Learning Intention

Students will understand that insects can be helpful or harmful to plants and will design a simple solution to protect plants from pests, extending on their prior knowledge of insects, plants, and bug hotels.

Learning Outcomes

Aligned with the Western Australian Curriculum Foundation Year Design and Technologies, students will:

• Identify a purpose for designing solutions that help protect plants from pest insects (AC9TDEFP01).
• Generate and communicate simple design ideas through drawing or modelling (AC9TDEFP01).
• Use a range of materials to construct a solution safely (AC9TDEFP01).
• Evaluate their design based on personal preferences (AC9TDEFP01).

Additionally, relating to the WA Kindergarten Curriculum Outcomes, the students will engage with elements fostering curiosity and connection with the natural world through hands-on learning and play.

Curriculum References

• Western Australian Curriculum: Design and Technologies Foundation – AC9TDEFP01 (Generate, communicate and evaluate design ideas and use materials, equipment and steps to safely make a solution for a purpose)
• Western Australian Kindergarten Curriculum Guidelines: Outcome 2 – Children are connected with and contribute to their world; Outcome 4 – Children are confident and involved learners (through play and hands-on experience).

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Learning Provocation

Outdoor Exploration: Begin with a 5-minute outdoor 'bug hunt' around the garden to observe both helpful insects (like native bees) and pests that harm plants, encouraging children to gently explore and discuss what they find. Prompt questions: "What do these insects like to eat? Can we help protect our plants from those that eat too much?"

Show photos or simple illustrations of insects classified as ‘pests’ vs ‘helpers’. Introduce the problem: "Some insects eat our plants and we want to keep the plants safe."

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Teaching Strategy

1. Introduction (5 minutes)

• Brief discussion linking to their DIY bug hotel and recent insect learning.
• Explain that today they will design something to keep 'pests' away from plants.

2. Idea Generation (7 minutes)

• Demonstrate drawing simple design ideas using crayons or felt pens on paper (e.g., small model fences, covers, or natural barriers).
• Encourage students to talk about what they would like to create and why.
• Use visual supports and simple modelling clay or cardboard pieces for hands-on ideation to accommodate non-verbal learners.

3. Making the Solution (10 minutes)

• Provide recycled materials (cardboard, sticks, leaves, string), natural items, and safe tools (child scissors, tape) for students to create their solutions.
• Work individually or in pairs with teacher and aide support, focusing on safe use of equipment, joining techniques (e.g., taping, tying).
• Encourage experimentation and problem solving.

4. Evaluation and Sharing (5 minutes)

• Use a simple smiley face Likert scale (happy, neutral, sad faces) for children to show how much they like their design or think it will work.
• Each student shares their creation in a ‘show and tell’ circle, describing how it protects the plants.
• Celebrate all ideas and reinforce safety and care for nature connections.

5. Reflection and Extension (1 minute)

• Link back by discussing how thoughtful designs help both plants and insects live well together.
• Suggest ideas for testing their design outdoors over time or adjusting it based on observation.

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Assessment of Learning

• Observe student participation in discussion and idea sharing to assess understanding of the insect-plant relationship and design purpose.
• Review their drawings/models for clear expression of an idea related to pest control.
• Monitor safe and effective use of materials during the construction phase.
• Use Likert scale reflections to gauge engagement and self-assessed success of the solution.
• Provide ongoing anecdotal notes, especially noting accommodations for non-verbal children, supporting inclusive assessment practices.

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Considerations for Diverse Learners

• Provide visual supports and concrete materials for non-verbal and ASD students to express ideas.
• Use small group or one-on-one assistance during making time as appropriate.
• Embed learning outdoors frequently, respecting the environment as a ‘third teacher’ to enhance sensory and exploratory learning.
• Allow flexibility in the medium of expression (drawing, modelling, verbal).

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This lesson integrates hands-on making, purposeful play, and design thinking to address real-world problems consistent with the Western Australian Curriculum and Kindergarten Guidelines. It nurtures creativity, environmental stewardship, and foundational technology skills in young learners.

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Summary of Timing

Activity	Minutes
Outdoor Bug Hunt (& talk)	5
Introduction	5
Idea Generation	7
Making	10
Evaluation & Sharing	5
Reflection	1

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References:

• WA Curriculum: AC9TDEFP01 - Foundation Design and Technologies
• WA Kindergarten Curriculum Guidelines embedding Outcomes and Elements for Technology and Environment as Third Teacher principles.