Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: PP/1 Students Prior Knowledge:
Time: 1:30 pm Number strands
Date: 30th March 2017 Use of iPads
Year 1s have used Bee Bots
Learning Area:

Mathematics
Strand/Topic from the Australian Curriculum:
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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 Australias engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) Problem solving; understanding
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:

Organise and identify numbers from 1 to 10
Work together as a team
Use a range of ICT technologies to engage with the activity
Utilise problem solving skills
Teachers Prior Preparation/Organisation: Provision for students at educational risk:
Book iPads, Bee Bots and Butterfly Pegs for class - Students with vision impairment will need to sit closer
time to the teacher and be allowed to touch the materials.
Create QR codes which link to numbers up to 10 - Students with focus issues will require more
and equation symbols to be printed on images of assistance with staying on task. Possibly pairing with a
leaves and bugs more focused student
Create a large tree branch with the number line - Those with environmental triggers (such as bright
written on it as a guide if students struggle lights or loud noises) should be considered when
creating the lesson
Purchase and print/laminate Programming Bee
- Students who struggle with the activity should be
Bots 1 to 10 activity from Teachers Pay
assisted by the teacher and class mates in a non-
Teachers
isolating way.
RECORD NUMBERS 1 20 ON BUTTERFLY
PEGS??

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[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 be introduced.
Mat Group
- Students begin by all sitting on the mat as a group.
- Teacher breaks students into halves (straight down the middle).
- Teacher will get students motivated to count by asking particular
questions and statements, "Who knows how to count to 20?" "Do you
think you can all show me" "I think I've forgotten how to count to 20"
- Students are going to count 0-20 in their halves by having the teacher
point to the half. e.g. First half says zero, second half says one, third half
says two, fourth half says three etc.
- Repeat this until all students understand the rhythm and are joining in.
- On the board should be numbered cards, with 0-20 on them (A4 sized).
The cards should be in the wrong order.
- As a class, order the cards back to numerical order, teacher can pick
individual students to come up and place a card into the right position,
starting at 0 and ending at 20.
- Once this is finished, teacher will break students into groups and then
send them to their designated activities

Individual Groups
- Introduce self to group
- Try to form a connection between activity and the classes interests (for
example, nature)
- Check previous understanding and use of the specific ICT equipment
- Demonstrate how the technologies works if the students havent seen or
used them before or as a refresher. DO NOT GIVE CHILDREN
EQUIPMENT YET OR THEY WILL GET DISTRACTED
- Instruct students of the activity will work and how the ICT equipment will
be used
- Hand out equipment

Lesson Steps (Lesson content, structure, strategies & Key Questions):

QR CODE LEAVES
- Sit with the students at a desk or on the floor
- Get the students to mix up the leaves with you, QR codes facing up.
- Ask students to choose one leaf keeping the answer facing down by
sliding the leaf across the desk or floor
- Students will now use the QR scanning app to reveal the number of their
leaf
- Students will place the leaves in number order along the large branch by
comparing their QR links with their peers
- When the students believe they are finished, turn each leaf over one at a
time
- Ask students to make any corrections to the number line if necessary
- If students are struggling with placing numbers in order, the number line
on the opposite side of the branch can be revealed as guidance
- If students are demonstrating fluency in the number strand then add in
the laminated bugs.
- Students will scan the QR codes on the bugs to reveal an equation
symbol
- Get two students to pick a number from the strand
- Students are asked to complete the sum created from the addition of the
bug.

PROGRAMMING BEE BOTS 1 TO 10

- The teacher explains how to use a Bee-bot briefly. *How to program,
e.g., press forward seven times to go seven spaces forward.
- Students split into groups (depending on how many bee-bots there are).
- The Bee-bot mats are placed on the floor, with the 'start here' mat being
first. The bigger mats, containing the bugs will go in a line after the 'start
here' mat so that the mats go in order from 1-10.
- Students will then choose a programming card (beginning with the
numbered cards and then the counting bug cards as an extension),
students must program their bee-bot to go to that number. For example, a
student chooses a 4 on the programming cards; the student places their
bee-bot in line with the 'start here' mat and presses forward on their bee-
bot four times, resulting in their bee-bot moving to be in line with the
number 4 on the bigger cards.
- Continue for five minutes.
- To make the activity harder, remove all programming cards with the
actual number written on it, left now are all the programming cards with
the counting bugs (1-10). This means the students need to count their
bugs on their card before programming the bee-bot.
- Continue until time is up.

BUTTERFLY RECORDING PEGS

-This activity works best in large space, either on desks or on the floor.
- Once the 4-5 students have taken a seat on the mat/around a table the
teacher will provide them with cards from 0-20 which are shuffled
- The teacher will explain that the students need to find a space in which
they need to correctly order the cards
- Once the activity has been explained, students are to find a space on the
desk/floor to work on their sequences
- The teacher will walk around asking questions/prompting students and
encouraging them if they have gotten it right and aiding those who are
struggling through the use of questions also
-The students will have 5-7 minutes to complete the activity.
- If the students have finished before 5 minutes the teacher can get them
to count the cards, making sure theirs is in the right order. The teacher can
also have another set of cards, this time with the number written in word in
which the students must order (only from 0-10)
- Once the 5-7 minutes are up the teacher will ask the students to collect
their cards and come and sit in a circle.
- The teacher will explain how to use the recording tool angling around in
the circle the students are going to record themselves counting from 0-20.
- Each student says one number before passing it along to the next
student, going around in a circle until they reach 20.
- If the students are struggling, have a set of cards which are correctly
labelled 0-20 to prompt and aid the students.
- If there is still time left over, the teacher can ask the students to break up
into pairs and test one another using the recording pegs.
- Once the time is up, the students will move to the next activity

Lesson Closure:(Review lesson objectives with students)

- Praise students for the efforts

- Identify individual students actions to praise and reinstate how the
activity ran
- Check understanding of the number line and the specific objectives
aimed for in that activity

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

In this scenario, the transition will be moving from one activity to the
next.
- Inform student who they will be working with next in the table activities
- Give them an idea of what they will be doing but not too much detail as
the next teacher will do this
- Thank them for working with you

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

judged?)

Formative assessment is used to judge all the objectives previously stated

as students will be working directly with the teacher.