Lesson Plan Guide for how you might plan for a whole group or small group.

Learning Development Area:

Communicating
Active learning
Wellbeing
Connectedness
Identity

Routines & transitions

Real-life engagements
Play

Implementation Date
28/10/16
Duration
30-60mins

Context for learning:

Does this build on prior experiences/interests of the children?

This activity builds on the students prior knowledge of the Little Aussie Encounters that came to
Kindy and when they talked about where the animals live.
What is the focus? About what am I being intentional? Will I observe/record information?
Building a habitat for our animal area.
What has to be included in the habitat?
Guiding Behaviour Consider what you need to put in place to support children:
Use small groups and limit the chairs to help the behaviour of the students.
Resources:
Glue
Paper
College box
Cut out paper and bits and pieces.
Differentiation strategies: This might be consideration of an individual child and the strategies required
to support that child.

If the students need some help the teacher will guide and encourage them to participate and have
a go if they are finding it difficult to complete.
You will use a lesson plan for group times (music, language, story, beginning a session etc). You need to think
though how you will engage with the children, the language you will use, the questions you might ask etc.

Transition

Goals
Derived from
QKLG

The students will come in from lunch and be able to choose

and activity of their choice and the teacher will ask some
students if they would like to participate in this activity.

Introduction:

We connect
with and
build upon
what we
know.

Using students prior knowledge of the Little Aussie

Encounters discuss why do we need to build a habitat?
What is a habitat?
Why do animals need a habitat?
Use language of colours, and shapes.

Body:

We express,
share, and
honour
values,
beliefs and
transitions.

After the discussing of why we need to build a habitat the

small group will make some area of the habitat and then they
will swap with their friends so they all have a go at building
the habitat.

Conclusion:

We create,
represent
and
communicat
e our
understandin
g in many

When they have completed the habitat it will go outside to

dry and then in the afternoon play they can help set up the
habitat in their animal corner. This will then be on offer for all
the class to play with when they would like to.

How will you

transition to this
section of your
day/next
activity/lesson

Introducing the topic

and settling children

ways.
Transition to next
activity

Students will pack up their activity and make sure everything

is away and that there is glue on the table or paper on the
table or the floor.

Evaluation / Reflection:
The class really enjoyed this activity it was a bit like just gluing paper to a box they understood that
they were making a habitat for their animals, they were still confused on what a habitat is.
Notes:
Next time would have had a more in depth conversations on habitats.