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