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Lesson Plan 7 Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date


Communicating Tuesday 24/10/17
Active learning Duration
Wellbeing
Connectedness Focus lesson take
Identity approximately
Context for learning: 35 mins at outside play time
Routines & transitions
Real-life engagements
Play
Group 1
Does this build on prior experiences/interests of the children?

Built from interests of children. As they like playing and balancing on the big rocks in the play area.

What is the focus? About what am I being intentional? Will I observe/record information?
Formative assessment:
Observing student ability to balance and climb (hand eye and foot coordination)
Observing student following rules
Observing student displaying patient and caring for their peers.

Linked to Australian Curriculum Years 1 & 2 Content Descriptions, Health & Physical Education, Movement & Physical Activity

Learning through movement:

Identify rules and fair play when participating in physical activities (ACPMP032 - Scootle )

Moving our body:

Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025 - Scootle )
o demonstrating balances and describing what helps to maintain stable positions

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:
Obstacle course frames and boards
Safety mattresses
Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.

Engagement strategies foe Emily, Amy and Jay.

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


How will you Moving from morning tea to outside play.
Standard: 1.2
transition to this Students lining up in two lines and teacher
section of your Standard: 3.3 instructs students to put water bottles away in
day/next
locker and put sunscreen and hats on.
activity/lesson?
Introduction: Intro:
Introducing the Standard: 5.1
The obstacle course is set up. We go through
topic and settling the safety rules in regard to being patient
Standard: 3.3
children when lining up for your turn and not pushing or
cutting in line. Remember to have fun and
balance on the planks. If you dont feel
confident a supporting teacher will be there to
assist you.
Body: Body:
Standard: 2.1
Playing and balancing safely.
Standard: 3.1 Self-risk assessing.
Emily will require assistance.
Standard: 1.3
Conclusion: Conclusion: The students are then given an
Standard: 3.2
option to adjust the height of the board that
Standard: 3.4 they are sliding down.

Transition to Children can continue to play on obstacle


Standard:1.2
next activity course throughout the outside play session.
Student that dont want to play on the obstacle
course anymore can choose a different activity
to do (e.g. sandpit or scooter).
Evaluation / Reflection:

Students did well with the balancing and climbing skills. Majority of the students showed a lot of patient and resilience towards some
student whom did not show patient and wait in line as their peers are working their way over the obstacle course.
I did have to remind some boys not to push in as everyone is waiting for their turn I directed them to the back of the line. The lesson
was inclusive as I was there to assist Emily and it was a fun physical activity.

Maybe next time I could make a separate lower obstacle course, so all students will feel inclusive in participating in a balancing activity
with less assistance for students that are not as confident with balancing.

Notes:
I set up my space in the class room. A station for tracing, drawing and exploring shapes and numbers.
I discussed this with Supervising teacher last week and added it to morning activities this morning.