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Lesson Plan 17 Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date

Communicating Thursday 02/11/17
Active learning Duration
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
Group 2
Does this build on prior experiences/interests of the children?

Built from interests of children in nature (trees, leaves and animals)

What is the focus? About what am I being intentional? Will I observe/record information?
Formative assessing
Observing if students recreate flower and parts
See if students can recall the correct names of the parts
Linked to Australian Curriculum - Foundation Year Content Descriptions, Science,

Biological sciences

Living things have a variety of external features (ACSSU017 - 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).

Preventative strategy Sensory regulation for high, moderate and low learning ability students.

Emily may need extra support from Supporting Teacher. Small groups outside and rotational activities for others.


Play doh
Play doh stencil cutters (hearts, circles, squares and flowers)
Rolling pins
Play doh boards
Wooden knifes

Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.

Engagement strategy engaging Emily and Om in the learning experience. Emily and Om may need extra support from Supporting
Teacher, but just encouragement Om to participate and join in with a flexible/neutral peer.

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 Majority of the students did not want to
How will you participate in the art room painting pictures
transition to this from the book How the birds got their colours
Standard: 1.2
section of your
day/next Standard: 2.1 Small groups of friends can self-select this
Standard: 5.1

Introduction: Intro.:
Introducing the Standard: 5.1
Playing with play doh and flower stencil cutters
topic and settling to make cookies.
children I wonder if you can make a with the big flower

Body: Body: Using the big flower cookie I asked the

Standard: 5.1
student if they could make a flower out of the
Standard: 4.3 play doh. Analyse flowers then looking to more
detail with questioning.
Standard: 3.4 Questioning: What is at the bottom of the
flower under the ground, what is the name of
that part of the flower?
Explaining the parts of the flower:
Flower (petals and seeds)
I scaffold an example of a flower and name all
the parts.
(Supporting learning experience with visual and
verbal explanation).
Conclusion: Conclusion:
Standard: 4.1
I then get students to make flower with all the
parts and recall the correct name for all the
parts of the flower.

Transition to Move to next activity when finished playing

Standard: 1.2
next activity with play doh.

Evaluation / Reflection:

Majority of the students did not want to participate in the art room painting pictures from the book How the birds got their colours.

I worked with 3 students and engaged in the learning of part of a flower. Using appropriate learning. They did very well replicating the
play doh follower and got most of the parts correct of the flower.
It was an early pack up because most of the students were making masks and running around. So, the teacher suggested to have an
early play outside. So, we packed up early and moved to outside play.

Raining outside but the children need to run around, so the Supervising teacher suggested we move to indoor and outdoor play.