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Year Level: KINDERGARTEN Time: Wednesday & Friday Students’ Prior Knowledge:
Date: Term 2, week 4
The students have prior knowledge of different animals
Learning Area: Design and Technologies through their daily interactions of children’s books.

Strand & Content Description(s) from the Australian

o ACTDEK003 Explore how plants and animals are
grown for food, clothing and shelter and how food is
selected and prepared for healthy eating.

General Capabilities ( areas that are covered in the lesson)

Personal and
Literacy Numeracy ICT Critical and Ethical
competence creative thinking behaviour understanding
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 To identify the correct animal with the specific food item the animal produces.
 To gather a definition of a Farm and understand what it does.
 To identify the types of animals that live on Farms.

Teacher’s Prior Preparation/Organisation: Provision for Students:

o Bells Students with vision impairments may be provided with
o Name Sheets larger text sheets or further assistance in retrieving the
o Permanent Markers correct materials for the activity.
o Whiteboard Erasers
o Chiildren’s Literature Book named Sal and Sam For early finishers, they are to transition to the free play
at the Farm by Gordon Winch and Gregory centres around the classroom.
o Youtube Video Students who struggle to keep focused on the task at hand
o Scissors will be provided with other alternatives (for example, if you
o Glue finish this work you will be able to go and play with the
o A3 paper with animal border blocks).
o What do different animals give us matching
activity sheet Students who are not fully developed in their literacy skills,
the adapted booklet will be used to assist the students in
completing the table top activity for gathering an
understanding of the positional words.
LESSON DELIVERY Resources/References
8:30am Motivation and Lesson Introduction:
1. The students enter the classroom and place their library books in the
basket located at the front of the classroom.

2. The students are then required to locate their name set up on the
three desks. Bells
The students are to place the letters of their name in order, trace the
pre-written name provided and then write their name by themselves Name Sheets
on the line provided at the bottom of the laminated sheet.
Once the students have completed this, they are able to free play in Permanent Markers
the available play centres around the classroom until the day begins.
Whiteboard Erasers
During the above activities, the educator must walk around and praise the
students to increase their self confidence levels as well as providing support Youtube Video
where needed. This is extremely important if their parents have departed.
Children’s Literature
3. The educator will then ring the bells to signal to the students to Book
transition to the mat to begin the day.

4. Good Morning introductions are complete as well as the timetable for

the day (located at the top of the whiteboard for the students).

5. The educator will explain what a Farm is and what it does to the
o A farm is a big area of land that is used for growing crops and looking
after animals.
o People that work on farms are called a “Farmer” and they can be both
female (girl) and male (boy).
o Farms are a way of producing things like food for us to eat.

6. The educator will play a video on farm animals to the students to

initiate the end of the mat session as well as providing as an
introduction to their farm visit this week.

7. A small discussion will be conducted with the students on what each

animal produces providing as a base for their match activity.
8. A book will then be read to the students named “Sal and Sam at the
Farm” by Gordon Winch and Gregory Blaxell

9. Two students are selected for the table top farm activity and the rest
of the students are free to play in the other learning centres around
the classroom until their name has been called.

During the mat session, if the students become off topic or distracted, the
9:30am educator is to implement the behaviour management strategy of “are your
eyes watching (pointing to eyes), are your ears listening (pointing to ears), are
you voices quiet and are your bodies still.

Lesson Development:
The table top activity is set up with the appropriate writing and drawing
materials before instructing students to come to the table to complete their

1. The students are called up to the cutting and gluing table activity, two
at a time to complete their activity.
The students are chosen based on their level of concentration within What do different
their play scenarios. animals give us
matching activity sheet
2. “Today, you are going to be doing some gluing and cutting”. The
educator is to focus the students’ attention towards the expectations
of the activity written at the top of the sheet by reading it aloud. Glue
“Match the animal picture to what they produce and how we use it”.
The students are free to use the available materials provided on the A3 Paper with animal
table to complete their work. border

3. The the students will glue their pictures on a separate A3 sheet of

blank paper.

4. To evaluate the students understanding, the educator may use the

prompts of:

o What product does this animal produce?

o Does this one match this food item?

5. The students will complete their work by the educator scaffolding

10:30am discussion to extend their thinking.

As recess takes place at 10:30am if some students have not completed the
activity they will do so after recess or in the next session on another day.

Lesson Closure:
At the closure of the table top activity, invite the students to share their
thoughts on their drawing through scaffolding questioning. Questioning
Do you think you have matched it correctly?
The closure of the lesson is completed when the students have completed
their matching activity as the classroom is very play based.

The students are observed during their play activity and this is recorded in
their work samples as a basis of assessment.
Checklist for Ticking
The students work samples are recorded in terms of their understanding, names
what they take from the activity through their discussions and whether or not
the students are able to match the picture correctly to the food product as well Work Samples
as verbally explain it.

Early Years Learning Framework Outcomes

o Outcome Two
- 2.4 Children are connected with and contribute to their world where they
become socially responsible and show respect for their environment.

o Outcome Five – Children are effective communicators

- 5.1 Children interact verbally and non-verbally with others for a range of
- 5.2 Children engage with a range of texts and gain meaning from these

o Outcome One
Children have a strong sense of self through creatively expressing ideas and
responding to the ideas of others.

o Outcome Four
Children are confident and involved learners.