Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary Time: 9-10:20 Date:18/3/15

Students Prior Knowledge:

Learning Area:
Science & Visual Art

Understanding of primary and secondary

colours and colour names

Able to follow simple instructions for activities

Understanding of mixing primary colours to

create secondary colours

Strand/Topic from the Australian Curriculum

Science & Visual Art
Science Explore and make observations by using the
senses (ACSIS011)
-

Share observations and ideas (ACSIS012)

Art Use and experiment with different materials,

techniques, technologies and processes to make artworks
(ACAVAM107)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

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

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

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:

Find the correct coloured items using instructions from recordable pegs.

Communicate and work collaboratively with their peers.

Mix two primary colour to create a secondary colour using play-dough.


Teachers Prior Preparation/Organisation:
Record direction into each of the recordable pegs
Choose coloured items for the students to find
Place items in a hiding place
Create coloured ice using food dye
Set up Ok Go- Three primary colours by Sesame
Street onto the interactive whiteboard
Set up play dough and cellophane
Have iPads ready to take photos
Coloured ice placed outside to melt
Flash cards, colour wheel

Provision for students at educational risk:

- Students who are advancing are given pegs
with harder instructions, such as find a colour
that is made from yellow and blue
- With the student at educational risk, the girls in
the group of three (Annie, Jess, Kate) will give
extra help to the child if needed.
- Students who may have difficulty in completing
the task will work closely with an EA.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to assess the students it will contain the objectives. When assessing the teach should be
asking themselves if the students..
Could listen to the instructions on the recordable peg.
Find the correct object from those instructions.
Mix two different colours together.
State which colours they have used and created.
Overall work together and communicate ideas.
Teacher self-reflection and self-evaluation:
Did the students enjoy our activity?
Did they understand the instructions or have to listen to them more than once?
Was the activity to easy or too hard for the students?
Did each student participate
Where the students able to find all of the objects?
How could the lesson be approved?
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Motivation and Introduction:

Lesson Steps (Lesson content, structure, strategies & Key Questions):

9:15

Resources/References
Align these with the
segment where they will
be introduced.

Activity 1: With Annie, Jess and kate

1. A group of students are taken outside with the girls to start the activity.
2. They are then to have to task explained to them. Start by saying

9:20

Hello everyone, today we are doing a scavenger hunt! We will give

you a recordable peg, which has instructions to find a coloured
object, listen to the pegs carefully. When you find the right colour
come back and we will give you another peg

Recordable pegs (with

recording already on
them)

3. Do an example peg with the students so they can fully understand the
task.

Coloured objects
(material, toy dinosaur,
coloured paper)

4. Allow the students to start the task, if they are stuck repeat what the
recordable peg said, suggest colours for example
(Recordable peg says the colour of the sun) Hmm the peg said the
colour of the sun, what colour is the sun? Is it blue? the students
should be able to give the write answer yes! It is yellow, we need to
find something yellow

9:30

5. If students are finding the task too easy there are recordable pegs
which have harder questions, saying what colour does blue and
yellow make and what colour does red and blue make these are
recorded on the purple and green pegs.
6. When the time of the task has run out the students are to hand back
the pegs and move to the next activity and the girls have to run out
and hide the colour objects for the next group.
Activity 2: Two members

9:30

9:45

1. The students are to sit at the desk with the girls. They are told the
activity, where they will be mixing play dough colours to make new
colours, and then have to make something that is the colour of their
new colour.
2. The students choose two colours, which they would like to use. The
girls should be asking the following key questions
Why did you choose these two colours?
What colour do you think the colour you have chosen will make?
If you mixed all the play dough together what colour do you think
it will create?
Your play dough made (blue, green, red, brown etc.) what else is
that colour?
Can you make that with your play dough?

Play dough
Cellophane
iPads

3. Students are given the choice of cellophane (primary colours) and are
asked to put it over the play dough and discover what colour it makes.
What colour does the cellophane make the play dough?
Why do you think the cellophane works to change the colour of
the play dough?
4. To follow on with the two last key questions, students are to create
something the same colour as the play dough they have make for
example if they made the colour green they could make a tree,
dinosaur, car etc.

9:50

5. If the students are working fast through the task they are able to mix
three colours or create a number of objects with the play dough.
6. The teachers are to take photos of the students work using the iPads
for later assessment.

7. When the time has run out the teachers are to collect the play dough
and students are to move to the next activity.
Lesson Closure:(Review lesson objectives with students)
10:05

1. To conclude the lesson, ask the students to come and sit on the mat.
2. Bring in the tray of coloured ice. Remind the students that we spoke
about it at the start of the lesson. Have a class discussion on what
has happened to the ice and what the two blocks have become
Remember the ice blocks we put outside at the start of the lesson?
When we put the coloured ice blocks outside they were yellow and
blue, but something has happened, can anyone tell me what has
happened? Looking for the answer that they have melted together
From melting together they have made one colour, can anyone tell
me what colour that is? Looking for the answer green
3. Ask student key questions such as
Were your predictions right?
If we used different colours such as blue and red, would it
have still made green?
What have you learnt today?

10:20

4. Introduce the colour song Ok Go- Three primary colours by Sesame

Street on youtube on the interactive whiteboard, ask the students to
join in with the dance.

Coloured ice on tray

The song Ok Go- Three
primary colour by
Sesame Street
Interactive Whiteboard

5. Thank students and say goodbye.

Transition: (What needs to happen prior to the next lesson?)
1. Listen to teachers instructions
Assessment: (Were the lesson objectives met? How will these be judged?)
-

Anecdotal notes will be recorded to inform the checklist assessment

Checklist - all three objectives will be highlight on this checklist along
with each students name, a tick or cross will be placed under each
objective heading, weather students can or can not meet these
objectives. Notes may also be included on the checklist as to why or
why not the students are able to/not meet the objectives.
Students will be focused on in follow up lesson on the concept of
colour.