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Lesson Plan 1 Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date


Communicating Monday 16/10/17
Active learning Duration
Wellbeing
Connectedness Focus lesson take
Identity approximately 8 -10 mins
Context for learning: for each group (3- 4 groups)
Routines & transitions
35 mins in session
Real-life engagements
Play

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

Built from interests of children After Jack brought in sunflower seed into class for show and share last week.

What is the focus? About what am I being intentional? Will I observe/record information?
Learn what seeds need to grow.
Students need to be able to identify things that seeds need in order to grow.

Linked to Australian Curriculum - Foundation Year Content Descriptions, Science Understanding - Biological sciences

Living things have basic needs, including food and water (ACSSU002 - Scootle )

Guiding Behaviour Consider what you need to put in place to support children:

Expectations of childrens behaviour: Children are to use 5 stars listening (Your eyes are looking at the person talking, your
ears are listening lips are together, hands are folded in your lap and legs are crossed or keeping feet quiet).
Emily may need extra support from Supporting Teacher.

Resources:
Printout of things that seeds need to grow? (Appendix 1)
Laminated cards of things that seeds need to grow and things that things that seeds dont need to grow.
Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.

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 Children will be transitioning from the mat. I will
How will you transition to select student to go off to choose an activity. By
this section of your using phonics of students first letter of their
day/next activity/lesson? Standard 5.1 names.

Standards 4.2

Standard 2.3

Introduction: Intro.: We will be learning about: What seeds


Introducing the topic and Standard 5.2 need to grow?
settling children Question: Do you know what seeds need to
Standard 2.3 grow? (checking for prior knowledge).
Explain and show on printout (Appendix 1) the
things a seed need to grow are soil, air, space,
water and sunlight.
Body: Body: Going around the table ask each child to
Standard 2.3 recall the 5 things seeds need to grow.
Then spreading the laminated cards on the table
Standard 4.1 and ask students to identify things that seeds
need to grow and then things that seeds dont
need to grow.

Conclusion: Conclusion: Students can then draw and colour


Standard 4.1 the things seeds need to grow.
(this allows me to check for understanding.
Checking if my students can display their new
knowledge)
Transition to next Standard 1.2 After students are finished drawing they can then
activity move to the next activity.

Evaluation / Reflection:

The lesson went very well. Majority of the class understood and could identify the needs of seeds. But I think a work sheet
that the student can colour and glue in the correct need of a seed to grow, would benefit the child as they can take it home
and have a clear diagram of the 5 needs. I believe this may give them a better understanding and benefit a few students
that had trouble drawing or didnt even want a go at drawing the 5 needs. So, it was harder for me to formative assessing.
Notes:
Appendix 1
QKLG learning and development areas

Students BB AB JC VD JD CD GF LJ JL IL-G TM RN EP LR SS RS SS NS JT
names:

Identity

A kindergarten child who has a strong


sense of identity:

is building a
sense of
security and
trust

acts with
increasing
independence
and
perseverance

is building a
confident self-
identity.

Connectedness

A kindergarten child who is connected


with and contributes to their world:

is building
positive
relationships
with others

shows
increasing
respect for
diversity

shows
increasing
respect for
environments.

Wellbeing

A kindergarten child with a strong sense


of wellbeing:

is building a
sense of
autonomy and
wellbeing

explores ways
to show care
and concern
and interact
positively with
others

explores ways
to promote own
and others
health
and safety
explores ways
to promote
physical
wellbeing.

Active Learning

A kindergarten child who is a confident


and involved learner:

is building
positive
dispositions and
approaches
towards
learning

shows
increasing
confidence and
involvement
in learning

engages in
ways to be
imaginative and
creative

explores tools,
technologies
and information
and
communication
technologies
(ICTs).

Communicating

A kindergarten child who is an effective


communicator:

explores and
expands ways
to use language

explores and
engages with
literacy in
personally
meaningful
ways

explores and
engages with
numeracy in
personally
meaningful
ways.