Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre Primary Time: 45 minutes Students’ Prior Arts Knowledge/Skill:

Learning Area: The Arts Music, Dance, Drama
Making/ Responding (please circle intention)
Ideas/ Skills/Performance (please circle intention)
 Students are able to identify elements of
drama, music and dance.
 Students are able to express their ideas/
thoughts through fundamental movement skills.
 Students are able to share their ideas as a
whole group/ in front of peers.
 Can use personal imagination to express
events, characters.
 Students are able to use expression and
musical elements using instruments to express
ideas, orchestras.
 Students are able to demonstrate knowledge of
musical elements such as rhythm, pitch, beat.

Content Descriptors:
Non-locomotor-movements (twisting, bending, turning,
swaying) to develop body control and coordination
(ACADAM002)

Exploration and experimentation of two (2) elements of

drama:
• Voice (loud, soft)
• Movement (big, small)
To create drama (ACADRM028)

Development of aural skills by exploring the elements of

music, including:

 Rhythm (sound, silence; long, short; steady beat)

 Tempo (fast, slow)
 Pitch (high, low)

 (ACAMUM080; ACAMUM082)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT competence Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
competence

1
  

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
Lesson Objectives (i.e. Arts skills/knowledge, beginning with a measureable verb)

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

 Demonstrate non-locomotor movements to express weather elements using their bodies.
 Develop the exploration of music elements through using pitch and rhythm.
 Express natural disasters through body movement to create the elements of drama.

Teacher’s Prior Preparation/Organisation:

 Clear space for students to create movement in.
 Check the boundaries for safety.
 Bell to gain students attention during tasks.
 Children’s literature (‘May I Come In?’ By Marsha Diane Arnold’).
 Electronic device to play a YouTube Video.
 YouTube video (Weather Song for kids | “Sun, Rain, Wind, and Snow” | The Singing Walrus.)
https://www.youtube.com/watch?v=tfAB4BXSHOA
 Wi-Fi and or hotspot to play the YouTube Video.
 Instruments- Triangle, Egg Shaker, Tambourine, Drum.
 Weather chart.
Unit of Inquiry

Science- Earth and space science.

Daily and seasonal changes in our environment affect everyday life (ACSSU004)
In science, I would have engaged the students and allowed them to explore the changes in the daily weather by observing the
landscape outdoors, and how the weather changes in terms of the scientific elaborations. This would then be taken to a discussion
on how the changes in the weather may affect animals etc.

English- Responding to literature

Share feelings and thoughts about the events and characters in texts (ACELT1783)
In English, I would have asked the students how they feel about the events carried out throughout the children’s literature, what they
think the character (Raccoon) may feel like during the storm as well as trying to find shelter. I would allow students to communicate
the character’s feelings at different points in the story through facial expressions, gestures etc. This would have been carried out
through a whole class discussion after the literature was read.

Literature and context

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students' own
experiences (ACELT1575)
I would have done this through a guided reading approach. Asking the students what the story was about? Why did the author write
the story? How did the author make the character feel? Have you felt similar or different during weather like the story expressed?

2
  

Interpreting, Analysing, Evaluating

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650).
I would have done this through a guided reading approach. Asking the students to grasp their own individual meanings expressed
through the use of pictures within the story, and through making predictions to discuss what the story would be/was about.

History- Geography
The globe as a representation of the Earth on which Australia and other familiar countries can be located (ACHASSK014).
This would be demonstrated as a whole class approach through a map on the board roughly drawn by the teacher of all the places
that have had a natural disaster previously. This would be followed by a discussion of natural disasters.

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

relevant)
Resources/References
Time Motivation and warm up:
Align these with the
segment where they will
1. The teacher will grasp the student’s attention to allocate instructions
be introduced.
9:00am
of sitting on the mat ready to commence the lesson.
“Pre-Primary students finding your bottoms on the mat in front of me.
We are going to make a circle please, let’s move like little mice.”

Bell to gain the students’

2. Once students are seated on the mat the teacher will commence the attention throughout the
lesson.
lesson by introducing an introductory lesson.
“I am going to have a bell with me today, this bell will be rung when it
is time to stop, look and listen.” The teacher will give an example, so
the students are aware of the sound as well as the requirements. The
teacher will ring the bell when it is time to capture the student’s
attention. This will be freely expressed to the teacher’s desire.

3. The teacher will start the lesson off by asking the students to be
involved in completing a get to know you game called ‘ABC Name
Game’.
“Today we are going to start the lesson off by playing a game called
ABC. This is a game to introduce ourselves in your “loud actor’s
voice,” then add something you like that starts with the same letter of
9:05am
your first name. For example, “My name is Alana, and I like Apples!”.
Then the person next to you introduces themselves and what they
like, and then the next. This will repeat until everyone has had a
chance to introduce themselves.” The teacher may need to prompt
students throughout the ABC name game if they are having troubles

3
 

with the thought processes of the game.

4. Once everyone has had a turn at introducing themselves. The teacher

will introduce the lesson.
“Today we are going to be focusing on the topic of ‘weather’,
expressing ourselves through movement, using our bodies.”

Lesson Steps
1. The teacher will begin the lesson on ‘weather’ by reading the
children’s literature ‘May I Come In?’ By Marsha Diane Arnold.
Children’s literature
(‘May I Come In?’ By
2. Students will be asked to look at the pictures of the book. Starting Marsha Diane Arnold’).

from the front cover. The teacher will pose some questions to set the
scene of the lesson. This will tap into the learning area of English.
“We know that all good readers make a prediction before starting to
read a story, by looking at the front cover of the book.”
“What do you notice about this picture on the front cover? What is the
weather like?”

3. The teacher will turn the pages for the students to grasp their own
individual meanings expressed through the pictures of the story.

4. The teacher will ask the students to share what they thought
happened during the story by using the images and personal
expression.

5. The teacher will then read the story. Before the teacher commences
to read the story to the class. They will run through safety with the
students. “We will all be getting up at different sections of the story to
add movements using our bodies. When doing your expressions
watch for your fellow friends around you, keeping your hands to
yourselves, watch the surrounding for your friends when you are

4
 

travelling around the space.”

Page 1- Rain poured. Raccoon shivered.
Page 2- Thunder roared. Raccoon quivered.
Page 3- Lightning flashed. Raccoon hid his head under his arms.
Page 4- “Being alone on a night like this tonight is scary.” Raccoon grabbed his umbrella and hurried out the door.
Page 5- Swish, splash. Raccoon splashed through Thistle Hollow, all the way to Possum’s den.
Page 6- “Possum, old friend, may I come in?” Raccoon shouted over the thunder. “What bad luck,” Possum replied. “My den’s too small for
one your size.”
Page 7- Swish, splash. Raccoon splashed on through Thistle Hollow, all the way to Quails brambles.
Page 8- “Quail, old friend, may I come in? “What bad luck”, Quail replied. “My brambles are tight. You’re too wide.”
Page 9- Raccoon splashed on through Thistle Hollow, all the way to Woodchuck’s hole.
Page 10- “Woodchuck, old friend, may I come in?” “What bad luck,” Woodchuck replied. “I’ve only room for one to hide.”

6. The teacher will ask students to participate in acting out some of the
scenes from the story. (Drama element). The teacher will ask the
students to use facial expressions and body movement to depict the
following; “Lightning flashed. Raccoon hid his head under his arms.”
“Being alone on a night like tonight is scary.” Raccoon grabbed his
umbrella and hurried out the door.”
The students will be asked to act out the Raccoon being frightened.

“What is the person called that writes a story?”

“What is the person called that draws the pictures in the story?”
“Why are the illustrations dark in the story?”
“How does Raccoon feel throughout the story?”
“How do you think Raccoon feels? How do you feel when the weather is
(Weather Song for kids |
stormy?”
“Sun,
Rain, Wind, and Snow” |
The Singing Walrus.)
7. The teacher will get the students to act out the plot, ending with the https://www.youtube.com
/watch?v=tfAB4BXSHOA
Raccoon finding a safe friend and home to stay to get out of the bad
weather in the space provided (Drama element).

8. The teacher will then get the students to stand up and find room
around the provided space to express the meaning of weather. The
teacher will show a simple diagram of the different parts of the
weather, placed on the whiteboard. They are the sun, air and water.
“The sun gives us heat and light. The air is all around us and covers
the earth like a blanket. When it moves you feel it as wind on your
face. The water is in rivers, lakes and oceans and even in the air as
clouds. Weather is important to everyone’s life. It affects the games
you play at lunch and recess time, the clothes you wear, how you feel
and the living situations for animals through hibernations etc.”

5
  

9. The students will act out the elements of weather through movement.
Students will be asked to create wind with their bodies. This may be
through swaying.
Storm- twisting, bending, turning, swaying.
Sun- standing still moving their arms around above their heads and to

9:42am the side of their bodies. (Dance, Drama element).

Cyclone - create a cyclone through using movement. Remember to
watch for your fellow friends as well as keep your hands to yourself.
(Safety).

10. The teacher will explain to the students the natural disasters that are
occurring around the world that are causing dramatic actions.
“We just acted out a cyclone through movement, you all did great.
There have been lots of natural disasters occurring around the world
9:45am that are causing damage to the earth and humans. A few of them are
earthquakes. These have been occurring regularly in Indonesia and
Cyclones in Australia in our North. We are going to use our body
movement to represent both an earthquake as well as a cyclone.”

11. The teacher will then ask the students to act out their favourite
season. (Dance, drama element). The teacher may need to prompt
the students’ prior. “What happens in winter? What happens in
spring? What happens in autumn, what happens in summer?”

12. The teacher will play a song that expresses how individuals feel in
different weather climates. The students will get to listen to it first. Assessment Tool
Anecdotal notes.
Video Recording and
13. The teacher will play the YouTube song (Weather Song for kids | checklist.
“Sun, Rain, Wind, and Snow” | The Singing Walrus.)
https://www.youtube.com/watch?v=tfAB4BXSHOA.

14. Then the teacher will ask the students what instruments they could
hear throughout the song. (music element).
Instruments include- Guitar, Voice, Drums, Shaker, Piano, Tamborine,
Triangle, Xylophone.

6
 

15. The teacher will explain to the students that they will be making sound
with the following instruments to the song provided by the teacher.
The teacher will play the instruments prior so that the students grasp
the sounds. The teacher will ask the students what the instruments
sound like, what sort of pitch are they if the pitch is high or low.
- Triangle
- Egg Shaker
- Tamborine
- Drum.

16. The students will be seated in a circle formation so that everyone is

included. The teacher will explain that the song has a gentle rhythm in
which the teacher would love for students to sway, rock and click their
fingers to be involved. The teacher will also ask four students at a
time to be the orchestra, for a short duration of time to express their
musical abilities. In the orchestra the students will only be able to play
one of the instruments in the lesson due to the time constraints. The
teacher will allow the students to improvise without interruptions or
structure. Whist the orchestra is playing the students are swaying,
rocking, clicking their fingers to the beat. Everyone is always involved.

Lesson Closure:

The teacher will ask students how they could make a sound like rain using our
bodies. This will tap into the music element as well as give the teacher some
prompting for the next lesson of making a rainstorm using the body to make
sounds.

The teacher will finish the lesson with a discussion to commence the closure
of the lesson.
“Today you have shown me what you know about weather, how you feel about
weather, and how you can move your bodies through movements to express
weather conditions through music, dance and drama.”
Can everyone stand up where they are and act out the following by using our

7
 

bodies and movement?

Act out a storm, sun, Cyclone, Rain etc.

The students will then be dismissed to their classroom teacher, to listen to

further instructions.

Assessment:

Objective 1- Anecdotal notes. The teacher will take anecdotal notes on the
observation of the student’s progression by demonstrating non-locomotor
movements to express weather elements.

Objective 2- Video recording of the lesson. The teacher will video record the
lesson in which then will be reviewed to become a checklist for student’s
individual capabilities of developing the exploration of music elements through
using pitch and rhythm, throughout the duration of the music element section
of the lesson.

Objective 3- Anecdotal notes. The teacher will take anecdotal notes on the
observation of the students expressing natural disasters through body
movement to create the elements of drama (Voice, Movement).

8
 

Objective 1- Demonstrate non-locomotor movements to express weather elements using their bodies.
Objective 3- Express natural disasters through body movement to create the elements of drama.

Students Name: Students Name:

Students Name: Students Name:

Students Name: Students Name:

Students Name: Students Name:

9
 

Students Name: Students Name:

Student Name: Develop the exploration of music elements

through using pitch and rhythm.

10
 

Tick represents the students could achieve the objective. Dot represents that the students had
difficulties achieving the objective, within this the students needed assistance to complete the
task. And a cross means that the student could not complete the task at all.

11