Lesson Plan 4 Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date

Communicating Thursday 19/10/17
Active learning Duration
Wellbeing
Connectedness Focus lesson take
Identity approximately 15 mins for each
Context for learning: group (2 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 and a sequenced lesson to
yesterday What seeds need to grow? And the seasons

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 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).
Hudson may need extra support from Supporting Teacher. Small groups in Art room and rotational activities for others.

Resources:
Text: The Tiny Seed by Eric Carle
Activity sheet Template of Tree divided into four seasons (Appendix 1)
Coloured tissue paper.
Diagram of What seeds need to grow? from lesson 1 (appendix 1)
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

How will you Children will be transitioning from the mat. I
transition to this Standard 5.1 will select student to go off to choose an
section of your activity. Students who are wearing
day/next Standard 4.2 orange/green/blue or pink can go find an
activity/lesson?
activity.
Standard 1.3
Small groups of friends can self-select this
Standard 1.1 activity.
Introduction: Communicating - Exploring and engaging with literacy in Intro.: Revise yesterdays lesson, about What
Introducing the personally meaningful ways seeds need to grow? (using Diagram Appendix
topic and settling Significant learnings: 1)
children Question: can anyone remember what 5 things
Exploring symbols and patterns in language and seeds need to grow?
Exploring text purposes and meanings Clarify the 5 things a seed need to grow (soil,
air, space, water and sunlight).
Read a text (The Tiny Seed by Eric Carle) and
comment on the environment, season and 5
thing seeds need to grow.
 Connectedness key focus - Showing increasing respect for
environments
Significant learnings:

Ways to investigate and understand natural and

built environments
Body: Connectedness - Showing increasing respect for environments Body:
Significant learnings: Read text (The Tiny Seed by Eric Carle) and
Ways to investigate and understand natural and comment on illustrations of seasons and the
built environment temperature.
Explain and showing the students the material
Active Learning - Building positive dispositions and approaches that we can use to make a collage that
toward learning represents the sessions.
Significant learnings: Questions: (formative assessing checking for
Problem solving and investigating understanding from students)
Applying and reflecting on learning 1. looking at the book how can you tell if
it is winter/autumn?
2. What kind of clothes do you wear in
Winter and why?
3. What about summer?
4. So what sesson is a good time to plant
seeds? Why?

Conclusion: Standard 1.3 Conclusion: Students will have time to share,

discuss and compliment their peers on their art
Standard 4.3 work.
Transition to After students are finished creating their
next activity collage they can then move to the next activity
or challenge.
Evaluation / Reflection:

The children were a lot more engaged with this lesson. It was hands on creative activity and I positive learning experience for students.
Need to continue to do hands on learning through play activities.
Notes:
Appendix 1