Lesson Plan

Learning Development Area:

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

Implementation
Date:
19.10.16
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
being Australian animals.
What is the focus?
Australian animals - introduction of new vocabulary
Numeracy categorising animals smallest to largest.
Gross motor skills movement, co-ordination
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:
Images of Australian native animals
Whiteboard
https://www.youtube.com/watch?v=m2Iym1A3RDw
Computer
TV
Differentiation strategies:
Sit C (focus child) near to teacher for further assistance and to help with guiding
their behaviour.
Offer L the choice of her mobility chair or to be carried in the dancing activity.
Assessment Strategies:
Assessing prior knowledge using photographs of animals & class discussion
Teacher observation throughout lesson
Checklist of the development of childrens skills
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
Invite the children to sit in the yarning circle.
ion:
focus: is building
Place the photos face down in the centre of
the circle.
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
Communicating:
Exploring and
engaging with
numeracy in personally
meaningful ways

Conclusio
n:

Identity key focus: is

building a confident
self-identity.

Wellbeing: exploring
ways to promote
physical wellbeing

Transitio
n

Identity key focus: Acts

with increasing
independence and
perseverance

Quiet voice - Ive got some amazing photos

here - who would you like to come and select
a photo from the centre and in a big loud
voice, tell the class what the photo is and
what you know about it.
Offer the class the opportunity to add to the
facts of the animal shown.
Discuss the different features of the animals,
how big they are, how they move and where
they live.
Ask the children when having the class
discussion open ended questions such how
are the animals different, how are they the
same? I wonder what the animals home is
like? Why do you say that?
Add the facts to the whiteboard.
Lay the photos in the centre of the yarning
circle.
Ask the children I wonder which animal is
the biggest? Why do you say that? Which
one comes next? Why do you think that?
As a class begin to categorise the animals
biggest to smallest
Recap once the categorising is completed, x
is the biggest, Y is the smallest, T is in the
middle.
Play YouTube clip and encourage the children
to dance to the song.
https://www.youtube.com/watch?
v=m2Iym1A3RDw
Acknowledge the children for their efforts.
I noticed some different Australian animals
on the video clip tell me about those
animals
Add them to the whiteboard.
If I am holding your name up go and wash
your hands and get your lunchbox.

Sitting the children in the yarning circle and placing the photos in the centre of the
circle worked well as an engagement strategy. I intentionally used a quiet voice to engage
the children and it created some intrigue to what the photos were and the children were
keen to come and select a photograph.
I offered the opportunity of choosing a photo to the class, as through observation of
this group over the prac placement, I knew they are all keen to get involved and enjoyed
engaging in these types of activities. I wanted to give the children the choice to
participate.
Introducing the open-ended questioning allowed the class discussion to flow and the
children came up with some interesting acts about the animals in the photos. We
discussed differences and similarities and why.
Embedding numeracy into the lesson was a focus and we had a great discussion about

the size of the animals in the photos. There was a photo of a humpback whale and
asked the children I wonder how long the humpback whale is? The children responded
by saying they are as big as a person, they are as big as a car. The children had no
concept of the size of the whale so I took the children out into the yard and put one child
at one point and one at the other and said it THIS big! This put the size into perspective
and from that they were able to order the animals sizes correctly and with relative ease.
This was great for engagement also.
The dance added the fun element, as well as allowing me to formatively assess the
childrens gross motor skills whilst keeping the focus on Australian animals. We extended
on this further and the children were able to identify more animals in the video. The dance
was a hit!
Overall I was happy with this lesson, engagement was high.