Appendix 1 Key:
LESSON PLAN Kindergarten Curriculum
SCHOOL OF EDUCATION Guidelines
Megan running session
Example
LESSON ORGANISATION
Year Level: Kindy Time: 9:10 Date: 16/05/19 Students’ Prior Knowledge:
 Have a general understanding of patterns
Learning Area: Literacy
 Students have been exposed to the ABC
pattern concept
Strand/Topic from the Australian Curriculum
Develop knowledge of number and algebra  copy
and create simple two part patterns
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Students ability to create a pattern that matches the ABC pattern on the flower
 Students are able to actively participate during the activity.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
 Coloured beads (separated into containers).
Students such as Cameron, Logan and Lily might need
 AB Flowers prompts to help them create a pattern. Give these
students the AB flowers.
Challenge the more advanced students to try the four
AB letter patterns.

LESSON EVALUATION (to be completed AFTER the lesson)

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Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction: Align these with the
segment where they will
Do 5 different exercises to start and help students have a brain break. be introduced.

 5 star jumps

 5 squats

 5 arm pumps

 5 jumps

 5 hops
Show students Go Noodle – Banana Banana Meatball
https://www.youtube.com/watch?v=BQ9q4U2P3ig

“Can my board person please turn the board on for me?”

Whiteboard
Draw a flower on the whiteboard with AB in the middle. Whiteboard markers

Create a pattern to make the stem of the flower.

“Let’s make A blue and B red, our flower stem is going to go blue, red,
blue, red, blue, red etc.”

OR

“Let’s make A red and B green, our flower stem is going to go red,
green, green, red, green, green, red, green, green etc.”

OR

“Let’s make A red and B green, our flower stem is going to go red, red,
green, green, red, red, green, green, red, red, green, green etc.”

OR

“Let’s make A blue and B green, our flower stem is going to go blue,
green, green, blue, blue, green, green, blue, blue, green, green, blue
etc.”

OR

“Let’s make A red and B blue, our flower stem is going to go red, red,
blue, red, red, blue, red, red, blue, red, red, blue etc.”

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Move students to their different table activities.

Remember to have Kayden, Melanie, Alyssa and James go in the first

group.
Lesson Steps (Lesson content, structure, strategies & Key
Questions): Flower stem patterns
Make sure students are seated. Coloured beads

Give each student a flower and two different colour bags of beads.
For Example – Give a student such as Cameron the AB pattern flower.
“Cameron can you please make a pattern with the AB flower. This
means you need to create a pattern that is like purple, pink, purple,
pink, purple, pink etc.”
Give the more complicated AB flower patterns to the more advanced
students.
Support students throughout the activity and help them remember their
pattern.
If students find the pattern too easy give them a more complicated
flower pattern.
For Example – Give the students a AABB flower and see if this
challenges them. Support the students who find the more challenging
one complicated and offer them support.
Give students feedback on how they went.
For Example – “Kayleigh you created some really good patterns
remember to keep continuing the pattern to the end.”
Students should do 2-3 different flower patterns (depending on time).
Lesson Closure:(Review lesson objectives with students)
Get the students to pack away their beads into the separate colour
bags.
Make sure all the beads are off the flowers before moving on to
another activity.
Get student to push their chairs in and move on to the next activity that
they haven’t done yet.
Transition: (What needs to happen prior to the next lesson?)
Call another group of students over to complete the activity until all the

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students have done the activity once.

Assessment: (Were the lesson objectives met? How will these be
judged?)
This assessment will be done through a checklist to make sure
students have met the objectives when completing the activity.