Lesson Planning Template 1
Lesson Planning Template 1
Title Cognitive activities
Name of Experience: Sorting sizes, shapes, and colours
Age: 0-2 years
Class Group: Group Experience
(No. of children): 2 Groups with 2 members in each group Supervising Teacher Approval:
Context Social and physical environment is very cheerful and full of joy.
Duration: 15 minutes
Learning objectives of this experience.
Children play good attention on the activities.
Children trying to mirror the activities using different colours and shapes of the blocksThey trying to identify the colurs and try to select the favourite colour. Lesson plan targets:
Physical development
Cognitive development
Social development
Emotional development
EYLF Outcomes
(EYLF 1.1: children will develop their knowledgeable and self-identities. ( 1st outcome )
Eylf 1.2. Children develop a range of skills and processes such as problem solving, 38inquiry, experimentation, hypothesising, researching and investigatingChildren transfer and adapt what they have learned from one context ( 4th outcome)
Eylf 1.3 Children resource their own learning through connecting with people, place, 40technologies and natural and processed materials ( 4th outcome)
Personal Growth Children will understand about responsibility one to another as working team.
2. Emotional Growth Children will understand about how to deal with different cultures and languages as a society.
Rationale -
The fields of child development and early learning are always focused on how to improve the cognitive development of children with good discipline. And teaching always how to interact with other members and improving the skills and abilities each and every one got. In here this lesson plan involves creating and progress, how they are identifying the colours, shapes with the set of variety of colours and shapes. providing a good background with suitable materials and then it will progress the interest on children. And easily trying to find and sorting the same sizes, colours and shapes and will remining on mind of children. Its approaching basically about how to sort and selecting thing day today life. It will ease of making constructing including different shapes. And specially sharing ideas with each others and collaboration will get create within group members and will decide how to respect to others ideas as well.
Risk Management
There is risk while playing as team such as each and every one are not friendly, and children will not playing with each other and each and every ones team build up getting down.
Location, resources, and equipment/furniture:
Where will the experience be conducted? This experience will get conducted indoor classroom of a childcare centre with having enough space. Proving a one large table and chairs for each and every group to conducting this lesson plan.
What resources and equipment/furniture do you need and how they will be used? Proving a one large table and chairs for each group to conducting this lesson plan. And providing a set of shapes such as rectangles. Squares, cubes, triangles, circles pyramids etc with different colours.
Teaching Input- Preparation of learning experience (what to dosteps)
The teacher will provide every single detail about how to be identifying the shapes and colours and how we are going to build any other objects or physical things with that.
Today you are learning about another section. And you will group with another 3 students for 4 groups.
Today, we are going to visit different stations that are placed around the room. You need to work youre youre each partner, I will demonstrate each station an explain before you start. There are also will be walking around and aiding each station. Please look at the basket on your table and remember your colour and shapes. Then describe about those colours and shapes give you chance to make any building or any creative thing which ever you like.
Finally giving brainstorming ideas to children.
Modelling
Teacher will be developing throughout lesson.
Teacher will guide by spelling the correct names of shapes and colours to children Teacher will model while participating in creations with students.
Checking for Understanding:
Teacher will check for understanding about identifying the objects, shapes and colours by
Showing them and asked questions.
Teacher will check for knowledge by observing and monitoring student identification and remembering skills.
Teacher will test out of understanding levels by asking questions from each group member randomly and others can help out.
checking what is the favourite shapes and colours.
(Implementation) Questioning Strategies:
Can you show me your creation build up with shapes?
What was your favorited colours and why you like it?
How many objects did you find?
What was the most interesting object you build with shapes?
How did you share shapes more than once with your team members?
Teachers Practice:
Teacher will provide guided practice by demonstrating each center, monitoringeach centre, and actively participating with each center.
Closure:
Students will return to their desks collecting all items on the tables discuss about activity with friends Brief Q&A
Independent Practice:
Each group will present their created objects and output to the class , what they learned from the session.
Modifications:
Provide them with good music and build up enthusiastic environment.
Large target board can have shapes cut into the board to increase difficulty and
concept
If there is physically handicapped child, allow them to participate if themability level allows, provide alternate work withing their range with having good discussion.
Parents involvements ( if needed)
Planning to send them group work photos and just arranging display method with what they create with their group members names and then giving marks or stars for their new creations.
After placement
( Prior Knowledge)
Children have no idea about all shapes and colours at the beginning and there was no idea about how they can create more arts and crafts with more and more shapes and how to matching the colours.
After Knowledge
Outcomes of EYLF
Lesson Evaluation
Lesson Reflection
Comment on anything you will do differently teaching this lesson next time.
Feedback from Supervising Teacher
Lesson Planning Template 2
Title Thinking activities
Name of Experience: Painting / colouring
Age: 0-2 years
Class Group: Individual Experience
(No. of children): 4 Children Supervising Teacher Approval:
Context Cheerful environment with good intention.
Duration: 15 minutes
Learning objectives of this experience.
What are the main targeted learning outcomes for the children?
Goals must reflect the field focus and overall goals of the lessonObjectives should address withing the lesson.
Lesson plan targets:
Physical development
Cognitive development
Social development
Emotional development
EYLF Outcomes
Elyf 1- Children learn to interact in relation to others with care, empathy and respect with others ideas.
Eylf 2- Children respond to diversity with respect.
Eylf 2- Children become aware of fairnessEylf 4 - Children develop a range of skills and processes such as experimentation.
Eylf 4- Children transfer and adapt what they have learned from one context to another.
Eylf 4- Children resource their own learning through connecting with people, place,
technologies and natural and processed materials.
Personal Growth Children will understand about surrounding and developing of their abilities.
2. Emotional Growth Children will understand about how to deal with sharing their own ideas.
Rationale -
This lesson plan always focused on the critical thinking activities of children. Child always having various kinds oof range of thinking patterns and this lesson plan Child skills and abilities will get improving during teaching always how to interact with the child. First of child will have more focusing on the colours and then should identify about the the diagram and trying to figure out about lines and do the painting. It will be giving support to the future arts than they will create and how does combining colours to relevant environmental colours seeing through the eyes. Providing a good background with suitable materials and then it will progress the interest on children. Children will get sharing the ideas about how they look like and what are the colours need to use.
Risk Management
When the children getting the drawings and the colours for the paintings , must have some issues or conflicts regarding selecting drawings for each and every child and also some of them might be really fond of some sort of colours as favourite colours.
Location, resources, and equipment/furniture:
Where will the experience be conducted? This experience will get conducted indoor classroom of a childcare centre with having enough space. Proving a one large table and chairs for each and every group to conducting this lesson plan.
What resources and equipment/furniture do you need and how they will be used? Proving a one large table and chairs for each and every group to conducting this lesson plan. And providing a set of paper drawings without any colours, paintings with pastels, pens and pencils. Basically, can use more picture books.
Teaching Input- Preparation of learning experience (what to dosteps)
The teacher will provide every single detail about how to be identifying the pictures and what are the real colours in there. Informing them as Today you are learning about another section. And you will work individually. we are going to visit different stations that are placed around the room and have a look on drawings and then, You need to work in your drawing and match the colours in those real pictures. Teacher will be walking around and aiding each station with verifying colours and remember your pictures and matching with the other new colours too. Finally giving chance to recreate their own art with new ideas.
Modelling
Teacher will be developing throughout lesson.
Teacher will guide by how gonna matching the colours with the picturesHow organised to colour the pictures without any disturbance.
Teacher will model while participating in creations with students.
Checking for Understanding:
Teacher will check for understanding about identifying the picture with actual colours.
Showing them and asked questions.
Teacher will check for knowledge by observing and monitoring student identification and remembering on their creativity.
And checking what are the favourite colours.
And compare with child whether its getting matched or not and how it would be improving with other paints colour.
( Implementation) Questioning Strategies:
Can you show me youre drawing with colours?
What was your favourite colours and why did you like it?
How many colours using on that area?
How did you share and manage colours with others.
Teachers Practice:
Teacher will provide guided practice by demonstrating each centre, monitoringeach centre, and actively participating with each centre.
Closure:
Students will return to their desks collecting all the paper drawings.
discuss about activity with friends Brief Q&A
Independent Practice:
Each student showing the painted drawing to the teacher and getting the compliments.
Modifications:
Provide them with good music and reax environment.
Teach them how to mix up two colours and getting g a one colour.
If there is disable child with any disability ask questions how they willing to paint those images and support them to paint with their ideas.
Parents involvements
Parents will get acknowledge with children while teachers will be sending all their childs drawings and paintings. And always giving compliments to the child with mentioning any marks for each child out of 10. Arrange any exhibition for parents to showing all the drawings of each student and give good compliments.
(Prior Knowledge)
Children have no idea about all real colours of the pictures and was not trying to figure out without knowing exact colour.
After Knowledge
Outcomes of EYLF
Lesson Evaluation
Lesson Reflection
Comment on anything you will do differently teaching this lesson next time.
Feedback from Supervising Teacher
Lesson Planning Template 3
Title Motor skills
Name of Experience: Gross motor skills (throwing and catching a ball)
Age: 0 to 2 years
Class Group: Group Experience
(No. of children): 1 group with 4 members in a group Supervising Teacher Approval:
Context providing very competitive and social, cheerful environment. Duration: 15 minutesLearning objectives of this experience.
Children will recognised and practice a variety of gross motor skills
Children will get more enthusiastic and cooperate as a group.
Children will be physically active for at least 45 minutes Lesson plan targets:
Physical development
Cognitive development
Social development
Emotional development
EYLF Outcomes
Eylf 1.2 Children learn to respect others and the environment.
Children engage in their own learning through establishing connections with other people, places, technology, and both natural and artificial materials (Eylf 1.3). ( 4th outcome)
1.4 Use basic cognitive and psychomotor abilities in combination.
1.5 Use fundamental manipulating abilities when moving or going1.6- Use mature form while integrating locomotor abilities with adjustments
going in that .1.8- Use a variety of more advanced locomotor techniques and manipulative abilities in varied contexts for physical activities
1.9- With a partner, combine motor and coordination skills in a circumstances involving a small group and a one-sided game
Personal Growth Children will understand about responsiilty one to another as working team.
2. Emotional Growth Children will understand about how to making discipline.
Rationale -
The fields of child development and early learning are always focused on how to improve the physical development with good discipline. And teaching always how to interact with other members and improving the skills and abilities each and every one got. In here this lesson plan involves to create and progress, how they will changing their moves and how to interfere with the group and engaging in every exercises with good physical practices. Children will improve with good talents and new moves. It will relax their mind because they will always trying new things and competitive with one other what they can effort. Identifying what are the positions that they can practice and what are the moves they should improve while engaging with gross motor skills. It will really be important in their day today life and good effort for find out any interest on how to play any sports.
Risk Management
Its really important about managing risk cause all of children are not fond of playing games, and its hard to get some children to involve on playing games while other rest of children. Its a huge challenge to control students without their intentions on games. Teacher should have good discussion wit student and try to figure out to develop child intention.
Location, resources, and equipment/furniture:
Where will the experience be conducted? This experience will get conducted outdoor space near the playground.
What resources and equipment/furniture do you need and how they will be used? Children should provide medium size balls.
Teaching Input- Preparation of learning experience (what to dosteps)
Through lectures, role-playing, demonstrations, and organised cooperative physical activities, the instructor will impart knowledge." Today, we're going to stop by a variety of the stations scattered across the space. There will be a new physical exercise at each site. To work and play with you at each station, a group of companions will be assigned to you. Before you start, teacherwill explain and illustrate each station. At each station, there are both textual and visual instructions. I'll be moving around and helping out at each station. in each group , children should pass the ball one to another. You can identify the group you belong to and where to start your rotation.
Modelling
Throughout the class and group exercise, the teacher will serve as a model by doing the appropriate physical actions.
Before letting pupils begin at each station, the teacher will demonstrate it.
When engaging in stations with pupils, the teacher will serve as an example.
Checking for Understanding:
After children have followed instructions by engaging in the specified physical exercise, the teacher will check for comprehension.
The teacher will observe and track each child's aptitude and activity level throughout the class to see if they have understood.
At the conclusion of the class, the teacher will check for understanding by asking the children what they learned or which station was their favourite and why.
( Implementation) Questioning Strategies:
Can you show me how to hop, skip or jump?
What was your favourite station and why?
How many objects did you win and loss chances ? What was the most interesting one?
How did you feel when you were moving your body?
Teachers Practice:
By displaying each centre, keeping an eye on each centre, and actively engaging with each centre, the teacher will give guided practise.
The teacher will lead pupils in guided practise by physically demonstrating a movement before asking them to copy her or do it alongside her.
Closure:
Students will return to their desks collecting all items on the tables discuss about activity with friends Brief Q&A
Independent Practice:
Each group will present how they organised the activity and how fun it was.
Modifications:
Large target board can have shapes cut into the board to increase difficulty and
concept
If you have a physically handicapped child, allow them to participate if theirability level allows, provide alternate stations that cater to child's needs Can had music and starts/stops in Hop, Skip, Jump! Can add more physicalmovements to the plates and trail
Have the children race to see who can find the object the facing.
Parents involvements
Planning to send them group work photos and make videos.
After placement
( Prior Knowledge)
Children have not many ideas about how to catching throwing activities playing through a ball.
After Knowledge
Outcomes of EYLF
Lesson Evaluation
Lesson Reflection
Comment on anything you will do differently teaching this lesson next time.
Feedback from Supervising Teacher
Lesson Planning Template 4
Title Literacy skill
Name of Experience: Story telling ( Reading book)
Age : 0 to 2 years
Class Group: Group Experience
(No. of children): group of 3 children Supervising Teacher Approval:
Context Social and physical environment is very cheerful and full with joy. Children pay more interest on what is going on.
Duration : 20 minutes
Learning objectives of this experience .Children play good attention on the activities.
Children having good moral and enthusiastic way on listening to story.
Children will improving their vocabulary when having different diverse background.
Children will share suggestion with each other. Lesson plan targets:
Physical development
Cognitive development
Social development
Emotional development
EYLF Outcomes
Eylf outcome 4
Children acquire learning characteristics including curiosity, collaboration, self-assurance, creativity, dedication, zeal, perseverance, imagination, and reflexivity.
Children acquire a variety of abilities and techniques, including problem-solving, experimenting, hypothesis-forming, study, and investigation.
Children apply what they have learnt in one setting to another by adapting it.
Through connections to people, places, technology, and both natural and processed materials, children take responsibility for their own learning.
Eylf outcome 5-
Kids interact with a variety of texts and get meaning from them.
Children use a variety of mediums to convey their thoughts and give them significance.
Children start to comprehend how patterns and symbols operate.
Children obtain information, research ideas, and express their thoughts via information and communication technology.
Personal Growth Children will understand each and evey word.
2. Emotional Growth Children will understand about how to deal with different cultures and languages as a society.
Rationale -
Basically this is so important to improve the language problem of children. All the children are not from the same social background and then children will get more trying to understand English language with intention. Grammar and vocabulary will get improve while they always understanding with new words. And the communication will with teacher will get increase when asking open ending question. They will learn many of ideas , experiences and will suggest and share more and more informations and narrative some points with friends. Children with respect each other suggestions and support with arguments with their ideas.
Risk Management
Children will get boring sometimes and teacher would be able to giving chances to narrative the story to children. Then it would be more interesting.
Location, resources, and equipment/furniture:
Where will the experience be conducted? This experience will get conducted indoor classroom of a childcare centre. children will arrange chairs as half of circle around the projected screen.
What resources and equipment/furniture do you need and how they will be used? Proving chairs for each and every child. And displaying a screen with the support of projector, computer and CD. And some flash cards
Teaching Input- Preparation of learning experience (what to dosteps)
First welcome all children to the activity and tell them today we are going to do very interesting activity and you all would like to cooperate wit me. And then paly the cd starts with the displaying on a screen. Next give them a chance to guess the story name. children will competitive to create a story name and then teacher will relate the story name and slide to slide showing pictures and while showing the teacher will reading the paragraph on screen . teacher will explain about the story and then giving chances to ask any questions and giving chance to narrate the story for random children .
Modelling
Teacher will be trying figure out add many vocabularies to children.
Teacher will guide what are the advice that children can get to their life.
More and more communication will get increase though children too.
( Implementation) Questioning Strategies:
Can you act like these character as example (one of animal) ? What was your favorite character?
How does it will change if the character havent done nothing?
What was the most interesting object you build with shapes?
How did you describe good and bad qualities of one character
Teachers Practice:
Teacher will provide guided practice by demonstrating each words. Ideas, experiences and deliver though best advices.
Closure:
Students will return to their desks discuss about activity with friends Brief Q&A
Independent Practice:
children can appoint two groups and do the same story acting as a drama with their abilities.
Modifications:
Povide them with good quality PowerPoint slides.
from each slide can anyone ask any question.
Parents involvements
Planning to send them group work photos and after they did their drama giving good compliment about each childs acting.
After placement
( Prior Knowledge)
Children had not much idea about most of English words and some of the related names for each objects. Communication was weak cause they were new to teacher and not having much time to narrate their thoughts.
After Knowledge
Outcomes of EYLF
Lesson Evaluation
Lesson Reflection
Comment on anything you will do differently teaching this lesson next time.
Feedback from Supervising Teacher
Lesson Planning Template 4
Title Motor skill
Name of Experience: weather playdough mats
Age : 0 to 2 years
Class Group: Group Experience
(No. of children): a group of 3 children Supervising Teacher Approval:
Context Social and physical environment is very cheerful and full with joy. Children pay more interest on what is going on.
Duration : 20 minutes
Learning objectives of this experience .Children play good attention on the activities.
Children having good moral and enthusiastic way to identify the colours .
Children will improving their vocabulary when having different diverse identification on weather.
Children will share suggestion with each other. Lesson plan targets:
Physical development
Cognitive development
Social development
Emotional development
EYLF Outcomes
Eylf outcome 4
Children acquire learning characteristics including curiosity, collaboration, self-assurance, creativity, dedication, zeal, perseverance, imagination, and reflexivity.
Children acquire a variety of abilities and techniques, including problem-solving, experimenting, hypothesis-forming, study, and investigation.
Children apply what they have learnt in one setting to another by adapting it.
Through connections to people, places, technology, and both natural and processed materials, children take responsibility for their own learning.
Eylf outcome 5-
Kids interact with a variety of texts and get meaning from them.
Children use a variety of mediums to convey their thoughts and give them significance.
Children start to comprehend how patterns and symbols operate.
Children obtain information, research ideas, and express their thoughts via information and communication technology.
Personal Growth Children will understand each and evey word.
2. Emotional Growth Children will understand about how to deal with different cultures and languages as a society.
Rationale -
Basically this is so important to improve the language problem of children. All the children are not from the same social background and then children will get more trying to understand English language with intention. Grammar and vocabulary will get improve while they always understanding with new words. And the communication will with teacher will give you the idea about weather and how they need to use playdoughs on them.. They will learn many of ideas , experiences and will suggest and share more and more informations and narrative some points with friends. Children with respect each other suggestions and support with arguments with their ideas.
Risk Management
Children will get boring sometimes of lack of identifiacation. They will try to fix the playdough using both hands in another areas.
Location, resources, and equipment/furniture:
Where will the experience be conducted? This experience will get conducted indoor classroom of a childcare centre. children will arrange chairs as half of circle around the table .
What resources and equipment/furniture do you need and how they will be used? Proving chairs for each and every child. And giving a apron and then give the play dough , and scratch book to paste on scratch books.
Teaching Input- Preparation of learning experience (what to dosteps)
First welcome all children to the activity and tell them today we are going to do very interesting activity and you all would like to cooperate wit me. And then offer scratch papers about weather pictures and give chance to paste on the scratch books. And learn them about those are the weather changes and all.
Modelling
Teacher will be trying figure out add many vocabularies to children.
Teacher will guide what are the advice that children can get to their life.
More and more communication will get increase though children too.
( Implementation) Questioning Strategies:
Can you identify the picture?
What was your favorite weather picture?
How does it will changeWhat was the most interesting object you build with shapes?
How did you describe good and bad qualities of one character
Teachers Practice:
Teacher will provide guided practice by demonstrating each words. Ideas, experiences and deliver though best advices.
Closure:
Students will return to their desks discuss about activity with friends Brief Q&A
Independent Practice:
children can appoint two groups and do the same story acting as a drama with their abilities.
Modifications:
Povide them with good idea on weather with more pictures and powerpoint slides on ipads.
from each slide can anyone ask any question.
Parents involvements
Planning to send them group work photos and after they did their drama giving good compliment about each childs acting.
After placement
( Prior Knowledge)
Children had not much idea about most of English words and some of the related names for each objects. Communication was weak cause they were new to teacher and not having much time to narrate their thoughts.
After Knowledge
Outcomes of EYLF
Lesson Evaluation
Lesson Reflection
Comment on anything you will do differently teaching this lesson next time.
Feedback from Supervising Teacher
APA Reference styles
Department of Education and Training. (2009). Belonging, being & becoming the early years learning framework for australia. ACECQA. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdfGross Motor Skills | First 5 California. (n.d.). Www.first5california.com. Retrieved October 9, 2022, from https://www.first5california.com/en-us/articles/gross-motor-skills-newborn-baby-toddler-preschooler/#:~:text=Examples%20of%20gross%20motor%20sJourney, P. (2020, May 27). Teaching Strategies in Early Childhood. Petit Journey. https://www.petitjourney.com.au/teaching-strategies-early-childhood/Literacy activities for children. (2018, June 25). Raising Children Network. https://raisingchildren.net.au/preschoolers/play-learning/literacy-reading-stories/literacy-activitiesLiteracy experience plan: Three little pigs and beyond. (n.d.). Www.education.vic.gov.au. https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/experienceplans/Pages/threelittlepigs.as8 Engaging Cognitive Development Activities for Toddlers. (2022, January 20). Well Beings with Alysia. https://wellbeingswithalysia.com/cognitive-development-activities-toddlers/(2022). Study.com. https://study.com/academy/lesson/promoting-critical-thinking-skills-for-preschoolers.html
