Category Archives: Lesson Plan

Lesson Plan

Word.docx. link to Teaching Lesson plan


Who Am I? Who are you? And Where Am I?


Time: Three Days each consisting of 1x2hr morning session. 1x2hr afternoon session.
Learning area(s): Self-identity, Trust and Relationship Building, School environment, introduction to Digital Technology using the camera.
Year(s): Kindergarten, Foundation learning.
Learning objectives: This lesson plan is designed to be carried out during the first weeks of the new school year with kindergarten students to familiarise themselves with classmates and their new school environment.The objectives of this exercise is to a). Revisit and reinforce the five learning outcomes from the Early Years Learning Framework; Belonging, Being and Becoming; And, b). Provide an introduction to prepare children for development towards Personal and Social Capability; outlined in the General Capabilities in the Australian Curriculum; See Diagram opposite.
Upon completion of this exercise children will know how to use a digital camera and print pictures that will visually instill a strong sense of self, classmates, and the physical school environment.
Curriculum links:
ACELY1784 – Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact.
ACELY1646 – Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations.
ACHGK004 – The reasons why some places are special to people, and how they can be looked after.
ACHGS006 – Reflect on their learning to suggest ways that they can look after a familiar place
ACAMAM055 – Use media technologies to capture and edit images, sounds and text for a purpose.
ACTDIK001 – Identify, use and explore digital systems (hardware and software components) for a purpose.
Prior knowledge:
It is assumed there is limited if any prior knowledge or experience with digital technology, some children may have technology at home which they use often and will learn more quickly than others. In this circumstance experienced users will be coupled with new users.
Resources:
Map of the school with each groups walk plan, digital camera, internet connection/ Network, LCD Monitors, Flash/USB Drives, Word Processor/Computer with monitor to download, print and arrange photos, and Printer. Pre arrange with grade 5 or 6 to be in designated areas for assistance.
Introduction:
Children will be partnered with experienced and non-experienced users, and then put into groups of 4. The lesson will be explained one section at a time outlining each objective. Day one: Digital Camera training; what a camera does, basic parts of the camera, how to point and shoot, each child will take a photo of their partner, everyone will get to use the camera and introduce themselves to the class. How to read the map. How to approach someone for help with etiquette and grace. How to respect the school environment, fixtures fittings etc. Teacher should be well prepared and know of any heritage buildings or protected species.
Body of the lesson:
Day two; Children will find their partners and form their groups as shown on day one. The teacher will have the photos of each other downloaded and ready for the class to view. Discussion will be encouraged about ‘Who am I and Who are You’ between children. A quick revision of day one will be required and the map revised before starting the mission. The map will have basic instructions and landing points where they are to take the photo. Each map will be different so as a collective all the necessary pictures will be taken to complete the project lesson. Each group will look for 4 items of significance in the school and take a photo of it using a digital point and shoot camera. Eg; Main office, first aid nurse, toilets, playground, largest tree, smallest tree, the classroom, the teacher, etc,. There will be one camera for each group, and they will take turns when using the camera so everyone has another opportunity to use it. A few grade 5 -6 students will rotate shifts to be in designated areas and assist the children and encourage effective communication. When children have walked their designated path it will lead them back to the classroom. Cameras are returned to the teacher and discussion held before going home time.
Concluding the lesson:
Day three: Revise what has been learnt over the past two days. Spend valuable time with role-play and discussing the concepts of the lesson outline and curriculum links. When discussion has ended explore how to save, file and sort the digital pictures. Once the students have an idea of what to do, break them into their original groups to finish the activity. This may carry on into day four and five to make sure information is absorbed and content has been fully covered.
Follow up/Cross Curriculum Ideas:
We would send a letter home to their parent/guardians to explain what we did that week and encourage further involvement and discussions at home.
ICT ability is introduced further with the next lesson plan; ACTDIP006ACTDIP005ACAMAM054 ACAMAM056. Integrate the use of the digital camera across all curriculum for students to work on a year book. Keep working through Personal and Social Capability criteria to build personal character and independent self-directed learners. Explore different avenues with field trips out of the school grounds.

Evaluation (left blank intentionally)

 

References

Personal and Social Capability., General Capabilities in the Australia Curriculum., (January 2013)., Australian Curriculum and Reporting Authority (acara). http://www.australiancurriculum.edu.au/GeneralCapabilities/personal-and-social-capability/introduction/introduction

 

Educators: Belonging, Being and Becoming., (2010)., Educators guide to the early years learning framework for Australia. Produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments.http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf