of environments and contexts in the community. Students create and maintain digital evidence of their learning in all domains, the evidence exemplifying the progress made in applying ICT knowledge and skills.
  • Develop an understanding of the requirements of different types of texts; they are introduced to increasingly sophisticated analyses of various kinds of popular culture, and everyday texts, and they are given opportunities to engage with the technical aspects of texts, including those of their own choosing, and to explain why they made that choice.
  • Enable opportunities to elaborate and organise information, and to transform it into meaningful knowledge that can be used for different purposes and contexts.

The learning environment

The layout and design of the learning environment is:
  • Whiteboard for visual presenting
  • internet connection
  • ipads, smartphones, tablets, PCs

The actions to prepare the learning environment are:
  • Examples of apps
  • video to present about Apps and what they are and do
  • reflection materials for learners
  • details about programs for building apps
  • template for recording and researching Apps
  • assessment for learners

Lesson resources, OH&S, administration and people to facilitate learning

The people who will be involved in the lesson are:
  • Teacher to combine learning with classes

The resources required for the lesson are:
  • Whiteboard
  • internet
  • PC
  • ipad, tablets
  • smartphone
  • software ie mind map for detailing features of the App
  • presentation tools
  • class rating and review resources

OH&S, compliance and administration actions are:
  • Parent communication in regard to programming Apps and invitation to attend ensure ITC resources for all people to use and share


  • Internet saftey and learner understanding of ITC practices for saftey are communicated and established




Lesson introduction and motivation

Time 5-10 mins

The lesson transition, tone and motivation for learning is:

The learner's will engage learning by:
  • identifying the features of their favourite apps and using them with their peers.

The links to scaffold prior experience and knowledge is established by:
  • guiding questions about how they use apps and what Apps they think would help them or others
  • This lesson is to prepare learners to design and build their own App

Lesson motivation map

Activity 1 Time: 15-20 minutes How: Individual and Group discussion

  • Each person is to prepare a mind map detailing their favourite App.
  • Guiding content: who made it, what does it do, what is its purpose, what are its features, how do you access it, what does it cost, why do you like it, how would you describe it and teach someone to use it. What does it not do that you think it should.
  • Each person as a group to summarise one or two main points about their mind map. Example guiding questions for discussion: Why they like this App as their favourite. How does this App helpful for others to use.


Activity 2:The activity is conducted in pairs. Time 15-20 mins

  • In pairs research and find one App for each of each other's Apps and compare and contrast the differences between them. Keep notes about each other's planning, researching and questioning process. ie use a mind map, private blog or pen and paper etc.
  • Create a rating rubric and write a review for each.
  • Create a presentation of your rating and review about the four Apps
  • present as a team the presentation to the class


Activity three 10-15 mins

  • Pair presents their rating and review to the class
  • Class rate and reviews the products using a program to rate and graph the entire class results to see what as a group the Apps are rated and viewed


Guiding questions:

  • What is an App
  • When did the App first occur
  • Why was the App create
  • How are Apps made
  • What types of Apps are available
  • Think about an App you would like to use or someone you know would like to use
  • Research to see what similar Apps are available already
  • Describe their features
  • Using software to build you App
  • Presenting your App
  • Evaluating your App


  • Teaching strategies are: collaboration in pair and whole class, relating learning to real world and personalizing learning by using favorites Apps and sharing knowledge by comparing and contrasting.
  • Motivation strategies are: self-regulated learning, metacognition,
  • Issues to consider are: variances in ITC use between learners, differences in learning styles
  • Strategies to facilitate on-task learning and behaviour: metacognition strategies by note taking and mind mapping. Changing learning from individual, to pair, to whole class learning activities to focus learners. Personal learning inselected reflective activities, students explore the impact of various emotions on their learning and they learn to maintain a positive attitude. They consider the impact of impulsive behaviour in themselves and others on their learning and implement strategies for managing their own impulsive behaviour; for example, ensuring they understand directions fully, and developing a plan or strategy for addressing issues that arise. They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task.
  • Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and inclusion.
  • Thinking processes to increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.
  • Students participate in activities in which they identify problems that need to be solved. They use a range of techniques to represent the problem and, working individually and with others, develop a range of creative solutions and explore the advantages of generating unconventional rather than conventional solutions. They begin to develop criteria to select and prioritise possible solutions.
  • They learn to make links between ideas and use portfolios and/or journals to reflect on how their ideas and beliefs change over time. In structured activities, they practise transferring their knowledge to new contexts.
  • Focus questions and listening cues:
  • Modelling and demonstration strategies
  • Learning and teaching adjustments: (who form why and how)
  • Learning extensions (who for and whole class if learners are complete in the lesson actions)




Assessment and feedback

Assessment actions in relation to each objective are:

  • Summative assessment
  • Observation
  • Reflective journal
  • peer rating and reviews
  • Feedback initiatives for learning and well-being are:

  • Assessment recording practices for learners portfolio and teacher file:
  • Keep and file for each learner and record their process of learning using template
  • Complete critical reflection and evaluation about each learner's learning process and the learning environment using the reflective template


Lesson conclusion

Drawing ideas and objectives together:
  • Complete a mind map of Apps and their features and functions

Follow-up actions based on status of learners ie time runs out:
  • make a homework project to be completed for 30 mins and presented the next day

Question and presentation time for learners
  • Each pair presents their App and explains the planning and design process
  • What were the challenges and knowledge created in this activity
  • What new questions or ideas does each learner have

Reflection time for learners
  • Each learner to complete on their private blog their reflective journal about this activity

Critical reflection and evaluation of lesson

How is learning achieved
What were the factors contributing to learning and distracting learning
What changes to learning are considered
Teaching CDP reflection
Learner observations
Improvements and future plans and actions

Learner and lesson actions and activities

What are the follow ups from this lesson
  • Ensure each person completed their app
What plans follow from this lesson:
  • Complete a follow up lesson to publish apps
What are the learner follow ups to this lesson:
  • Each learner is able to show their app to a family member or friend and obtain feedback about it to share with the class
  • All learners to complete a working app
How can they deepen learning and experience in the future:
  • Lesson extension is to understanding how to publish apps

Teacher notes

Lesson prepared by Lisa Fazio

Dated 2013