4429125-29591000Lesson Planning Template
4429125-29591000Lesson Planning Template
Lesson Plans reflect your understanding of the EYLF planning and programming cycle, beginning with your knowledge on the focus child(ren) interest, strengths and goals.
Name of Experience: Understanding composting
Age/class group:
3-5 years Please circle: Individual/Group Experience
(indicate no. of children): 5-6 children Supervising Teacher Approval:
n/a
Context What does the social and physical environment look like?
Outdoor environment children transition from morning tea to a small group discussion to talk about composting and how they can sort food scraps into separate bins. Date/Time:
n/a
Learning objectives of this experience (maximum of two)
1. For children to develop an understanding of composting and waste
2. For children to gain a sense of responsibility as agents for change through sustainable practices Lesson plan targets:
Physical development
Cognitive development
Social development
Emotional development
Key learning area focus (choose one):
Physical movement
Language skills multilingualism
Mathematics
Music, arts, drama
Diversity
STEAM ** Curriculum approach(es):
Integrated
Emergent
Inclusive
Multiculturalism / multilingualism
Connections to the natural world
EYLF sub-outcomes (choose 2-3): use sub-outcomes (eg) EYLF 1.2: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.
1. 2.4: Children become socially responsible and show respect for the environment.
2. 4.4: Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
Link to child(ren) observation dated: ______________
Rationale (100-200 words) - Why have you chosen to offer this experience to the child(ren)? Indicate childs developmental needs, interests, background, and experiences.
The experience has been designed to extend on childrens emerging interest and curiosity about where foods come from. In order to encourage children to become responsible citizens for their environment, the experience allows children to learn about waste management and sustainable food practices through a hands-on and practical experience. By allowing children to share their existing knowledge about composting and encouraging them to participate in sorting food waste, children have the opportunity to engage in learning that is personally accessible, locally relevant and culturally appropriate (Huggins & Evans, 2018).
Risk Management What can go wrong and how can I prevent that?
In order to minimise risk, an outdoor checklist will be conducted prior to children entering the space. Considerations for allergies is important to prevent exposure or illness. Educators can encourage children to participate in completing the outdoor checklist and identify any hazards present within their learning environments.
Location, resources, and equipment/furniture (200-300 words):
Where will the experience be conducted? Describe the space.
What resources and equipment/furniture do you need and how they will be used?
Attach a photo if possible.
Children will be seated on a picnic rug for morning tea. Once finished, educator will initiate conversation about composting and what foods are in their bowls. Following discussion about composting and bins available, children will be encouraged to take turns to sort their food scraps into the appropriate bins.
Lesson Evaluation (100-200 words)
How will the experience achieve the learning objectives above? (you must comment on each of the objectives you listed in the Learning objectives of this experience section above)
Throughout the experience, children will be encouraged to share their existing knowledge about waste management and sustainability in general. These will be used as provocations to extend on the group conversations. Educator will implement teaching strategies such as modelling and asking open ended questions to extend on their knowledge of sustainable practices and gain a greater sense of responsibilities as citizens for change.
Conversations with children can be had about how they can practice this in their home environment. Families will be communicated about their childrens learning and encouraged to follow similar practices with their children at home.
Lesson Reflection
Comment on anything you will do differently teaching this lesson next time.
Please comment on your explanation, provocation, physical and social environment set up and pack away, management of students.
Children will be encouraged to be active participants throughout the experience as they lead conversations, share knowledge and take turns to sort out their food scraps. Children can collaborate as they problem solve and share their thoughts on which foods belong in each bin. This experience can be extended by setting up a service compost bin and how this can be used to sustain plant life.
Explain how your choice of resources supports your choice of Curriculum Approach **
(paragraph response of 100-200 words)
As children are encouraged to actively participate in the experience, they make connections to the natural environment, more specifically on how they can contribute to change through sustainable practices. Elliot (2015) highlights the importance of children establishing a greater appreciation of the natural environment as well as their sense of agency and place through engagement with natural resources.
Feedback from Supervising Teacher
n/a
Task description:
Plan four learning experiences for children of different ages and needs.
Plan 1: infants
Plan 2: toddlers
Plan 3: pre-schoolers
Plan 4: children with special needs
* Use the lesson planning template provided.
Your plans must reflect aspects of emergent, integrated, and inclusive approaches to curriculum.
Each plan must be focused on 2-3 sub-outcomes from the EYLF.
Your plans should also include some references to research supporting your planning decisions.
The focus of this assignment is for you to demonstrate your ability to plan using several curriculum approaches in each experience.
EDEC303: Assessment Task 2 rubric
Criteria 60 marks FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
Submits four plans making full use of the template provided 15 Submits less than four plans.
Several key sections omitted from templates
Utilizes each section with meaningful information. May contain some minor inaccuracies. Utilizes each section with minor inconsistencies. Overall, the plans make sense and could be implemented without significant amendment.
Utilizes each section in effectively and in detail. Every plan is age/needs appropriate for each child / group of children. Utilizes each section to its full extent. No editing required before implementation. Comprehensive description of all aspects of the learning experiences.
Plans contain reference to different approaches to curriculum 15 No reference curriculum approaches or uses the same approach in all plans Simple reference to 1-2 different approaches mostly accurately Appropriate reference to several approaches that are complementary to the learning experience Each reference to a curriculum approach is comprehensive and accurately applied to the learning experience Highly effective reference to diverse approaches to curriculum that enrich each learning experience
Reference to sub-outcomes from EYLF 15 Fails to reference outcomes in all plans.
Only uses general outcomes Each plan contains reference to EYLF sub-outcomes. May be a few lacking. Each plan contains effective reference to EYLF sub-outcomes. Chosen outcomes are achievable through the learning experiences. Each plan contains highly effective reference to EYLF sub-outcomes. Each chosen outcome is well-matched with the learning experiences. Demonstrates a deep understanding of the necessary links between sub-outcomes and planning of learning experiences.
Each plan is appropriate for the age or needs of the child / children identified 15 Lack of or inappropriate planning for the identified child / children. Basically, appropriate planning for each child / group of children. No errors in matching experiences to specific childrens learning needs. May be slightly underdeveloped. No errors in matching experiences to specific childrens learning needs. Each plan is fully developed and targets multiple learning needs. Excellent understanding of the appropriateness of learning experiences and diverse child groups.
