Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Pre Primary Time: 1.30 Date: 23/3/17 Students Prior Knowledge:

Learning Area:
Activity 1:
Maths & science - Describe position and movement
(ACMMG010).

Strand/Topic from the Australian Curriculum Activity 2:

Activity 1: - Have reviewed Diana Rigg sight words
Maths: Describe position and movement (ACMMG010). - Have brief understanding on Butterfly pegs
Maths: Establish understanding of the language and
process of counting by naming numbers in sequences, Activity 3
initially to and from 20, moving from any starting point - linking the changes in the daily weather to the
(ACMNA001). way we modify our behaviour and dress for
different conditions, including examples from
Activity 3 different cultures
Science involves observing asking questions about and - taking part in informal and guided discussions
describing changes in, objects and events (ACSHE013) relating to students observations
Participate in guided investigations and make observations - using drawings to represent observations and
using the senses. (ACSIS011) ideas and discussing their representations with
Engage in discussions about observations and represent others
ideas (ACSIS233)
Share observations and ideas (ACSIS012)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

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

Lesson 1: Navigate through the obstacle course using Bee-Bots understanding distance.

Lesson 3: Analyse nature using microscopes to look at an object from three different distancesnear,
middle, and far

Teachers Prior Preparation/Organisation: Provision for students at educational risk:

- Were Going On A Bear Hunt Weaker Students will be given closer attention from the
Activity 1 educator. The educator will help weaker students
- Mud (brown paper), river (blue cellophane), tape, understand and navigate through the obstacle course.
dark forest, wavy grass, gloomy cave, snowstorm. The educator will also model to weaker students how
- Bee bots to use the microscope on the ipad/

Activity 3 Stronger students will be asked to do a harder obstacle

- 10 ipads and micrscopes course path depending on whether it is challenging
- Pencils and paper enough.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Lesson 1:
Did the students have a clear understanding of the bee bots and how they work.
Were the students able to navigate their way around the obstacle.

Teacher self-reflection and self-evaluation:

- Were my objectives clear?

- Did I project my voice?
- Was I able to control my students?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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

Time Motivation and Introduction: Resources/References
Align these with the
1. Students will come and sit on the mat facing the teachers chair.
segment where they will
1.30 be introduced.
2. Each teacher (Isobel, Kate and Liz) will introduce themselves to
the class.
Were Going On A Bear
Good afternoon class my name is ____ and this is ____ and ____. We
have a very fun and interesting afternoon of activities planned today!
Hunt

3. Teacher will turn around in the chair to reveal a plush toy of a

bear.

What do you think the lesson will be about today? Lets have a look.

4. Teacher will play the Were Going on A Bear Hunt song.

5. Once book has been read students will split up into 3 groups to
begin activities (the teacher will give them a colour to distinguish
groups).

6. Once children have been split into groups they are instructed to
move quietly to the allocated area.

Lesson Steps (Lesson content, structure, strategies & Key Questions): Materials for obstacle
- Mud (brown
Activity 1: Navigate through the obstacle course using Bee-Bots
understanding distance
paper), river (blue
20 mins cellophane), tape,
on each 1. The teacher asks the student to sit in a semi-circle facing the dark forest, wavy
activity teacher. grass, gloomy
2. The teacher explains the task for the group cave, snowstorm.
Today we are going to go through an obstacle using the bee bots. The
task is for you to work your way through the obstacle course without
bumping into any of the materials. You will give directions to your bee bot
and it will move according to the buttons you press eg forward, back, left Bee Bots
right.

3. The teacher shows the students of an example, showing the

approximate distance the bee bots travel.

4. The teacher then allows the students to have a go at navigating

their way through the obstacle.

5. The teacher reminds the students that each step the bee bots
take they travel 15cm.

6. Once all students have completed, the teacher brings the

students into a semi-circle.

What did you discover from using the bee bots?

Has anyone used the bee bots before?

If you were going through another obstacle what would you do next
time?

Activity 2: Students are given a word hunt sheet then are to find each Butterfly Pegs
butterfly peg to reveal the word to cross of their word hunt list. Word Hunt worksheet
Pencils
1. Students will sit in front of teacher:
Today we will be going on our own adventure! We will be going
on a word hunt!

2. Teacher will show students the butterfly pegs and show the
students how to use them.
a. Teachers point: Press metal two buttons on the nose of

the butterfly pegs to hear the word.

3. Teacher will hand out a word hunt worksheet to each student

along with a pencil.

4. The teacher will choose one person (a) from the group to find the
first butterfly. The students will be instructed to follow that student
(a) to the butterfly they found. The student (a) will now press the
two metal buttons on the nose of the butterfly to hear the words.

5. Once students have heard and identified the words they are then
to find it on the word hunt worksheet and cross it off.

6. Students are to continue this until they have found all the words.

7. Once students have found all the words they are to gather in
front of the teacher were the teacher will gather up the word
hunt worksheet and debrief the activity.
a. What was your favorite part of the activity?
b. What word did you find the hardest to find on the word
hunt worksheet.

8. Teacher will instruct the students to line up in a line.

9. The teacher will now lead the students to the next activity in a
clockwise direction.

Activity 3: Instruct students to use the microscopes provided to explore

nature up close.
Ipads
Children come equipped with natural curiosity and creativity. Explain that Microscopes
they will look at an object from three different distancesnear, middle, Nature (sticks, leaves)
and far and draw what they see in the space provided. Emphasize that
they are to reproduce the size of the object as closely as they can.

1. Ask students to collect (leaves, sticks and anything they can find
thats natural from outside.

Model to students by showing them an example of nature (leaves,

sticks). Observe and monitor children while they collect natural objects.

2. Students will view objects of various sizes from several viewing

distances to discover that their visual field is limited. Using the
microscopes children can look at nature extremely close up.

This will help children understand that there are limits to what the eye
can see and that a magnifying glass can help extend those limits. This
classroom activity should begin to channel students inventive energy to
increase awareness and purposeful use of tools.

3. Hand out paper to each student. Instruct students to draw what

they can see with the microscope.

This will help students record what they have learnt using fine motor
skills. Students will record what they see. Allow students to discuss how
the size and distance of an object from their eyes affects how easy it is to

see.

4. Ask questions for children to reflect on what they have learnt.

Children will compare their observations with classmates in an open,
non-judgemental forum.
What did you learn in this activity?
What did you discover about microscopes?
What is different about what you discoverd to what your classmate
discovered?
How is it the same?
How is it different

Assessment checklist
Lesson Closure:(Review lesson objectives with students)
2.45
3.00 Students are instructed to all sit in a circle on the mat. The teacher will
give the students the opportunity to share with a partner what they have
learnt from the three activities, this could include a positive and a
negative.

The teacher will then ask the whole class these focus questions.

Focusing on the key points:

What was your favorite activity?
Did you learn something new?
What technology did you enjoy using the most?

The teacher will then instruct the students to draw and color their favorite
piece of technology used in the lesson. This is an opportunity for students
to reflect on what they have learnt and what they enjoyed most.

Transition: (What needs to happen prior to the next lesson?)

Activity transition: Students will move in clockwise direction to each
activity.

Lesson Transition: After all activities have been completed by students

they will be instructed to return back to the mat and sit facing the teacher
for further instructions.

Assessment: (Were the lesson objectives met? How will these be

judged?)

Lesson 1:
The students will be assessed if they can

- Navigate through the obstacle course using Bee-Bots

understanding distance.

The teacher will complete a checklist with the students name and tick
them off if task completed successfully or a dot if they cannot manage to

get through the obstacle. The students who receive a dot will require
extra assistance.

Assessment Activity 1

Students Name Objective: -Navigate through the obstacle course

using Bee-Bots understanding distance.

Assessment Activity 2

There will be one evidence (Word Hunt worksheet) and a checklist of words known or unknown.

Evidence Word Hunt Worksheet

Lets go on a Word Hunt!

Find the butterfly pegs to reveal the word.

Were Going Tick it off your Word Hunt list until all of them have been
found!
on a
Word Hunt Happy hunting!

Had Dog Soon Come

Good Stop Bed Been

Green Sleep Going Have you found all

the words?

Checklist based on focused students (3) per small group.

Name Word Correct Incorrect

John Smith Had
Good
Green
Dog
Stop
Sleep
Soon
Bed
Going
Come
Been

Weebly Link
http://weregoingonabearhunt.weebly.com/