Lesson Plan

Learning Development Area:

Communicating
Active learning
Wellbeing
Connectedness
Identity
Context for learning:
Routines & transitions
Real-life engagements
Play
Group time

Implementation
Date:
25.10.16
Duration
Approx. 15 minutes

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

An extension on the children interacting with the new billabong and tent and role-playing
Australian animals. This builds on the exploration of Australian native animals and
mangroves.
What is the focus?
Australian Habitats
Numeracy counting, 1 to 1 correspondence, classification
Literacy new vocabulary
Guiding Behaviour
Essential skills for guiding behaviour - establishing expectations, wait and scan,
parallel acknowledgement
Model positive and welcoming greeting and disposition
Model turn taking, active listening and correct vocabulary
Monitor focus child and Implement behaviour plan as needed
Resources:
Beach habitat image PowerPoint
White board
Computer
TV
Differentiation strategies:
Sit C (focus child) near to teacher for further assistance and to help with guiding
their behaviour
Sit F close to teacher for assistance due to a hearing impairment
Assessment Strategies:
Assess prior knowledge - brainstorm
Teacher observation throughout lesson
Specific open-ended questioning
Transitio
Identity key focus: Acts
Children have been playing give them a 5
n
minute warning to pack up
with increasing

Clapping routine
independence and
Teacher to sit on the chair this cues the
perseverance
children to sit on the mat
Use give me 5 ears are listening, eyes are
watching, lips are zipped, legs are crossed,
hands are still. Ready to learn.
Use visual cues for the children through the
transition.
Introduct Active learning key
Recap on the previous days lesson
ion:
Australian animals and mangrove habitat.
focus: is building

Boys and girls, close your eyes

positive dispositions

and approaches toward

learning
Connectedness:
Showing increasing
respect for
environments
Body:

Active learning key

focus: is building
positive dispositions
and approaches toward
learning
Connectedness:
Showing increasing
respect for
environments

Conclusio
n:

Identity key focus: is

building a confident
self-identity.

Put on the CD of waves lapping on the beach.

Quiet voice Ask, I wonder what this is?
Why do you think that? What does it
remind you of?
Encourage the children to use descriptive
words.

Invite the children to sit in the yarning circle.

Brainstorm Australian beaches what do the
children know?

Discuss all the things you can find at the

beach including the animals.

Add to the whiteboard

Quiet voice Boys and girls I have got a big

box of lots of very interesting things from the
beach. I havent counted them yet so I
thought we could do it together

Tip out the beach objects and as a class

count them.

Hand out the different beach objects shells,

sea stars and rocks

Discuss with the children the features and

texture of each.

Ask open-ended questions such as where

would you find these? How do you know
that? I wonder what kind of animal used to
live in there? What are some good words
you could use to describe how it feels?

Ask the children how many legs has the sea

star have? What would happen if one fell
off?

We need to sort these beach objects into

different boxes so we can let the junior kindy
room look at them next
I wonder what would be a good way to sort
them?
Let the children decide if they want to sort by
colour/ shape/ what it is etc.
Encourage the children to explain why they
want to classify the objects that way and
encourage counting.
Ask why would you choose to put those two
objects together? Why are these 3 things
the same?
Once completed transition to lunch.

If I am holding your name up go and wash

your hands.

Evaluation / Reflection:

This lesson was an adapted version of a lesson implemented earlier in the week to a
different class. Through feedback, I implemented some changes and the outcome was
much more positive.
The children stayed much more engaged and interested the use of the CD sparked
curiosity and encouraged the children to use their senses and allowed for some great
descriptive words. One child said it reminds me of lying at the beach with my mum.
Another said, I like to go to sleep to this sound! Its the ocean we slept by the ocean
when we went camping. It sounds like when you lie under the water in the bath. The
children were coming up with some wonderful answers.
Handing the shells round was a little time consuming and did cause some minor
disagreements but my mentor teacher thought it was good to do this to allow the children
to get used to such activities since they are nearing school. I agreed.
The open-ended questions opened up so much discussion. This was an area, which had
not gone to plan in an earlier implemented lesson! Using the I wonder seemed to engage
the children the most! They liked the question about the sea stars leg and this embedded
numeracy into it also.
Again, the sorting of the beach objects allowed me to formatively assess the children by
observing how they sorted them and getting them to discuss why they would do that.
All in all, very happy with this lesson and I was able to gather assessment data from all of
the children throughout the lesson.