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

Learning Development Area:

Communicating
Active learning
Wellbeing
Connectedness
Identity

Routines & transitions

Real-life engagements
Play

Context for learning:

Implementation Date
24/10/16
MON
Duration
60min

LINKS TO THE STATEMENT OF INTENT

Sensory using natural objects, sand trays and sand pit
play.
For children to follow instructions to complete a task
Does this build on prior experiences/interests of the children?
On the statement of intent in the sensory experiences section the children are exploring nature and
using materials from nature in different activities. This activity which involves building a volcano
interconnects some student interests into the learning environment. Last week the children used
outside materials to create collage and this week they are able to use them in a different way.
What is the focus? About what am I being intentional? Will I observe/record information?
Investigations using their senses
Using materials from the nature
Fine motor skills- building and pouring things into small spaces
Predicating what will happen next- sequencing events
Guiding Behaviour Consider what you need to put in place to support children:
Reminding the children about sharing as sometimes there are limited spaces at an activity
and you may need to be patient.
Positive reinforcement
Close proximity
Moving children out of certain areas if they are not using them constructively
Explicit instructions that are easily understood by the children
Brief but explicit purpose of the activity
Brief time on the mat
Saying the childs name once to redirect their behaviour.
Placing hand on Childs shoulder to let them know that I want them to stop what they are
doing and listen.
Eye contact to children that are talking whilst others are tuning in
Resources
Nature materials- sticks, twigs, bark etc.
Sand
Sand pit
Bi carb soda
White vinegar
Red food colouring
Small cups for liquid
Foil
Differentiation strategies: helping the children to complete the task, measuring out the
quantities of liquid, allowing the children to have a go at measuring it out and pouring it inside the
volcano, assisting some children to find/ carry materials from the yard.
Assessment strategies
Summative: observing active participation and interest.
Formative: Written observation on which students could work collaboratively outside in order to
create a volcano.
Summative: Are the children using vocabulary that relates to the activity- meteor, volcano, space,
rocks etc.
Summative: Observations of conversations between children based on vocab used.
Summative: Observations of ability to communicate with unfamiliar and familiar peers and share
the activity & jobs
Summative: Can the students use oral language calmly to communicate their ideas and concerns,
to their peers or educators.
Introduction:
End of tuning in I will talk to the children about how I have been seeing
Introducing the
some children drawing things like volcanos, zombies etc, during

topic and settling

children

investigations. I will also tell them that I noticed Makishas activity where
they were using sticks and other things from outside to do some art and
craft. (reflection on learning).
I will show them a short video of a volcano exploding (visual hook).
Body:
I will explain to the children that some children can chose to come
outside and investigate in the sand pit today. I will tell them and show
them a few of the materials that we are going to be using during the
investigation.
I will also show them a picture of a volcano. I will tell them that we are
going to be trying to I will explain that we will do the volcano as a group.
I will then show a picture of a meteorite. We will have a group discussion
about what the students think would happen if a meteorite hit the earth.
After the discussion I will tell them that they can make some meteorite
using silver foil and then they can throw it into the sand and see what
happens when it hits the sand. We will talk more about what meteorites
are and where they come from- checking for prior learning.
Conclusion:
I will complete the intentional dispersal by first giving the photographer
and reporter their jobs. I will explain that the photographer needs to take
the I pad, enter the passcode 1234 and take a photo of three materials
we could use in the sand pit that are from the nature. I will then tell the
reporter that they are required to write their name and the number of
how old they are. I will tell them they can find their name tags if it helps.
I will then ask each focus child to choose their investigation area and then
ask the group who would like to join them. The rest of the children who
are left on the mat will be asked where they would like to investigate.
Evaluation / Reflection: The children loved the video of the volcano and their expressions were
wonderful (wow, oh my gosh, look at that!!). I think this made making a volcano far more exciting
and engaging than it would have been, had I not have shown them the video. The meteorites
needed to be heavier and they had a minimal effect in the sand. All the children worked and
communicated effectively to create a giant volcano and I got one of the focus children to pour the
vinegar into the cup to make it erupt. Many of the students went into the environment to collect
things to put on the volcano and some added dinosaurs. It was a really good experience for them to
develop connectedness to the group as well as learning to work together to create something. We
made it erupt a few times and then during reflections we talked about what happened and how it
might have happened. We discussed what the pretend lava felt like, its colour and I congratulated
the children on their ability to work well together.
WHAT NEXT BASES ON SUMMATIVE ASSESSMENT
During tune in on Tuesday we will talk about words and I will ask the children if they
know some words that relate to space.
Have a table set up with pictures of our experience yesterday and space words with
clipboards. The children can openly use this space to write the words, say the words
or draw the volcano etc from yesterday.
Space art and craft with pictures of rockets etc, in the area on the table.
Reading and exploring space or volcano books
Set up pairs of students (familiar and unfamiliar) and give them activities/tasks for a
short time and see if the children can communicate effectively to succeed in their
task.