LESSON PLANNING

Date: Lesson Title: KLA(s)/Subjects: Year Level(s): Duration of Lesson:

st
Wednesday 1 November Mapping/Grids Maths Year 5 40 Minutes

Curriculum content and learning context

ACARA Content Descriptors Learning goals for the lesson

Measurement and Geometry: During this lesson students will have the opportunity to demonstrate
Location and Transformation their ability to:
Use a grid reference system to describe locations. Describe routes using 1. Use a grid reference system to describe locations
landmarks and directional language (ACMMG113) 2. Ethically use Bee-Bot to find locations

Resources Safe and Supportive Learning Environment

 Bee-Bots Students will be exposed to a safe and supportive learning environment by

 Bee-Bot Maps (Carnival) incorporating activities where students feel comfortable to express their ideas,
 Bee-Bot Competition Word Doc (for projector) thoughts and opinions, and their views and respected and valued. Students
 Whiteboard Markers will be reminded of the classroom rules, and if not obeyed the consequences
of these actions. The classroom rules include:
 Students must keep their hands to themselves at all times
 Students must always speak appropriately to their teachers and peer
 Students must not disrupt the classroom or peers with distractive
behaviour at any time
By implementing these dynamics into the classroom, it ensures students feel
safe and supported, and allows them to express themselves in a classroom
where their input is valued.
 Differentiation Required for
Time Indicators What the teacher will do What the students will do
(insert student/s initials)

9:40 – 9:50 Lesson Introduction and Engagement Lesson Introduction and Engagement Lesson Introduction and Engagement
T: Recap previous mapping lesson. Ask S: Answer questions
following questions:
 What features does a map include? Lesson Content
 Which is the x axis?
 Which is the y axis?
 Which is named first when describing a Lesson Conclusion
location
 Etc.
Accommodating Early Finishers:
T: Explain to students that today we are going  Can begin the brainstorming process for
to be doing some robotics that incorporates creating their own map
mapping and location.

T: Ask students if anyone has used Bee-Bots S: Answer question

before?

T: Go on to explain the layout of the lesson

1. Students will get one robot between 2-4
people (depending on how many are
working) so play with freely for 10
minutes
2. I will then break the class into two teams
and we are going to have a race using
the Bee-Bot maps

T: Outline expectations for using the robots, S: Outline expectations for themselves
noise levels, sharing etc.

T: Let students play for 5-10 minutes S: Play with robots

9:50 – 10:15 Lesson Content Lesson Content

T: Split class into two teams S: Get split into two teams

T: Have them sitting on the floor at the front of S: Sit at the front of the class
the class

T: (Bee-Bot stations will be set up on either

side of the room)

T: Explain how the game is going to work S: Listen to explanation

 1. I will put up a series of coordinates up on
the board, and you as a team have to tell
me what is at that coordinate and write it
on the board
2. Students will take in turns/pairs of coding
the Bee-Bot to that coordinate before
they write the location on the board
3. Students do not start from the start after
they have reached each location, they go
from where each location they reach
4. If you do not get it on the first go, you take
it back to the previous location and start
again
5. You can only pick your Bee-Bot up when
you having another go at a location, or
facing it in the correct direction

T: Check for understanding by doing the S: Students indicate whether they understand or
thumbs up/thumbs down. Ask if students have not
any questions

T: Revisit expectations

T: Facilitate activity S: Students complete competition

10:15 – 10:20 Lesson Conclusion Lesson Conclusion

T: Gain feedback from students by asking S: Answer questions

 What did you like about the lesson?
 What didn’t you like about the lessons?
 Were the robots easy to use?
 What was the biggest challenge?
 What would you do differently next
time?

T: Introduce the next day’s activity to prepare

students for what they are going to be going
(breaking into groups of 4 and creating their
own map for the Bee-Bots, plus creating a
series of questions for another group to
complete)
 Evidence Gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Observation of team work
 Photos
Evidence gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Observation of team work
 Photos
Evidence gathering and Assessment
 Students participation and discussion
 Strategic whole class and individual
questioning
 Observation of team work
 Photos

Feedback
Evaluation of Learning Goals for the lesson
1. Use a grid reference system to describe locations
I think that most students from the groups definitely achieved this learning
goal. They effectively recognised what the locations were at each of the
coordinates that they coded the Bee-Bot to.
2. Ethically use Bee-Bot to find locations
The students were all very good with the Bee-Bots, and used them very
appropriately. Therefore, I believe this learning goal was achieved.
Reflective comment on the lesson
I am quite happy with how this lesson went. The students were all pretty well
behaved considering they were using robots. I did have to remind them a few times
not to touch them when I was speaking but after this they were very good. I could
have outlined consequences for touching the robots when I was speaking, or using
them inappropriately. But this is only a minor change. The students worked really
well together in their teams. One team in particular were problem solving and coming
up with solutions as a team which was awesome to see. I’m really happy with this
part of the lesson, it worked out very well. In the beginning of the lesson I used
Aisha’s questions that we worked on in the previous mapping activity. This was good
to point out some of the places students were going wrong (naming the y axis, before
the x axis). It was also an opportunity for students to display their work and get a
sense of ownership from the lesson.

Considerations for future lessons

 Look over students work before displaying in front of the class
 Sort out technology prior to lesson
 Explain consequences for misbehaviour when using robots
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