Lesson Plan 3 Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date

Communicating Wednesday 18/10/17
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).
Emily 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? (appendix 1 from Lesson 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
Standards 5.1
transition to this will select student to go off to choose an
section of your activity. Students who have straight hair? Black
Active learning - Increasing confidence and involvement in learning Significant
day/next
learnings: hair? Braided hair (describing hair colour
activity/lesson?
texture and hairstyle).
ways to contribute to learning conversations and
confidence, interest and involvement in learning. Small groups of friends can self-select this
activity.
Connectedness key focus - Showing increasing respect for environments
Significant learnings:

exploring interactions between people and environments and

caring for and respecting environments.

Identity - Building a sense of security and trust

Significant learnings:

A sense of being safe, accepted and supported

A sense of belonging and confidence in others
Introduction: Communicating - Exploring and engaging with literacy in Intro.: Revise yesterdays lesson, about What
Introducing the personally meaningful ways seeds need to grow?
topic and settling Significant learnings: Question: can anyone remember what 5 things
children seeds need to grow?
Exploring symbols and patterns in language and Clarify the 5 things a seed need to grow (soil,
Exploring text purposes and meanings air, space, water and sunlight).
Read a text (The Tiny Seed by Eric Carle) and
Connectedness key focus - Showing increasing respect for comment on the environment, season and 5
environments thing seeds need to grow.
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: Active Learning - Building positive dispositions and approaches Conclusion: Students will have time to share,
toward learning discuss and compliment their peers on their art
work.
Significant learnings:

Applying and reflecting on learning

Transition to After students are finished creating their

next activity collage they can then move to the next activity
or challenge.
Evaluation / Reflection:

The lesson went well. I believe the students had fun and learnt the content through the learning experience.
Maybe set up a station that explores seeds and give students the chance to explore and express their learning in different ways, as
suggested from by Supervising teacher yesterday. As the students all showed an interest and understanding of the content being taught.

Notes:
Appendix 1

AUTUMN