Lesson Plan

Learning Development Area:

Communicating
Active learning
Wellbeing
Connectedness
Identity
Context for learning:
Routines & transitions
Real-life engagements
Play
Group-time

Implementation
Date:
19.10.16
Duration
Morning session
before free play

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

Extending on Australian animals and habitats Mangroves.
What is the focus?
Fine motor skills hole punching, cutting, threading
Numeracy counting resources
Guiding Behaviour:
Essential skills for guiding behaviour - establishing expectations, wait and scan,
parallel acknowledgement
Model positive and welcoming greeting and disposition
Model turn taking, active listening and correct vocabulary
Monitor focus child and Implement behaviour plan as needed
Resources:
Paper plates
Pipe cleaners
Hole punchers
Paint
Googly eyes
Glue
Material
Paint
Scissors
Assessment Strategies:
Teacher observation throughout lesson
Checklist of fine motor skills
Differentiation strategies:
Enable: Assist identified children (from class profiling) with punching and threading
fine motor skills require development
Extend: Encourage children to collage their crab by cutting small different sized
pieces of material
Introduct Identity key focus: Acts
Recap with the children what Mangroves are
ion:
and where they might find them and the
with increasing
animals that live there
independence and
Explain to the children that we are going to
perseverance
make some crabs. Explain that there are lots
and lots of crabs in the Mangroves.
Body:
Connectedness key
Provide the children with the resources
needed to make the crabs.
focus: building positive
Explain to the children that first they need to
relationships with
punch the holes through the paper plate for
others
the crabs eyes and legs.
Encourage perseverance with this task to
Wellbeing key focus: is

building a sense of
autonomy and
wellbeing

Active learning key

focus: engages in ways
to be imaginative and
creative

Wellbeing key focus:

explores ways to
promote physical
wellbeing

Communicating key
focus: explores and
expands ways to use
language

Communicating:
Exploring and
engaging with
numeracy in personally
meaningful ways
Conclusio
n:

Identity key focus: is

building a confident
self-identity.

develop fine motor skills

Discuss how many legs crabs have and
encourage the counting of the pipe cleaners
for the legs
Continue this with the eyes.
Explain that we also have to thread our legs
and pipe cleaner for the crabs eyes now as
well.
Ask the children why do you think we do this
first before we paint our paper plates?
The children are offered a choice of colours
for the crabs body and a variety of pipe
cleaners for the crabs legs and eyes.
Ask the children what do we do when we
would like to use something someone else is
already using? What might be some good
words to use?
Explain to the children that is important that
they use their words to ask their friends for
something that they may need to complete
this activity

Acknowledge the children for their

perseverance and efforts.
Encourage the children to role-play with their
crabs.

Evaluation / Reflection:
Through class profiling, I was able to identify that a significant part of the class needed
fine motor skills development.
This task provided lots of development of these skills with the hole punching, threading &
cutting.
It surprised me how quickly some of the children, who I had noted had quite good fine
motor skills found this task quite difficult and appeared to lack persistence. Some children
were quick to ask for help when they had only had one try of the threading. I encouraged
the children to keep trying and they did succeed.
Some of the children who I had identified as having needed fine motor skill development
were excellent with this task and although some needed some assistance, the
perseverance with this activity was excellent.
Counting out the resources embedded numeracy into this activity and I was able to work
on 1 to 1 correspondence with some children who struggled in this area.
Asking the children why we needed to punch our holes and thread our eyes and legs first
before painting made the children think before they just got stuck in and began painting
as they normally do! Also discussing using our words and manners before starting the
activity highlighted the need for this with the children.
The activity is one I would repeat, it challenged some of the more able students and
promoted perseverance with the task. It provided lots of opportunity for development of
fine motor skills, which was one of my focus areas