Lesson Plan

Unit: Over Under Through

Lesson # 4

Level: Foundation

Time:20- 30- Minutes

Curriculum
- Make observations about familiar places and pose questions about them (ACHGS001)
Represent the location of features of a familiar place on pictorial maps and models (ACHGS003)

Lesson Objectives:
Identify missing pictures on a map and fill the space with the correct picture.
Sort pictures of different features around the school.
Use scissors and glue to demonstrate fine motor skills.

Students Prior Knowledge

As this is continuing lesson students will need to use their previous knowledge to complete the
activities.
Students have prior knowledge of what the different places are around the school and understanding
of the different features

Lesson Structure:
Time

2min

Time

Introduction & Motivation:

Teaching Approaches &

Resources

1. Begin lesson with students sitting on the floor.

2. Ask student to think back and try to remember all the
different places we walked around the school.
Where did we go on our walk and where did we stop
3. Explain to students that the lesson will be broken up
into two mini lessons.
4. Tell the student the WALT, WILF and TIB of the
lesson.
WALT- Today we are learning to sort pictures and
identify where pictures on a map are.
WILF- I am looking to see that you can identify
different places around our school on a map and sort
pictures into place.
TIB- We need to become familiar with features of
place and awareness of our school.
5. Tell students that we are going to look at all of the
photos and videos created through the lesson.
Main Content:

Teaching Approaches &

Resources

Part One:

13min

10min

Part One
6. Display a map of the school with missing pictures of

the playground, music room, church, tuckshop,

library.
7. Ask students if they know what it could be a map of?

8. Explain to students that it id a map of the school

9. Ask students what places are missing from the map?
10. Show the students the photos of the places that the
Sight Cam team had taken.
11. Look through the photos taken
12. Explain to students that we are now going to place
the picture over the correct place on the map.

13. Choose a place to start and ask students. What place

is here in our school?
14. Once correct answer is given ask a student to drag the
picture and place it onto the map.
15. Explain to students that they are now going to do the
same using their own map.

16. Ask the students to sit in a circle on the carpet

17. Hand out the maps clip boards, pictures and glue to
18. each student.
19. Choose another place on the map and ask students if
they can identify the place.
20. Once correct place has been selected , drag the
correct pictures onto the map
21. Tell students it is now their turn to do the same using
there maps and pictures
22. Ask students to place their hands on their heads once
completed.
23. Continue this until all places have been identified.
24. Collect students work individually and write their
name at the top of the page. (Have teacher aid help
with the collection of sheets and materials.
Take students outside the classroom for movement and
have a water, toilet and power snack.
Part Two

15min

25. Ask student to join you on the floor in front of the

white board. (Have complete map with correct
pictures dragged from previous lesson)
26. Explain to the students that we are now going to take
a look at each place on our map and share all our
Cam footage.
27. Look at one place at a time and place videos.
28. Ask student what can be found in each of the places
and share pictures of some objects that can be found.

White board
Photos and videos from
previous lesson
Class set of Maps with
missing pictures and class
set of missing pictures
(already cut out and in
bundles).
Class set of clip boards
Part Two
Class set of picture and
headings
Camera
Glue
Scissors

29. Continue this for all places.

30. Explain to students that they are going to do a sorting
activity matching the object with place
31. Demonstrate the first match for example I have a
picture of drums. Say out load I know that drums are
found in the music room so I know this picture goes
in the music room column. Cut around and place in
the column
32. Complete the next example with the students help.
33. Tell the students that they are now going to have a
chance to sort the pictures by themselves.
34. Tell students that they are going to cut around the
picture one at a time and place it in the correct box.
35. Send students back to desk and hand around scissors
and sheets.
36. Walk around and take observation about how students
are cutting around and help students when needed.
37. Once students have finished take a picture of the
child with there pictures sorted.
38. Collect both the sheets.

Time

2min

Conclusion:
38. Ask students what they have learnt today and
what their favorite place in school is.

Support and/or Extension

Activities
Part A
Have students that may
have difficulties sitting
on the floor in front of
the teacher
For the students that may
have greater knowledge
let them match and stick
the pictures on without
waiting for the class and
have them write the label
next to the picture
Part B
For students that may
struggle colour code the
pictures and headings.
Have a s mall group to
work with the Teacher
Aid or Teacher
Students that complete
the task with ease can
write a sentence using
paint or on the computer
about the objects found
in each part of the
school.

Teaching Approaches &

Resources

Assessment of Learning
The assessment for this lesson will be assessment for learning. Students activity sheets will
demonstrate if the students are able to identify the location of places on map and ability to sort the
features of each place. This will also display which students need further guidance to ensure they do not
fall behind. Students participation and ability to cut and glue will be assessed through annotated notes.

Evaluation/Reflection
Was the lesson engaging?
-Did students participate and stay on task?
-How could you change this lesson to improve it if you were to use it again?
-Where the lesson objectives reached?