Lesson Plan for Preeschool students using EYLF cycle
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:
Links to the EYLF
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.
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.
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.
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.
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.
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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.)