Lesson Plan

Class/Grade/Stage: Early Date: 1-4-2021 Time: Start: 10:00am

stage 1
Finish: 11:00am

Key Learning Area(s): Lesson Topic: Get to the beehive!

Science and Technologies

NESA Australian Professional Standards for Teachers

- 1.1.2 Use teaching strategies based on knowledge of students’ physical, social and
intellectual development and characteristics to improve student learning.
- 1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the
specific learning needs of students across the full range of abilities.
- 3.1.2 Set explicit, challenging and achievable learning goals for all students.

Recent Prior Experience: Ss recently completed a lesson that explained a sequence and how it effects the outcome of an event. Ss should
have an understanding on how a sequence works and the outcome of a sequence E.g., walking to school, switching a light

Syllabus/Syllabi Outcome(s):
- STe-2DP-T develops solutions to
an identified need
- STe-7DI-T identifies digital
systems and explores how
instructions are used to control
digital devices
Indicators of Learning for this lesson: learning intentions and Assessment:
success criteria:
- Through observation
- Ss will be able to understand how to follow and describe a it will be evident Ss
can verbalize how
sequence of steps. they coded their bee
bot to its destination
-Ss will be able to understand how to order a sequence of
- Through group
steps and decisions needed to solve problems. discussion Ss can
showcase they

Any safety issues to be Resources:
considered (APST 4.4.1): List resources you used in preparing the lesson AND those used in the lesson implementation.
ensure all students know
how to safely use Beebots
and no wires or damage is
evident.
understand direction
-Ss will be able to sequence a bee bot to direct through effects the bee bot’s
objects to a destination. outcome
- Through worksheets,
a summative
assessment will be
completed by T and it
will be evident
weather they have
developed skills to
problem solve by re
assessing coding
sequence and
change code
accordingly to
destination.
-10 charged bee bots
- community themed resources e.g., toy buildings, cars and trees
- Get to the beehive worksheet
-pencils
-students using bee bot in classroom example video
‘https://www.youtube.com/watch?v=52ZuenJlFyE’
- Talking stick

Lesson Content / Indicators of
Learning/ Teaching Strategies
(What is Taught):
INTRODUCTION
- T may be required to prompt
group conversation and
refresh Ss memory on the
prior learning of sequencing.
- T will give examples of a
sequence then ask ss what
they think a sequence is
- T will prompt any further
questions after media is
played to make sure Ss
are understanding
- T will Observe Ss in group
discussion to understand
what level each Ss is on
and who will require
assistance
- T will call apon certain Ss
so conversation flows and
every Ss gets a chance to
speak
- T to introduce Beebot and
work in a group to ensure
functionality is understood
LESSON SEQUENCE
Timing Learning Experiences: Resources and Organization:
(mins)
-Hook: Media
Teacher (T) instructs Students (Ss) Organization:
to sit on the floor in a large group -prior to lesson T will have made up and printed
-T starts a group discussion about worksheets
-20 mins the last technologies lesson where
introduction, the class spoke about sequencing. -prior to lesson T will have set up a model obstacle for Ss
explanation - T picks one Ss to answer the to look at during the activity
and example question “what happens when you
video flick the light switch in your room” -T will have media set up to show class (see teaching
- T will then inform the Ss that this is aids and resources for link)
an example of a sequence.
-T will ask Ss how they get to school
- Ss will reply with answers such as
‘walked, drove’ etc.
Resources
-T will explain this is also a sequence - 10 charged bee bots
and from what was discussed last - Get to the beehive worksheet
lesson the class will be using - students using bee bot in classroom example
beebots to create a sequence. video ‘https://www.youtube.com/watch?
-From this group discussion T will v=52ZuenJlFyE’
have an understanding who is - - community themed resources e.g., toy
struggling to understand and who buildings, cars and trees
grasps the concept -
-T showcases the Beebot and
describe how to use it
-T plays video of beebot
-T will ask Ss if they have any
questions or are confused in any
way
I do, we do, you do Strategy

DEVELOPMENT
- T will observe and monitor
both practical and theory of
the activity to make sure
Ss are understanding a
Physical Sequence and a
written Sequence.
- T will promote teamwork to
develop positive problem
solving between Ss
- T will ask “what was the
hardest part of this activity”
to observe what they found
difficult
- T will ask “how did you fix
a problem if you had any”
-T will showcase how to use the
beebot by making it go in a square
-T directs students into groups of 2
and asks Ss to make their beebots
go in a square while T instructs and
models’
-T then asks Ss to code their beebot
to move in a square without
assistance by T
-T hands out worksheet and
describes how to fill it out
- T will then instruct the Ss to break
off into their groups of 2, create a set
of obstacles like the one modeled on
the table at the front of the room,
using the resources provided.
-T will come around to the groups Organization:
and make sure the Ss obstacles are
set up so the Beebot must take - Prior to class, source community themed
multiple turns in order to reach the resources e.g., toy buildings, cars and trees and
beehive. place at the front of the classroom
-25 min -Ss spends time understanding the
group directions and buttons on the Beebot
activity as T helps Ss who need extra help. Resources:
-Ss write down the directions that get
the beebot past their object without - Pencils
knocking it over - community themed resources e.g., toy
-Ss will use trial and error to come buildings, cars and trees
up with a code for their beebot to - Get to the beehive worksheet
turn and weave through the obstacle
course to make it to the beehive.
-T will go around to each group and
individually watch Ss take turns
coding their beebot through their
obstacle course
-T will ask each student “what was
the hardest part of this activity”
 in order to observe if Ss
can verbalise how the
problem solved.
CLOSURE
- T will inform Ss it is time
for Ss to showcase their
coding.
- Ss will have an opportunity
to re set up their obstacle
and by now they will have
forgotten the sequence
they memorized to code
the beebot, this will force
Ss to read the sequence
they wrote on the
worksheet and showcase
weather they learnt to take
written information and can
transfer that into practical
work.
- T will praise work to
-T will then ask “how did you fix a
problem if you had any”
-T will look at Ss work sheets to see
if their written work correlates with
their practical work
-T instructs Ss to return to the floor in
a large circle with their beebot,
resources and partner.
-T informs Ss they will in turns, go to Organization:
the middle of the mat with their - A talking stick will be introduced to the group, so
beebot and resources and showcase students have opportunity to speak without
hwo they got their beebot to the feeling as though they need to fight for speaking
beehive. opportunity.
-15 mins -Ss will take turns setting up and
showcasing their coding.
-T will integrate a Talking stick to the Resources:
group showing their obstacle course - Talking stick
to ensure all Ss are listening and
understand who’s turn it is to speak
-During this time T will be praising Ss
work
-T will inform the children that they
have just made a sequence and the
outcome to their sequence was that
the bee made it back to the beehive,
like they made it to school this
morning as they were like the bees
promote positivity during walking through obstacles to get to
difficult tasks and create a their destination.
positive classroom -T will ask Ss to pack away and
environment return their beebots.
 Reflection
Science and technology in early stage one introduces not only exciting and fun topics but topics that are the basis of all other learning. The lesson ‘Get to the
beehive’ focuses on the learning outcomes STe-7DI-T and STe-2DP-T, this early stage one lesson stems from an original lesson on the discussion of
sequencing and its real life uses. Through the integration of beebots, this lesson creates a hands on, slightly harder experience that gets the students thinking
and visualizing sequencing. Through group collaboration and discussion students are able to discuss and brainstorm strategies and develop solutions when
coding the beebot through an obstacle. Using technology such as a beebot gives early stage one students an introductory experience into coding and
sequences, the buttons and body of a beebot requires students to understand the basic concept of sequencing without becoming too difficult and getting in
the way of the lessons learning intentions. As the students navigate and code this technology, they are investigating how digital systems complete a series of
steps and instructions to solve a problem linking this to the learning intentions of the lesson. Furthermore, students are ‘They explore the automation of
repetitive tasks through developing their own software and by using existing software packages.’ (NESA 2017).

Throughout the lesson plan, student involvement is one of the important aspects. Through group discussion and teacher support, students are invited into a
lesson with a safe and comforting environment that provides students with the ability to explore a new topic such as digital systems and sequencing and allow
the students to fail, re asses and problem solve in order to reach a goal. Using a talking stick to highlight what student is to speak gives each student the
ability to feel heard and that their efforts are appreciated and important. Teachers praise further creates confidence and a happy enjoyable classroom
environment for optimal conditioning (Churchill 2019).

The development section of the lesson plan was a critical aspect of the teacher’s individual student understanding, this section of the lesson gives the teacher
insight into the students practical and theoretical knowledge. Through both formative assessment such as observation the teacher asks the open-ended
question “how did you fix a problem if you had any”. This gives the student opportunity to showcase their problem-solving skills and gives the teacher insight
into what aspects that child found difficult. The Summative assessment being the worksheet, provides insight into how the student identifies digital systems
and coding and transfer that into their own words. “One of the key components of engaging students in the assessment of their own learning is providing them
with descriptive feedback as they learn” (Garrison 2007) Through formative assessment in the developmental stage of this lesson and teacher gratification in
the closure, students are able to grasp how they are performing and work towards problem solving and developing their skills.

Through classroom discussion, the lesson and its resources were introduced to students in a safe an ethical way and through the use of media, students were
provided with a verbal and visual description of the Beebot and how it is used. This lesson plan integrates various learning strategies and through a
supportive and enjoyable environment, students were able to work together to problem solve and explore digital content. Through a hand on experience, they
furthered their understanding of sequencing and its correlation in the real world. To further progress this lesson plan, I would suggest progressing the depth of
knowledge about real life sequencing and aim to create a more difficult obstacle course.

References
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom.
Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W. J., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Shaw, K., Rogers, J., & Lowe, K. (2019). Teaching: making a difference (Fourth
edition.). John Wiley & Sons Australia Ltd.
 Get to the beehive!

NAME_________

DRAW YOUR OBJECTS AND THE ARROWS OF THE BEEBOTS CODE TO MAKE IT TO THE BEEHIVE!
S00278823 Bowles Tayla

Bachalor Of Education (Primary)

Australian Catholic University

EDTS240 Technologies Education

7/4/21 7/4/21

Kim Rowston Shireen Winrow

Assesment 1

7/4/21