Learning Experience Plan template 1

Experience: Yoga and Breathing

Date: 8/5/17

Child/ren planned for: 34 children. Group Circle .

Links: Follow up previous yoga,

Rationale: To contribute to outcome 3: children having a strong sense of well being. Yoga
through movement and breath calms nervous system and connects mind and body.

Learning focus: Through movement. 3.2 Combine gross and fine motor movement and balance
to achieve increasingly complex patterns of activity including dance, creative movement and
dance.

Outcome 3:Demonstrate spatial awareness and orient themselves moving around and through
their environment confidently and safely.

Requirements/resources:

One other educator for behaviour management. Sound bowl. I will draw on 16 years of my own
yoga practice and incorporate four movements while connecting simultaneously with breath.

Facilitiation/Implementation

1.Introduce after final inside activity of the day at approx 2:15. Gentle packing up
music will lead into activity which the children are already aware of.

2.Sit in circle quietly. Sound bowl to commence but only when students are silent.

3.This is a sound bowl. You must be quiet to hear its sound. Approx 1 minute of
sound bowl.

The sound bowl will only make noise when it is gently tapped against with this
stick and rubbed. It can make a sound for many minutes. It is often used before
yoga/stretching .

4. Everyone standing up. We are going to take a big breath in through our nose.
Then out. Do this 3-times with instruction.

5. On this breath in we are going to stand on our tip toes and stretch our arms to
the sky. Breathe out on the way down and bring our arms down. 3-4 times.

6. We are now going to balance on one leg, sturdy like a tree looking on the
ground straight ahead for balance (repeat only once each leg). May bring hands to
heart.

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Evaluation/follow up:
Kids loved the sound bowl. They were fascinated how it worked and its sound. Might use that at the end
next time as it held great interest.
A lot of children had trouble balancing and I didnt emphasise enough about making space for your
neighbour when doing these movements.
The activity went quite quickly. I could incorporate one more move into this sequence.
Some children were focused on I cant balance which in the moment I didnt know how to respond as
about three children were a bit wobbly. Mentor feedback said that more reflective language needed in
that situation eg; You cant balance?

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 Learning Experience Plan template 2

Experience: Koala Lou I Love You by Mem Fox. Group reading activity.
Date: 12/05/17

Child/ren planned for: Approx 30 children 2-5 years of age. Links:

Sports Day

Rationale: To link with last Fridays Sports Day.

Learning focus: 5.4. Listen and respond to sounds and patterns in speech stories and rhyme.
5.3. Share the stories and symbols of their own culture and re-enact well known stories.
5.2. View and listen to printed visual texts.
5.2. Explore texts from a range of different perspective and begin to analyse the meanings.
Children engage with text and gain meaning from text.
Requirements/resources: Book: Mem Fox Koala Lou I Do Love You.
Circle time space.
1-2 other educators to ensure still and quiet.

Facilitiation/Implementation

To implement with Fridays group as it is the only group to connect the Sports Day
link to. Can be read at 11 am circle time.

1. Introduction: Last Friday we had Sports Day. We played bean bag toss, egg
and spoon, bucket race, parachute ball toss and a relay race. Everyone had
so much fun. Some of your family members came to cheer everyone on. This
book by Mem Fox is called Koala Lou I Love You. Koala Lou takes part in a
Sports Day also. Lets find out what happens..
2. Read the story. Approximately 5 minutes.
3. Brief discussion after the story.
Did Koala Lou need to win the race for her mother to love her and say, Koala
Lou I do love you?
No matter how busy your Mum or Dad get, they will always love you.

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Evaluation/follow up:

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 Learning Experience Plan template 3

Experience: Nature Anthem by Granddaddy

Date: 11/5/17

Child/ren planned for: 30-35 children. Links: Links to autumn topic as a season of
nature. Links to outside nature

Rationale: Links to previous lessons on nature and seasons by engaging children in play with
words and sounds.

Learning focus: Engage children in play with words and sounds by singing a song.

Through movement. 3.2 Combine gross and fine motor movement and balance to achieve
increasingly complex patterns of activity including dance, creative movement and dance.

5.2. Children engage, listen and respond to sound and patterns in speech, stories and rhyme in
context.

Outcome 3:Demonstrate spatial awareness and orient themselves moving around and through
their environment confidently and safely.

Resources: Guitar. One other educator to help with behaviour management. Knowledge of the
Nature Anthem song. Space for children within circle.

Facilitiation/Implementation. Will implement twice in one day. Morning session at 11

am and then 2:15.

1.Introduction: Sitting in circle, hands in lap. Listening ears on.

We have been learning about Autumn. The leaves turn brown. It is cooling down as
we head from autumn into winter. It is still a lovely time to go outside, out in nature.
What are some things we see out in nature? You might see hills, rivers or
mountains.

2.I am going to teach you a new song. I want you to repeat after me:

I want to walk up the side of the mountain. I want to walk down the other side of the
mountain. I want to swim in the river and lie in the sun. I want to try to be nice to
everyone.

3. Everyone stand up. I am going to teach you the movements to the song. Mimic
walking for first two lies. Mimic swimming. Then bow action to try to be nice to
everyone.

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Evaluation/follow up:

Learning Experience Plan template 1

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 Lesson Experience Plan 4

Experience: 3 Part Season Cards Date: 10/5/17

Child/ren planned for: 1 child. Links: Individual goal of child that may not have
done the activity and looking for lesson.
Links to Autumn lessons

Rationale: To link classroom lessons regarding experiences of seasons and autumns with 3 part
season cards and their own experience of the season. Montessori three part cards allow the child
to see with the word and then matches/reinforces information . Cards 1. Object with name. Cards
2 object. Cards 3 corresponding word card.

Learning focus: 5.4 Children begin to understand how symbols and patterns and systems as the
learner sorts, categorize, order and compare collections and events in their social and material
world.

Begin to be aware of the relationships between oral, written and visual representations.

5.2. Begin to understand literacy and numeracy such as the sounds of language letter sound
relationship.

Requirements/resources: Montessori 3 part season cards set up on small table. To be set up when
child is sitting and listening.

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Facilitiation/Implementation (Very little language to be used).

Introduction. We can have a lesson today on the four seasons. We have been
learning about the season Autumn. Point to object and name card and make the
letter sound a a Autumn. The leaves turn orange then brown then fall off of the
deciduous tree. (Not too much information-give time to process information).

1. I demonstrate first keeping it very simple. I show also how to match the
picture (second part).First use the object with name card. Then the object
card. Then the corresponding word card.

2. Go through first stage seasons cards with short information and letter
sounds for each season.S S S Summer. In this season, the weather is warm
and the sky is blue. After summer comesA A A Autumn. In this season the
weather is cooler. The leaves fall off of some trees. After Autumn comes
WWW Winter. In this season the weather is very cold. It rains and can snow
in some parts of Australia. After winter comes.SSS Spring. In this season
the weather begins to slowly warm up. The flowers begin to bloom again.
After spring comes The seasons continually change. It is called a cycle.
(this could even be too much information?)

3. Use the picture card (no words). Can you match these pictures to these
seasons? If not reading yet I can help with saying this is the word
summer. Can you show me summer?
4. Can conclude here or offer option of extending work to writing of the
word, lesson on pencil grip and then drawing the season.

Evaluation/follow up:

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Experience: Metal Insets Preparing for letter work Date: 10/5/17

Child/ren planned for: Individual child 3-4 years of age. Links: Individual goal of
child.

Rationale: Preparation for letter work. The different shapes of the metal inserts prepare the
learner for curves and lines of letter work.

Learning focus: 3.2 Combine gross and fine motor movement. Engage in increasingly complex
sensory motor skills and movement patterns.

Manipulate equipment and manage tools with increasing competence and safety.

Children develop a range of skills and processes such as problem solving, enquiry and
experimentation.

Requirements/resources: Montessori metal insets of shape of child . Pre cut paper. X2 Pencil.
Montessori wooden blocks for paper and inserts to fit. (Frame first. Once developed the lesson
is revisited for shape to be traced around instead of frame).

Facilitiation/Implementation

Introduction. We are having a lesson with metal inserts. Watch with your eyes and
listen with your ears while I show you the work.

1. Show how to take everything off tray.

2. Paper down. Metal on. Outside of paper must not be showing.
3. Go through pencil grip/revisit for child as this should be established prior to
this lesson. Child to demonstrate and correct if necessary. Frogs legs as a
reminder. Practice makes permanent.
4. Circle. Right to left.
5. Ive made a purple circle
6. Can stop here or extend with solid circle metal inset if ready.

Evaluation/follow up:

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