Appendix 1 Key:
LESSON PLAN Kindergarten Curriculum
SCHOOL OF EDUCATION Guidelines
Megan running session
Example
LESSON ORGANISATION
Year Level: Kindy Time: 11:20 Date: 10/06/19 Students’ Prior Knowledge:
 Students have been exposed to some forms of
Learning Area: ICT
technology previously (e.g. Interactive white
board in the classroom, remote control toys
and possibly smart phones, iPads or
computers at home).
 Students know how to follow simple
instructions.
Strand/Topic from the Australian Curriculum
Developing simple ICT tools:
 Experiment with a range of tools, media,
sounds and graphics in ICT play and
discovery.
 Develop simple skills to use information and
communication technologies.
 Engage with information communication
technologies for fun and to promote thinking and
learning.

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Students ability to follow instructions in order to change the direction of their bee bot.
 Students ability to get some one point of the mat to another point using the bee bot.
 Students are able to actively participate during the activity.
Teacher’s Prior Preparation/Organization: Provision for students at educational risk:
 Bee bots (6). Students such as Faith, Emily and Charley (if
inattentive [CAPD? /Hearing issue] but fine when
 Bee bot’s road and town play mats. attentive to activities) will be given simple instructions
one at a time.
 White board markers and white board. Students such as Caleb, Teagan, Norah and Axel can

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 Laminated Bee bot picture. be given multiple instructions at a time e.g. be specific.
Axel has a broken right arm, therefore might need help
positioning the bee bot.
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction: Align these with the

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Mat session 3 – Maths segment where they will

11:20 be introduced.
Introduce students to a Bee bot
Bee bots
“Who can tell me what animal this is?”
Bee bot laminated
picture
Answer – Bee Whiteboard
Whiteboard markers
“Now these are a special type of bee they are called a bee bot.” Bee bot play mats
Instruction cards
“These bee bots have special buttons on them that make them move.”

Point at the arrow pointing to the Bee bot’s eyes.

“This button at the front makes the bee bot move forward.”

Show students using the Bee bot picture of the board.

Point to arrow on the left.

“This arrow turns the Bee bot around to make it go left, remember the

left side is the green scissors”

Show students using the Bee bot picture of the board.

Point to the arrow on the right.

“This arrow turns the Bee bot around to make it go right, remember the

right side is the red scissors.”

Show students using the Bee bot picture of the board.

Point to the arrow pointing down at the tail.

“This button at the bottom makes the bee bot go backwards.”

Show students using the Bee bot picture of the board.

Get students to stand up and make a circle.

“Everybody stand up and I would like you all to make a circle for me.”

Once students are seated on the mat explain the activity to them that

they will be doing with you on the mat.

Demonstrate some examples of what they will have do.

Show them the instruction cards.

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Explain each instruction card to the students.

“This card means press the top button, this one means you need to

press the left button, this card means you need to press the right

button and this last card means you need to press the backwards

bottom button.”

Place four different instruction cards in front of the students.

“I first need to press the forward button, then the forward button again”

“Need to press the go button to make the Bee bot move forward.”

Get the students to watch the bee bot move.

“I’m going to make the Bee bot go right and then go forward.”

Press the GO button and get the Bee bot to move.

“My last instruction I need to do is press the right button again and

then the forward button one more time.”

Press go and get the Bee bot to move to its next point.

“When we are completing this activity we want to make sure that we

are listening to our instructions very carefully and remembering that we

want to look after the Bee bots.”

Explain other table activities to the students:

1.Shape picture cards – copy the picture (independent)

2.Shape bingo with tokens (parent)

3. Shape monster A3 – pre-cut basic assorted shapes. Have a variety

of strips, arms, dots, eyes, teeth prepared. Children collage monster

(EA).

4. Number recognition and counting how many screen. Check basic

shapes for those who need re-checking (teacher).

Select two students to stay on the mat with you and work with the bee

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bots.

Direct the rest of the students to other activities.

Lesson Steps (Lesson content, structure, strategies & Key

11:30
Questions):

Make sure each student has a bee bot.

“You are going to take turns using the bee bot on the mat.” Bee bots
Bee bot play mats
“Before that I would like you both to place your bee bot on one of the Instruction cards

squares on the mat.”

“We are going to have a practice using the instruction cards first.”

“Can you please press this button on your bee bot?”

Place instruction card down and point to the button on the bee bot.

Continue until students have pressed all the buttons they will be using.

Ask both students to place their bee bot on the two start marks

For Example – “Teagan and Axel can you please place your bee bot on

the start square and listen to my instructions carefully.”

“Can you please press the forward button two times?”

Place each instruction card down as a reference to which button they

need to use.

Use bee bot to help as well if students do not understand the

instruction card.

“Can you please press the right button once and then the forward

button?”

“Can you please press the right button again once and then the

forward button?”

“Now press the go button.”

Watch the student’s bee bot move.

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Repeat with two move directions.

1.Forward 3, turn left, forward 2, turn right, forward 1

2. Forward 4, turn left, forward 1, turn left, forward 2

3. Forward 2, turn right, forward 2, turn left, forward 2

11:35 Lesson Closure:(Review lesson objectives with students)

(5min
for Give students feedback about how they went.
each
pair) For Example – “Axel I love the way that you followed the instructions I

gave you and looked after the bee bot very well”

Get students to move to another table.

Ask students feedback about how they found using the Bee bots.

“Teagan did you enjoy using the Bee bots?”

12:25
Transition: (What needs to happen prior to the next lesson?)

Call another two students over to complete the activity until all the

students have done the activity once.

Assessment: (Were the lesson objectives met? How will these be

judged?)

This assessment will be done through a checklist to make sure

students have met the objectives when completing the activity.