Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre-Primary Time: 10.00-10.45 Date: 26/03/14 Learning Area: Health and Physical Education - Personal, Social and Community Health. Strand/Topic from the Australian Curriculum Name parts of the body and describe how their body is growing and changing (ACPPS002) General Capabilities (that may potentially be covered in the lesson) Critical and Literacy Numeracy ICT
competence Ethical behaviour Personal and Social competence Intercultural understanding

Students Prior Knowledge: Students have a sense of identity Able to follow instructions Competently work in small groups Use technology on a respectful and safe level

creative thinking

Sustainability

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander histories and cultures Proficiencies:(Mathematics only) Asia and Australias engagement with Asia

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: Identify aspects of their own body Use basic technology to discover and learn about their bodies Verbalise where particular body parts and locate them on a picture Teachers Prior Preparation/Organisation: The Wiggles, Head Shoulder Knees and toes: http://www.youtube.com/watch?v=gFuZ6LPDYQc Book: Inside Your Outside: All About the Human Body by Tish Rabe; illustrated by Aristides Ruiz Smart board Game Paper Colouring pencils Recycled materials Materials found from the garden IPads Chatterbox Large sheets of paper Markers IPad App - Parts of the body for kids Provision for students at educational risk: - Picture cards for students who have difficulty grasping concept may find having picture cards to refer to helpful as they consistently have something to look to. - Have seating arrangements to cater for student needs, seating arrangements are for those who may be visually impaired and have difficulty seeing writing on the board as well as students who have difficulty in hearing instructions. Seating arrangements can also be used to help those who get easily distracted. - Partnering a stronger student in the class with one who may struggle will give the student who may struggle the opportunity to learn from fellow peers.

LESSON EVALUATION (to be completed AFTER the lesson) Assessment of Lesson Objective and Suggestions for Improvement : Were students interested and maintained focus throughout lesson?

Did students engage and show interest in activities? Were students able to work independently and in groups? Did students follow instructions correctly? At the conclusion of the lesson did it appear students grasped an understanding of their own body and particular body parts? Were tasks appropriate and able to be completed by students? Teacher self-reflection and self-evaluation: Did I grasp the students attention and keep them engaged in the topic throughout the lesson? At the end of the lesson were all lesson objectives met? Was the lesson devised suitable for students to do and complete? Were the activities interesting? What can be improved? Was student participation evident? Were instructions clear enough for students to understand? [OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Time Motivation and Introduction: 1. Students to come and sit on the discussion mat where the teacher has set out a number of clothing items. The teacher is to make sure that the items of clothing are visible to all students, teacher to leave enough time for students to begin to think about what is to come. (This allows the children to explore the items and get them thinking about what they may be doing during the lesson) 2. Engage students in a conversation, asking if anyone knows what the items are and what we do with them. (Can anybody tell me what these are, what do we do with them, where do these items go?) 3. Read book to students, asking them questions throughout the process. (This engages the students and makes them think about their own bodies) 4. After reading the book see if students can identify any aspects on their body. (Can anyone show me where their ears, eyes, feet, nails?) Get students to stand up and play the YouTube video on the smart board. (Encourage students to participate, and if the students thoroughly enjoy the experience replay the video) Lesson Steps (Lesson content, structure, strategies & Key Questions): 5. Students are to sit back down, teacher to have prepared the smart board game. (There is to be two categories: one saying body parts, the other saying clothing). As a class the students are to categories each word, dragging the words into the correct category. Students can take in turns come up and dragging the words. The teacher is to get students to identify the body part and then identify the clothing that goes on the body part. ( This helps students to relate it to real life scenarios). 6. The teacher to separate students into small groups and split them off onto prepared tables. 7. Students are to rotate around in a circuit completing each station. Station 1: Students are to draw their own bodies using paper and pencils provided. (This can be used as a formal means of assessment and provides Book: Inside Your Resources/References Various items of clothing (gloves, shirt, socks...)

Outside: All About the Human Body

by Tish Rabe; illustrated by Aristides Ruiz

YouTube Video Smart Board

Smart Board Smart Board Game

the teacher with a tangible piece of work to reflect upon and determine aspect that need to be further looked at.) Station 2: Using the IPads provided each student is to play on the App: Parts of the body for kids. (The students can learn about the body and then test themselves on the app.) Station 3: Using recycled materials and items such as leaves found in the garden students are to create a collage of their body or their face. Station 4: The Chatterbox is to have recordings that describe certain areas of the body. Flashcards with images that relate to the recording are to be randomly placed on the table and students will have to match the recording to the picture. Station 5: In groups of two students can trace around each other's bodies and compare to see who is taller and shorter between the two of them. Multiple groups can be doing this at the onetime which will provide opportunities for larger discussions about height. Lesson Closure:(Review lesson objectives with students) 8. Students to come and sit on the discussion mat. 9. Teacher to engage students in a class discussion about body parts and where they are on our body and what their used for. 10. Teacher to show YouTube clip again and get students participating in the actions of the song.

Transition: (What needs to happen prior to the next lesson?) 11. Students to get out their recess and head out to the shaded area for the morning tea. Assessment: (Were the lesson objectives met? How will these be judged?) Teacher to make anecdotal notes and complete a checklist looking at whether students can identify aspects of their own body, use basic technology to discover and learn about their bodies, verbalise where particular body parts and locate them on a picture