Appendix 1 Key:
LESSON PLAN Kindergarten Curriculum
SCHOOL OF EDUCATION Guidelines
Megan running session
Example
LESSON ORGANISATION
Year Level: Kindy Time: 11:20 Date: 13/06/19 Students’ Prior Knowledge:
 Students have been exposed to some forms of
Learning Area: ICT
technology previously (e.g. Interactive white
board in the classroom, remote control toys
and possibly smart phones, iPads or
computers at home).
 Students know how to follow simple
instructions.
 Students have been exposed to the bee bots
in a prior lesson.
 Students have been exposed to the focus
shapes for the term in a prior activity.
 Students (most) are beginning to count with
one to one correspondence above five.
Strand/Topic from the Australian Curriculum
Developing simple ICT tools:
 Experiment with a range of tools, media, sounds
and graphics in ICT play and discovery.
 Develop simple skills to use information and
communication technologies.
 Engage with information communication
technologies for fun and to promote thinking and
learning.
Develop knowledge of measurement and geometry:
 Recognise names, sort and match basic two-
dimensional shapes such as square, triangle and
circle.
Develop knowledge of number and algebra
 Recognise numerals initially to 5 and then to 10 and
begin to order them
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

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 Students ability to recognise a particular number between numbers 1-10

 Students ability to follow instructions in order to change the direction of their bee bot.
 Students are able to actively participate during the activity.
Teacher’s Prior Preparation/Organization: Provision for students at educational risk:
 Bee bots (6).
Students such as Faith, Emily and Charley (if
 Bee bot’s shape play mats. inattentive [CAPD? /Hearing issue] but fine when

 Whiteboard markers and whiteboard. attentive to activities) will be given simple instructions

 Laminated Bee bot picture. one at a time.

 Shape cards and number cards Students such as Caleb, Teagan, Norah and Axel can

be given multiple instructions at a time e.g. be specific.

Axel has a broken right arm, therefore might need help

positioning the bee bot.

LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction: Align these with the
segment where they will
11:20 Mat Session Three – Maths be introduced.

Shape cards
Have number cards 1-10 out and ready to be used. Number cards
Bee bot
Instruction cards
Ask students to recognise the number and draw that many dots. Whiteboard
Whiteboard marker
“I’m only going to pick the people who have their hands up.”

“What is this number?”

Answer – 4

Ask student who answered to draw four dots on the whiteboard.

“What is this number?”

Answer – 9

Ask student who answered to draw nine dots on the whiteboard.

“Faith what is this number?”

Answer – 1

Ask Faith to draw one dots on the whiteboard.

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“What is this number?”

Answer – 3

Ask student who answered to draw three dots on the whiteboard.

“Emily what is this number?”

Answer – 2

Ask Emily to draw two dots on the whiteboard.

“What is this number?”

Answer – 6

Ask student who answered to draw six dots on the whiteboard.

“What is this number?”

Answer – 5

Ask student who answered to draw five dots on the whiteboard.

“Norah what is this number?”

Answer – 8

Ask Norah to draw eight dots on the whiteboard.

“What is this number?”

Answer – 7

Ask student who answered to draw seven dots on the whiteboard.

“What is this number?”

Answer – 10

Ask student who answered to draw ten dots on the whiteboard.

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Show the students the bee bot.

“Who remembers what these are called?”

Answer – Bee bot

Revise over the different buttons with the students showing them the

different instruction cards.

Point at the arrow pointing to the Bee bot’s eyes.

“Who remembers what this button does?”

“This button at the front makes the Bee bot move forward.”

Show students using the bee bot picture of the board.

Point to arrow on the left.

“Who remembers what this button does?”

“This arrow turns the Bee bot around to make it go left”

Show students using the Bee bot picture of the board.

Point to the arrow on the right.

“Who remembers what this button does?”

“This arrow turns the Bee bot around to make it go right”

Show students using the Bee bot picture of the board.

Point to the arrow pointing down at the tail.

“Who remembers what this button does?”

“This button at the bottom makes the bee bot go backwards.”

Show students using the Bee bot picture of the board.

“With the Bee bots on the mat with me, I am going to call out a shape

or a number and you need to find the shape/number and move the bee

bot using the buttons to the shape/number.”

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Explain other activities to the students

1.Magnetic pop sticks and paper clips. (1-5 GEP students) (EA).

2. Sort seeds. A3 x6 master sheets. Chn. Sort their own container of

seeds into four groups. (Parent)

3. How many seeds. W/s. Draw in correct number of seeds. (Teacher).

Call two students to stay on the mat to work with you and the Bee bots.
11:30

Send the rest of the students to other activities.

Lesson Steps (Lesson content, structure, strategies & Key

Questions):
Bee bots
Make sure each student has a bee bot. Shape and Number
play mats for bee bots
“Like we did yesterday you are going to take turns using the Bee bot Instruction cards

on the mat.”

“Before that I would like you both to place your Bee bot on one of the

squares on the mat.”

“We are going to have a practice using the instruction cards but this

time I’m just going to show you the card and you have to try and tell

me what will happen.”

Show student an instruction card.

“What will this button do?”

“Can you please check by pressing this button on your bee bot?”

If students pressed the wrong button try and prompt them.

For Example – “Holly, this button makes the Bee go move ahead

spaces.”

Continue until students have pressed all the buttons they will be using.

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Get one student to place their Bee bot on the mat and the other to hold

theirs in their hand.

For Example – “Marama can you please point to the number 6 for me.”

“I’m going to give you the instructions to help you get to the number 6.”

For Example – “Move forward one space.”

“Turn right and move forward three spaces.”

“Turn left and move forward two spaces.”

Get the second student to place their Bee bot on the mat and the first

student to hold theirs in their hand.

For Example – “Holly can you please point to the crescent shape for

me.”

“I’m going to give you the instructions to help you get to the crescent

shape.”

For Example – “Move forward four spaces.”

“Turn right and move forward one space.”

11:35 “Turn right and move forward three spaces.”

(5min Make sure each student has done at least two different shapes and
per
pair) two different numbers before moving on to another activity.

Lesson Closure:(Review lesson objectives with students)

Give students feedback about how they went.

For Example – “Marama I loved the way that you followed instructions
12:25
once you were focused on the activity you were supposed to be

completing.”

Transition: (What needs to happen prior to the next lesson?)

Call another group of students over to complete the activity until all the

students have done the activity once.

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Assessment: (Were the lesson objectives met? How will these be

judged?)

This assessment will be done through a checklist to make sure

students have met the objectives when completing the activity.