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Date of Lesson 8/11/2018

Learning area HASS


- We are learning about special places, what makes them special and how we can care for these
Learning intention
places.
- We know we have learnt this when we can draw a picture of two ways that we can care for the
Success Criteria
classroom and talk about why we care for these places?
Phase of Lesson Learning Experiences
Lesson focus Ways to caring for our special place (Classroom)
Transition - Eating time.
- Cool Down Time: Fairy-tale/ Story.
- Brush teeth.
- Move back inside the classroom.
Review of prior Learning
Modelled - What have we been learning about in Geography?
Introduction
10 mins - Introduce students to the learning intention and success criteria for the lesson. Outline the
learning and behaviour expectations for the lesson, “What, Why and how.”
• What: we are going to be looking at some picture of places that are special and talk about
ways that we can care for them.

• Why: So that we are able to take care of places that are special to us, so that are able to
stay special.

• How: By drawing two pictures showing what actions allow us to care for the classroom.

Warm up: Game, Place or objects.


- Students are shown images using the PowerPoint and are to identify whether they are places or
things.
- Remind student that places are where people go to live, work, have fun and objects are things.
Modelled:
- Show students the C2C video of special places:
Think aloud:
- This is a picture of ………………….it is my special place because it where I go to feel safe
and happy. Because this is my special place I need to take care of it so that is can stay special
to me. And I do this by making sure that it is clean by picking up the rubbish on the flour.
Putting my books away and my cloths.

Shared Teacher lead discussion


10 mins - Students are show students a range of pictures of a places that have been neglected alongside
pictures of the same place that has been taken care of.
- Students identify which of the two places could be special to them and why. (i.e,) This is a
picture of a playground, this playground is a special place to me because it is where I can go to
have fun with my friends and I feel happy there.
- Examine the other pictures which has been neglected, Talk about how the students would feel
in the picture that has been neglected? Would be still be able to have fun in this place and is it
safe to be there? What are some things that we could do to help care for this place to make it a
place that could be special?

Students draw a picture of how they care for the classroom.


Guided/Independent
10 mins - Use the PowerPoint to bring up two different images of the classroom. One cared for the other
not. Students identifies why the classroom is a special place to them and how they feel in the
classroom. Student then talk about the other image of a messy classroom, how would they feel
in this place, do you think we could learn and play in this place? How could we care for this
place?
- Prompt students using photos of the students cleaning the classroom as explored in previous
lessons.
- Students then draw a picture of three how they are able to care for their special place.
Assessment :
- Teachers move around the room and have students dictate what they have drawn for ways that
they can care for the classroom as their special place. Student’s drawings are collected and
added to their assessment portfolio.

Transition - Stop. Look and listen.


- Students Pack up from their drawing and move back to the learning mat.
Reflection Sharing of Students pictures:
and - Students reflect upon their work through examining their drawings of the different ways that
Review they care for the classroom a place that is special to them
5 mins Ticket out the door:
- Students recall one action they can take to care for the classroom a place that is special to
them.
Resources - Interactive white board.
- YouTube videos.
- Power point.
- Range of different picture places.
- Drawing Template.
- Pencils.
Differentiation - Use of visual aids to support learning.
Whole class - Modelled responses.
- Picture cues.
- IEW and teacher support during independent activities.
- Sound Field
- Repeated one to one instructions if needed.
- Strategic placement of students.
- Brain break / movement activities.
- Flexible learning groups.

Differentiation
Induvidual Students
Student A - Use of keystone signs to support communication.
- Continue to encourage routine and use visual Schedule to support this.
- Support student with assistance with diverse learning team member.
- Repeated modelling of speaking.
Student B - Visual Schedule with reward system.
- Large movement activities.
- Deep pressure activities to bring student back into learning mind frame.
- Sensory Toys to support learning.
Student C - Place student at the front of the classroom.
- Use sound field.
- Repeated modelling of speaking.