Lesson Plan 2 Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date

Communicating Tuesday 17/10/17
Active learning Group 1
Wellbeing Duration
Connectedness
Identity Focus lesson take
Context for learning: approximately 15 mins for each
Routines & transitions
group (2 groups)
Real-life engagements
35 mins in session
Play

Does this build on prior experiences/interests of the children?

Both kindy groups have an interest in nature and have been exploring and learning about the way the tree leave change throughout the 4
different seasons. They have also explored the life cycle of butterflies, that link to this activity,

What is the focus? About what am I being intentional? Will I observe/record information?

Formative assessment:
I will be observing the ability to name the different parts of their painted leaf.
Observe the positioning of the leaves. are they in the correct order and use of space on the paper.
Observing if students can relate to prior learning experience of butterfly life cycles after I prompt them.

Linked to Australian Curriculum Year 1 Content Descriptions, Science Understanding, Biological sciences

Living things have a variety of external features (ACSSU017 - Scootle )

Year 4 Content Descriptions, Science, Science Understanding, Biological sciences

Living things have life cycles (ACSSU072 - Scootle )

The children in the 2 kindy classes are able to understand and connect then new leave life cycle to previous leaning experiences of
butterfly life cycles and lady bug life cycles.

Guiding Behaviour Consider what you need to put in place to support children:

Expectations of childrens behaviour: Children are to use 5 stars listening (Your eyes are looking at the person talking, your ears are
listening lips are together, hands are folded in your lap and legs are crossed or keeping feet quiet).

Preventative strategy Sensory regulation for high, moderate and low learning ability students.

Emily may need extra support from Supporting Teacher. Small groups outside and rotational activities for others.

Resources:

Leaves collected from bush walk (make sure 4 leaves from 1 tree at different stages of life cycle)
Blank A4 paper
Led pencils
Paint brushes
Paint (light green, dark green, yellowy- orange, brown)
Jars with water inside to clean paint brushes.
Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.
Engagement strategy engaging Emily and Amy in the learning experience. Emily may need extra support from Supporting Teacher, but
just encouragement Emily, Amy and Isla to participate and join in with a flexible/neutral peer.

You will use a lesson plan for group times (music, language, story, beginning a session etc). You need to think though how you will engage with the
children, the language you will use, the questions you might ask etc.

Transition Goals Derived from QKLG Children will be transitioning from the mat. I
How will you will select student to go off to choose an
Standard: 1.2
transition to this activity. Students who have been
section of your Standard: 2.1 demonstrating excitant 5 stars listening during
day/next
story time. The teacher will then select
activity/lesson? Standard: 5.1
students to go choose an activity of challenge.

Small groups of friends can self-select this

activity.
Introduction: Intro.: Show the different leaves we collected
Introducing the Standard: 2.3
on our bush walk. Lets look at the 4 leaves that
topic and settling were collected from the same tree.
Standard: 5.1
children Question: Why do you think the four leaves are
different in appetence (which mean the way
it looks)?
Body: Body:
Standard: 5.1
Lets examine the leave very carefully please.
Standard 2.3 What does it feel/look like?
Examining 1 leaf:
Explain the different parts of a leaf:
1. Stem
2. Blade
3. Vein
Then scaffold a leave life cycle. Talking about
the different colour and why are they different.
Is it because the brown leaf is old and die and
the green leaves are new?
Relate leave life cycle to how butterflies form.
(Prompting student to show their knowledge of
a butterflys life cycle).
Conclusion: Conclusion: creating leaf life cycle painting
Standard: 4.1
Scaffolding draw the four leaves and name
Standard 4.2 the parts of the leaves as I draw them. Then
paint it referring to the leave life we created.
Standard: 5.1 I then select a student to retell in order the
correct steps to successfully create the leaf life
cycle.
Transition to After completing activity students will get
Standard: 1.2
next activity teacher to write names on artwork and then
put the artwork of the leaf life cycles on drying
rack.
Intervention strategy for Emily closest
supporting teacher will support transition to
next activity.
Evaluation / Reflection:
The students were all engaged and participated. Everyone enjoy the learning and did a great job of drawing and painting their leaf life
cycles. Because of prior knowledge of how butterfly life cycles work. The students were able to understand and connect the life cycle
concept to leafs.

Some friends even use their senses; smelling, touching (descripting : JC, RS, CD its smooth and soft) and then examining the leaves.

Notes: