UNIT PLANNER

Pre-service Teacher name: Highlight planning process: Date:

My Cindy Nguyen Planned collaboratively with ST
Planned collaboratively with peer
Year level/ age range & number of students: Planned independently based on ST lessons
Reception Planned Independently
25 students
Unit title:
• Mathematics (measurement and Geometry)
Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The
Arts, Technologies and Languages & Australian Curriculum links)
Learning area:
• Mathematics
Strand: measurement and Geometry
Sub-strand: Location and transformation
Describe position and movement (ACMMG010 - Scootle )

Outcome
The outcome of this unit plan is for students can use appropriate language to describe location.
General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical understandings,
intercultural understandings, personal & social capabilities
• Literacy
• Numeracy
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability

Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
Learning intentions: Success criteria for students:

The learning intention of this lesson is allowing student This unit plan with engage student with hand on activities and
to explore their location and surrounding using visual thinking mathematise with literacy. I know that I can do this
pictures, their environment and from what the student when I have all the student participation. This unit plan will be
already know from their prior knowledge. It important scaffolded since some of the words that will be use, some
students may never heard before. Knowing the student ability
for student to learn about location because student can
and which student are needing extra help and which student
interpret the everyday language of location and understand the content of the activity.
direction, such as ‘between’, ‘near’, ‘next to’, ‘forward’,
‘toward’.
Formative assessment: Summative assessment:
• Location test
Range of teaching strategies: preparation/ organisation/ resources:
Teaching strategies
- Using the student environment (playground)
- Fine motor skills
- Whole class activity
- Individual activity
Resources
- Location pictures and words
- Playground
- Location booklet
Differentiation: (Are there any students that I need to personalise the activity for)

Specific student needs: learning/ behaviour Adjustment and considerations

There is a student in the class with ADHD. This student Summative assessment: Location test
learns better when activity/ lesson is done verbally. This will be done verbally.

UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK MON TUES WED THURS FRI
BEG.

Week 1

Week 2 Location (Group Location (booklet

activity) 40 min Location

Week 3 (playground Location (test)

activity) 40 min)

Week 4

Week 5

SEQUENCE OF LESSONS/ LEARNING EXPERIENCES

Lesson Check for

Main Resources
sequence Learning Experiences learning/
Focus Assessment
Activity • A3 paper
Whole class activity • Word &
picture of
• Students will sit on the floor showing their 5L’s in a location.
• Glue
circle
• The teacher will place three A3 paper in the middle
of the circle.
• On the A3 paper are picture of a soccer ball place in
different location.
• The teacher will pick up a location word are sound
Lesson 1
it out for the students to understand.
• The teacher will ask the student what they think the
meaning of the word.
• The teacher will pick one student with their hand up
to tell the class what the word means.
• That student need to find the picture that matches
the word and glue it on the A3.
Conclusion
• Once all word and picture are match, teacher will repeat each
work and hang it around the classroom.
Lesson 2 Introduction: • Smartboard
• Location
• The students will sit on the floor showing their 5L’s booklet
• The teacher will explain to the students what the • Pictures
student need to do. • Glue
• The teacher will hand out the booklet to each • Scissors
student.
• Each student need to get a pair of scissors.
• The student will sit at their chairs.
Activity

Whole class activity

• The class will do each page together as a class.

• The teacher will show a PowerPoint that will go
along with the booklet.
• The student need to cut out each picture of where
the location is place on the page.

Conclusion

• Once the students are finish the student will give the
teacher the booklet.
The student will pack up there are and wait for instructions
from the teacher.

Introduction: • Smartboard
• Playground
• Student will sit on the floor showing their 5L’s.
• The teacher will draw a table on the smart board.
• The teacher will draw objects under, over and
beside.
• The teacher will ask the student question of the
different objects.
Activity

Whole class activity

• The teacher will ask the students to all line up

outside the classroom.
Lesson 3 • The teacher and students will walk to the
playground.
• The teacher will ask the student different location.
Example
- Go on top of something
- Go under something
- Stand next to someone or a friend
Conclusion:
Teacher will all the student to line up again and walk about to
class.
 • Student will be place around the classroom. - Clipboard Summative
• The teacher will handout each student a location test. - Pencil assessment:
• The teacher will write on the smartboard four words which are - Location
test. Location test
- Between
Lesson 4 - Inside
- Beside
- On top
• The teacher will read out the test question to the student.
• Once the student is finish the test the students will give their
test to the teacher.
EVALUATION & REFLECTION: How effective was this unit?

Students

Level of Engagement
low high
Challenge for students
low high

Achievement/progress towards goals

low high
All learners catered for
no yes

Future teaching suggestions: What information did this unit provide about the future teaching/learning needs of these
students?

Assessment
difficult to carry out easy to carry out
allowed for range of student
unrelated to outcomes responses

Student feedback:

Supervising Teacher feedback:

Pre-service teacher evaluation: If you were to use this unit again, what changes would you make?