Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION Year Level: Foundation Date: 25 March Learning Area: Mathematics/ ICT Strand/Topic from the Australian Curriculum Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006) General Capabilities (that may potentially be covered in the lesson) Critical and Literacy Numeracy ICT
Ethical behaviour Personal and Social competence Intercultural understanding
th

Time: 10.00 10.45am

Students Prior Knowledge: Understand and recognise the terms taller, smaller, longer etc. Have basic counting skills (up to 10). The students have used technology before and know how to use it and respect it.

Competence

creative thinking

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia histories and cultures Proficiencies:(Mathematics only) Understanding and Problem Solving Sustainability

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: Compare and order three or more lengths Determine how many of one type of object equals the length of another object Describe length using comparative language use the terms of shorter, taller, longer, heavier etc. Teachers Prior Preparation/Organisation: The teacher will set up 3 activities tables o Station 1: ipads, playdough o Station 2: smartboard game, different nonstand materials to measure with o Station 3: beebots Storybook Mystery bag filled with different size objects Whiteboard Whiteboard markers Provision for students at educational risk: Children who may find maths, in particular measuring and comparing objects difficult and often get confused easily: Make sure teacher repeats the activity instructions to them. Take into consideration what type of learner they are (visual, audio, kinaesthetic) and use this to help explain the task, and to give examples. Teacher can assist these students in deciding which objects are taller or shorter and help measuring objects using non-standard units. Students who are high achievers and finish earlier than others: Children may find a variety of things from around the classroom and order them from longest to shortest Disability/Vision impairment: Make sure they are seated close to the smartboard. Make sure they understand the instructions

provided. Allocate time to repeat the instructions to them individually and help them with the activities.

LESSON EVALUATION (to be completed AFTER the lesson) Assessment of Lesson Objective and Suggestions for Improvement : 1. Was the activity helpful and useful? 2. What tasks did the students find difficult? 3. What will the students need to work on in the next lesson? 4. Did the children find the lesson fun and enjoyable? 5. Did the students understand the lesson? 6. Did the students respond actively to the questions? 7. Did the lesson foster social and personal development? 8. Check for engagement and involvement in the activity. 9. Check for understanding of comparing lengths and using measurment.

Teacher self-reflection and self-evaluation: 1. Did I cater for learner diversity? 2. Did I ensure all students were on task at all times? 3. Did I have the right resources for all students? 4. Were all stages of my lesson successful? 5. Did the lesson provide positive relationships between the students and myself? 6. Did I obtain important assessment data about the students during the lesson?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant) Resources/References Motivation and Introduction: Time Align these with the 1. The teacher will ask all children to come and sit on the mat. segment where they will 10.00am be introduced. 2. Teacher will tell the students that they will be measuring different things today including how tall we all are. a. The teacher will explain what measurement is about it shows which things are short or tall, or big or small. 10.02am 3. The teacher will read the stoybook: a. Ten beads tall by Pam Adams Ten Beads Tall by Pam Adams

4. While the teacher reads the book, she will pick out particular students to help compare and measure different objects throughout the book. 10.08am

5. The teacher will encourage the children to think of what things are small and what are tall or tall and short. a. For example, the teacher will ask the children am I shorter or

taller than a giraffe? i. She will draw the objects on the whiteboard to make a visual comparison

Lesson Steps (Lesson content, structure, strategies & Key Questions): 10.10am 6. The teacher will split the class up into 3 even groups

7. Teacher will explain the 3 ICT related measurement and comparing activities. a. Station 1 activity: the children will be using the ipads to take photos of their playdough objects (such as snakes). Children will create two or more of the same objects but of different lengths and they will order them from smallest to tallest. They will then take a picture of these on their ipads to have a visual representation of it. 10.20am b. Station 2 activity: the children will be using a smartboard game which involves determining how many of one object makes up another. For example how many pencils can fit along a desk. They can then do this activity in real life and use physical materials to compare measurements and notice that the smaller the object the more of them you will need. (using non-standard units) c. Station 3 activity: the children at this station will use the beebots to determine how many beebots steps it takes to measure the length of something. For example children can measure the length of a desk using the beebots and then the length of a child, to compare the difference. The children can also search outside for something that is approximately 1 beebot step in length.

Play dough Ipads

Smartboard

10.30am

Beebots Materials from around the classroom

8. After approximately 10 minutes at each station, the children will rotate around so that they can have a go at all three stations.

9. The children who finish early may pick something out of the mystery bag and find something else around the classroom that is of similar length or size.

Lesson Closure:(Review lesson objectives with students) 10.40am 10. The children will all gather back on the mat. 11. As a class, the children will go in partners to find something from around the classroom and bring it back onto the mat with them. 12. The teacher will line all the objects so that the children can see them

all. And the teacher will ask the students to try to order them from shortest to tallest. 13. The whole class will then line up in height order will minimal help from the teacher. 10.45am 14. Then they will all sing a song about measurement or play a youtube clip that outlines how many of one object can fit into one of another object.

Transition: (What needs to happen prior to the next lesson?) The students will go outside to play but must first line up in their height order.

Assessment: (Were the lesson objectives met? How will these be judged?) The teacher will observe childrens ability to join in on class discussions The checklist will include: o Ability to order objects from smallest to tallest o Ability to find something from around the classroom that is of similar length to 1 beebot step