Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: KINDERGARTEN Time: Wednesday & Friday Students’ Prior Knowledge:
Date: Term 2, week 4
The students have prior knowledge of different animals
Learning Area: Design and Technologies through their daily interactions of children’s books.
2. The students are then required to locate their name set up on the
three desks. Bells
The students are to place the letters of their name in order, trace the
pre-written name provided and then write their name by themselves Name Sheets
on the line provided at the bottom of the laminated sheet.
Once the students have completed this, they are able to free play in Permanent Markers
the available play centres around the classroom until the day begins.
Whiteboard Erasers
During the above activities, the educator must walk around and praise the
students to increase their self confidence levels as well as providing support Youtube Video
where needed. This is extremely important if their parents have departed.
Children’s Literature
3. The educator will then ring the bells to signal to the students to Book
transition to the mat to begin the day.
5. The educator will explain what a Farm is and what it does to the
students.
o A farm is a big area of land that is used for growing crops and looking
after animals.
o People that work on farms are called a “Farmer” and they can be both
female (girl) and male (boy).
o Farms are a way of producing things like food for us to eat.
9. Two students are selected for the table top farm activity and the rest
of the students are free to play in the other learning centres around
9:30am
the classroom until their name has been called.
During the mat session, if the students become off topic or distracted, the
9:30am educator is to implement the behaviour management strategy of “are your
eyes watching (pointing to eyes), are your ears listening (pointing to ears), are
you voices quiet and are your bodies still.
Lesson Development:
The table top activity is set up with the appropriate writing and drawing
materials before instructing students to come to the table to complete their
activity.
1. The students are called up to the cutting and gluing table activity, two
at a time to complete their activity.
The students are chosen based on their level of concentration within What do different
their play scenarios. animals give us
matching activity sheet
2. “Today, you are going to be doing some gluing and cutting”. The
Scissors
educator is to focus the students’ attention towards the expectations
of the activity written at the top of the sheet by reading it aloud. Glue
“Match the animal picture to what they produce and how we use it”.
The students are free to use the available materials provided on the A3 Paper with animal
table to complete their work. border
As recess takes place at 10:30am if some students have not completed the
activity they will do so after recess or in the next session on another day.
Lesson Closure:
At the closure of the table top activity, invite the students to share their
thoughts on their drawing through scaffolding questioning. Questioning
Do you think you have matched it correctly?
The closure of the lesson is completed when the students have completed
their matching activity as the classroom is very play based.
Assessment:
The students are observed during their play activity and this is recorded in
their work samples as a basis of assessment.
Checklist for Ticking
The students work samples are recorded in terms of their understanding, names
what they take from the activity through their discussions and whether or not
the students are able to match the picture correctly to the food product as well Work Samples
as verbally explain it.
Discussion
o Outcome One
Children have a strong sense of self through creatively expressing ideas and
responding to the ideas of others.
o Outcome Four
Children are confident and involved learners.