TRANSPORTATION ENCYCLOPEDIA LESSON PLAN

Pre-service Teacher name: Date:

Lauren Brine 21/06/19

Year level/ age range & number of students: Highlight planning process:
Reception and Year 1, with 26 students Planned collaboratively with Supervising Teacher
Estimated duration of activity: Planned collaboratively with peer
Planned independently based on ST lessons
1 hour 30 mins Planned Independently
Deconstruction of Supervising Teacher’s lesson
Learning area: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies and
Languages)

Literacy

Specific Topic: (including Australian Curriculum content descriptor)

- Create short texts to explore, record and report ideas and events using familiar words and beginning
writing knowledge (ACELY1651)

Learning intentions: (Descriptions of what learners should understand and be able to do by the end of a learning period, the
‘what and why’ of the learning task: ‘We are learning to …. (learning intention ‘what) so that we can …… (learning intention
‘why’))

The students will work together to create an encyclopaedia of their favourite transportation vehicles that
they have learnt about over the unit.

Success criteria for students: (clear and specific measures of how students have met the learning intentions, i.e. how they
are going with the task, this can include both learning content and strategies; ‘I know that I can do this when I have ……)

Students will be able to identify some modes of transport utilised for a variety of purposes. I know that the
students have the concept when they are able to identify a transportation vehicle, what it transports,
where it travels (in air, on tracks etc.) and why they like their chosen transport.

Preparation/ organisation/ resources:

(What range of resources will I need for the students to engage in the activity? Where will I access the resources from?)

Reception Transport Page, Year 1 Transport Page, A3 cardboard, pencils, coloured pencils, textas

Differentiation: (Are there any students that I need to personalise the activity for)

Using the relief teacher to support Ama in writing. I will sit near Oscar to implement behavioural
management strategies to ensure that the class doesn’t get too rowdy just before lunch.

Supervising Teacher feedback:

Lesson running schedule: Time frames
What will I do? What will the students do? (Approximate time frames
What range of teaching strategies will I use? will need to be flexible
What skills and strategies will be used by students? and tweak these in
How will I support inclusion of all students? response to context)
Transition: (physical shift/ mind shift: how will I transition students from previous activity to this 2-3 minutes
activity in an orderly and time efficient manner? How will I gain and focus their attention?)

The teacher will have the students sit onto the mat facing the teacher.

Introduction: (hook/ tuning in: how will I gain the interest of the students in the topic?) 3 minutes

The teacher will discuss with the students what transportation vehicles that they have
learnt about. The teacher writes the vehicles on the board questioning the students about
each vehicle they name.

Pre-service Teacher facilitated mini-lesson: (explicit teaching & modelling of topic content, 7 minutes
strategies and learning focus, explanation of learning intentions) Adapt to less time for
younger children)
The teacher will go through the sheets with the students, brainstorming examples of
answers that they can write about writing them on the board.

Student focussed work period: (Students collaborative or independent student work period; 10-15 minutes
how will students engage with the topic, how will I check all students understand the activity, how
will I use proximity to determine their understanding and give specific feedback relating to success
criteria)

The students will fill in their sheets about their favourite transportation vehicle.

Conclusion WWW reflection: (How will I transition students to the close of the activity? How 5 minutes
will I determine if they fulfilled the success criteria and learning intentions? How will I include
student voice and my feedback on what worked well ‘WWW’ in relation to learning and the
learning strategies they used?)

To close the activity the teacher will bring the students back into a circle with their papers
to discuss what vehicle each student decided to write about. What transport vehicle was
the favourite of the entire class?

Evaluation:
Did the lesson go as planned? Did I organise and manage the activity well?
Did I use effective communication? Did I provide clear directions?
Did the students achieve the specific learning intentions? Were there any students that I needed to differentiate the activity for?
How would I improve in my next planned activity?

This lesson went well with the students able to identify a range of different transportation vehicles that they have
been learning about throughout the duration of the term. The students thoroughly enjoyed counting who did what
transport in the conclusion – seeing it as some sort of competition. Furthermore, the students were able to use the
correct terminology when describing the transport vehicles.
Summative Checklist
Name: Date completed:
Not Yet In Part Evident
Can identify at least 4
different kinds of
transportation
Can describe key
features of at least 3
kinds of transportation
(i.e. wheels, engine)
Uses the correct
Terminology
Can write at least two
sentences about their
chosen transport
Name: Student B
Not Yet
Can identify at least 4
different kinds of
transportation (verbally
and/or written format)
Can describe key
features of at least 3
kinds of transportation
(i.e. wheels, engine)
Uses the correct
Terminology
Can write at least two
sentences about their
chosen transport
Date completed:
In Part
Student B was able to
identify at least two
different kinds of transport
Student B struggled to use
the correct terminology
when describing train
transportation vehicles.
21/06/2019
Evident
Student B was able to
identify four different kinds
of planes that he has
learning about – passenger
plane, jet plane, cargo
plane and helicopters.
Student B was able to
identify five different
features of plane
transportation – engine,
wheels, wings, windows,
cockpit
Student B was able to
write two detailed
sentences about passenger
planes.