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Lesson Plan for Preeschool students using EYLF cycle

Prepare  Lesson Plan for preschool children using EYLF planning and programming cycle

Excelsia College Sydney

Lesson Planning Template 

Lesson Plans reflect your understanding of the EYLF planning and programming cycle, beginning with your knowledge on the focus child(ren) interest, strengths and goals.

Name   of Experience:   sorting with different   shapes and sizes of blocks
Age/class   group: 4 years

Please   circle: Individual/Group Experience
(Indicate   no. of children): one

Location – Indoor 

Learning   objectives of this experience (maximum of two)
  1. He will learn about different shapes like   triangle, square, rectangle and circle. After the activity
  2. Sam will be able to sort and   describe the shapes in the environment after this activity. 
Lesson plan targets:
  • Physical development
  • Cognitive development
  • Social development
  • Emotional development
Links to the EYLF
  1. EYLF learning outcome 4.2.4: Children create and   use representation to organise, record,
and   communicate mathematical ideas and concepts.
  1. EYLF Practice: Play-based learning and   Intentionality

Rationale - Why have you chosen to offer   this experience to the child(ren)? How does it link to child(ren)’s   developmental needs, interests, background, and experiences?

Sam is interested in building blocks and   construction. He is eager to show off his skills to his peers and is excited   to play with those who share the same interest. This activity will allow Sam   to explore different shapes and sizes. 

Learning   environment 
Where will the experience be   conducted? 
How will you set up a math-rich   environment to support this experience?
What resources and   equipment/furniture do you need and how they will be used to achieve the   learning outcomes? 

It   will be conducted indoors where the block corner is located at. We will set   up the environment by placing assorted wooden blocks on the floor for Sam   (and other children who might be interested) to interact with it.
We   will also put a book to display different shapes which they can create.

Risk   Management – What do I need to do   to ensure this experience meets Health and Safety requirement? 
We   will make sure that the environment is safe by removing any broken wooden   blocks which may cause injuries. 
Also,   we will provide adequate supervision to prevent any kind of fight, hitting,   snatching, tripping etc. Thus, we will encourage proper turn taking rules. 

Lesson   Plan (in 4 or 5 steps,   describe the planned activity) 
What is the process of   the planned experience? 
What teaching   strategies will you use?

Step 1: Sing a song to   invite children to the experience such as “This is The Way We Build a House”.
Step 2: Show Sam (and   those who are involved) the different shaped blocks by letting them explore   the set-up.
Step 3: Ask open-ended   questions, “What shapes do you see here?”
Step 4: If Sam finds it   hard to identify the shapes, help him by naming it and then letting him say   the name back.
Step 5: Allow Sam to   build whatever he wants and then comment on the different shapes that he used   to make his creation. Let him know, “You used a rectangle for the walls and a   triangle for the roof.”
Step 6: Finally ask him   again where certain shapes are through songs like “I Can See A Circle” and   let him tell you where it is.
In this experience the   scaffolding strategy was used to help Sam understand about shapes.
Differentiation   (How will you cater for   different child(ren) and   different needs?)
If any other child   wants to join in the play, I can welcome the child to play along with Sam. I   will help them to share the blocks as well as play in collaboration to each   other. 
Assessment   of learning
How will you assess child(ren)’s learning?
How will you know that child(ren) have met the learning   objectives? (You must comment on each of the objectives you listed in   the Learning   objectives of this experience section above)
  1. He will learn about different shapes like   triangle, square, rectangle and circle.
Through   or after this activity, Sam can recognize different shapes of the blocks and   name them. When educators ask ‘what shape it is’, he can answer correctly. 
  1. Sam will be able to sort and   describe the shapes in the environment after this activity.
Sam can point out different shapes in the   environment and able to tell us what shape it is. For example: the ball is of   circle shape, the picture is of square shape, etc. 

Critical   Reflection (200 - 300 words)Please reflect on child(ren)’s learning, your own practice and teaching strategies, materials and environment setups.

Future Planning
What worked well and   what did not work?
What can I do to   extend children’s learning? 
How can I promote child(ren)’s positive attitude   regarding math learning? 


Lesson Planning Template-1

Lesson Plans reflect your understanding of the EYLF planning and programming cycle, beginning with your knowledge on the focus child(ren) interest, strengths and goals.

Name   of Experience:  Learning about heavy   and light                                                         
Age/class   group: 5 years

Please   circle: Individual/Group Experience
Number   of children: Six       

Location – Indoor

Learning   objectives of this experience 
1. The children will   learn the difference between heavy and light things.
2. The children will be   able to identify the heavy and light things after comparing them.
Lesson plan targets:
  • Physical development
  • Cognitive development
  • Social development
  • Emotional development
Links to the EYLF 

1. Partnerships
2. Equity, inclusion   and high expectations
1. Holistic, integrated   and interconnected approaches
2. Responsiveness to   children
3. Play-based learning   and intentionality
4. Assessment and   evaluation for learning, development and wellbeing
1. Outcome 1.3. Children develop their   emerging autonomy, inter-dependence, resilience and agency
2. Outcome 4.2. Children develop a range of learning   and thinking skills and processes such as problem-solving, inquiry,   experimentation, hypothesising, researching and investigating
3.   Outcome 4.4. Children resource their learning by connecting with people,   places, technologies and natural and processed materials
4.   Outcome 5.3. Children express ideas and make meaning using a range of media

The 'heavy and light' concept is one of the   critical mathematical concepts taught to young children. As the concept has   its application in everyday life, children need to understand the factors   that lead things to become heavy or light and how we can compare them.   Currently, the children are not completely aware of finding the difference   between heavy and light and accordingly identify them. Through the activity,   they can compare two objects and differentiate between them based on their   weight. Also, after understanding the difference between heavy and light, the   children will become aware of what objects they can lift or not or should do   the same. Throughout the process, children will develop critical thinking and   problem-solving skills to help them build their cognitive skills.  
Learning   environment 

The experience will be   conducted in the classroom. I will set up the words 'HEAVY' and 'LIGHT'   clip-arts at different places. I will use the following resources to achieve   the learning outcomes-
1. The weighing scale   (toy)
2. Objects like books,   handkerchiefs, feathers, pebbles, soft toys, etc.
Risk   Management 

Ensuring the safety of   young kids is highly critical since they are not fully aware of the dangers   that can affect them. As the experience will be conducted in the classroom,   which is very safe and per the requirements, I will ensure that the children   do not hurt themselves with the pebbles which will be used for the   experience. I will keep a check on each child over the products they are   using for the experience.

Lesson   Plan 

Following is the   process that I will follow-
Step 1: I will set up   the momentum for learning by using the words like 'heavy' and 'light'.
Step 2: I will offer a   book to the children and ask them, "Can you tell me if this book is   heavy or light?" In this way, I will present a situation for the   children where they begin critical thinking.
Step 3: Then I will   say, “How do you get to know if an object is light or heavy?” 
Step 4: I will explain   that we can do that by comparing the objects by measuring their weight. 
Step 5: I will   introduce the weighing scale toy, where children will thoroughly explore the   concept. I will show examples and then ask the students to experiment and   explore.

Teaching strategies to   be used- Questioning, scaffolding
I will observe each   child and see if they need elaboration on the concept. I will encourage the   children to pose questions through which I will understand if a child needs   some special assistance.
Assessment   of learning 

I will assess the   children using documentation, video recording and taking pictures. These   tools will help make appropriate assessments. I will make jottings because   they allow quicker noting down of the observations.  
I will know that   children have met the learning objectives when-
1. They understand the   words 'heavy' and 'light' clearly and have learned how to conclude that an   object is heavy or light.
2. They understand that   we can call an object ‘heavy’ or ‘light’ only when we compare two or more   objects. The children will learn that some objects are heavier or lighter by   nature, like a feature or an elephant.
Critical   Reflection 

Reflecting on the   children's learning, it can be said that it was a fairly well-executed   experience, and I sincerely attempted to ensure that the children met the   desired learning outcomes. A child's learning is based on key factors, and an   educator should know the factors influencing it. The children had a basic   awareness of the concept of heavy and light. However, to ensure their   holistic understanding of the concept, I arranged an activity where they   could closely explore every aspect of the concept and develop a deeper   understanding. I used teaching strategies like questioning and scaffolding.   Questioning is an excellent way to create a learning environment where the   children become curious about learning something new and enables them to   brainstorm and use critical thinking skills. Scaffolding is another great   teaching strategy empowering children to learn by observing. By using these   two teaching strategies, I was able to facilitate a learning environment for   the children. Also, the materials used were effective. Children learned to   compare the weight and decide if the object was heavy or light. Further, I   conducted the evaluation and assessment part critically by documenting   through short jotting, ensuring that the video was being recorded and photos being   taken.
Future Planning

  • Children were excited to learn about the   concepts. However, two children out of four did not well understand the   concept, which I learned after evaluating their learning.
  • I will repeat the activity but with a new and innovative   approach.
  • I will encourage the children to facilitate each   other's learning.
  • I will encourage children to celebrate their   small wins in learning maths so they gain confidence in their learning and   further enhance it.

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Appendix A 


Critical reflection prompts 

Element 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups is regularly used to implement the program

Critical reflection involves closely examining all aspects of events and experiences from different perspectives. Educators often frame their reflective practice within a set of overarching questions, developing more specific questions for particular areas of enquiry.

Educators may use these questions to guide reflection: 

•          What are my understandings of each child?

•          What theories, philosophies and understandings shape and assist my work? 

•          Who is advantaged when I work in this way? 

•          Who is disadvantaged?

•          What questions do I have about my work? 

•          What am I challenged by? What am I curious about? What am I confronted by?

•          What aspects of my work are not helped by the theories and guidance I usually draw on to make sense of what I do? 

•          Are there other theories or knowledge that could help me better understand what I have observed or experienced? What are they? 

•          How might those theories and that knowledge affect my practice?

(Government of South Australia, 2017, n.p.)

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