Lesson Plan (Primary) · Web viewUnder The Australian Curriculum Assessment and Reporting Authority framework[ACARA] (2014), teaching the children about biocentrism comes under Organising

12056747. Kylie Reeves. EDU20005. A3:Folio

Assessment 3: Kylie's Assessment folio

Kylie Reeves

Swinburne University

EDU20005

Jia Xu

22nd of September, 2014.


A puppet show- Biodiversity and the interdependence of animals, people and the environment

Materials and props

This resource is a puppet show designed for children in early childhood and Foundation Level to educate children about biodiversity, interconnections of the

ecosystem and, caring for animals habitats. The puppet box is made from recycled wood and the puppets are purchased from eco-friendly retailers such as organic

puppets from Apple Park (2013) or home-made puppets from recyclable and/or re-usable objects, such as, paper bags, bottle caps and so forth. There are also

props such as a sign of the circle of life, back-drops such as trees, and animals habitats. Educators should ensure all aspects of what they are teaching are adhering

to sustainability, such as the ecologically friendly materials and puppets, so as to not just teach it, but lead by example (Barron, Jackson & Anderson, 2005). This

resource is encouraged to be used outdoors by educators, as the concept is about children connecting with the environment (Davis, 2010).


(Reeves, K, Sustainability Education Puppet Show Box, 2014).

(Apple Park, Organic Puppets, 2013). (Reader, Stick Puppets, 2009) (Bazil Grumble, Puppets Galore, 2013).

Function and purpose of resource

This resource is to be used as a puppet show about biodiversity and how people and all living organisms, in particular animals, are interconnected. Drama will

spark emotion about the characters and events (Lang, 2007). Under The Australian Curriculum Assessment and Reporting Authority framework[ACARA] (2014),

teaching the children about biocentrism comes under Organising Idea [OI] 2.,"All life forms, including human life, are connected through ecosystems on which

they depend for their wellbeing and survival'. The puppets will be used to tell a story about how the animals are getting pushed out of Earth because people are

being greedy and thoughtless. Slowly each animal disappears and the chain of life is out of balance.

The puppet show will demonstrate that all organisms rely on one another, and the children learn the deep connection between them. The children will be

introduced to the chain of life using the puppets and props, illustrating the interdependence and sparking a holistic/spiritual connection(Capra, 1996).

42056747. Kylie Reeves. EDU20005. A3:FolioThe children will be asked what they can do to help and it can be written on the blackboard, on the puppet box. Depending on what the answers are, the educator

then acts out the scenario with the puppets. For example, share the Earth, stop cutting down trees, stop pollution and cut down water usage (Merkal, 2005). The

environmental issue of animals disappearing can be examined locally. Other ecological issues and solutions surrounding threatened species can be explored

through talking about dumping weeds, cat control, compost, conservation and, introduced species and plants (Department of the Environment, n.d).

As well as adopting respect, compassion, responsibility and integrity, the children will gain civic values and skills, such as:

Appreciate and see the value of the world as a whole, not a segregated entity.

Learning that animals and all organisms depend on the other

Adopt responsibility, active citizenship and genuine values about the caring for the environment.

See the benefit of participating in the community to better the environment and oneself

(Department of Education and Heritage [DEH], 2005).

During the implementation of this resource, educators can apply teaching strategies such as modelling, scaffolding/extending on children's learning, ask

open-ended questions and get students to practise problem-solving, comprehension and creative thinking (ACARA, 2014 & AGDE, 2014, Early Years Learning

Framework,, 2009).


Lesson Plan (Primary)Lesson title: Let's Recycle Together Date: 22/09/2014 Year level: FoundationTopic: Sustainability- recycling Duration of lesson:

Links to the Australian Curriculum:

Learning areas Strands & sub-strands Content descriptors

Sustainability

English-Literacy

Mathematics

Information Computer

Technology [ICT].

(VCCAA 2014 & ACARA,

2014)

Sustainability:Strand- SystemsSub-strand- Organising Idea [OI] 3:

Literacy:Strand- LiteracySub-strand- Interacting with others

Mathematics:Strand- Number and AlgebraSub-strand- Patterns and algebra

(VCCAA 2014 & ACARA, 2014)

Sustainability:

OI 3. Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.

English

Literacy:Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Mathematics:

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)

ICT:Identify, use and explore digital systems(hardware and software

components) for a purpose (ACTDIK001).

(VCCAA, n.d & ACARA, 2014)

Lesson rationale: This is a fun way for children to learn about preventing unnecessary waste (recycling). It aims to educate students to become empathetic and caring citizens, who will be mindful about recycling locally and globally. Students will learn the interconnectedness of all living organisms and ecosystems on Earth, and feel empowered to make a difference through recycling(DEWHA, 2009).

http://www.australiancurriculum.edu.au/glossary/popup?a=T&t=Digital+systems

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACMNA005

http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1646

http://www.australiancurriculum.edu.au/glossary/popup?a=E&t=listen


The children will become informed citizens, gaining the knowledge of why recycling is needed and how to recycle, and will develop into informed citizens who can contribute in the classroom, outside of school and well into the future (ACARA, 2014).

Students background knowledge: The Early Years Learning Framework [EYLF], under Outcome 2, such as learning about community participation and understanding various ways to contribute through play and projects, is the starting foundation (AGDE, 2014).

Teacher focus: This lesson will need to be clear, positive and not overwhelming for the children. Extending children's critical thinking about the whole-school approach of recycling bins and demonstrating what they can recycle(UNESCO, 2008).

I need to motivate the children to recall what recyclables are and encourage them to want to take active citizenship as a class and independently(Lang, 2005).

Learning objectives: At the end of the lesson, students will be able to say and show which objects go into the recycling bin.

Students will know what recycling is and its purpose.

The children's knowledge and respect for recycling will become part of the routine as a whole class approach, and they will also be able to implement recycling independently.

The students will know why recycling is important towards sustainability and identify the possible consequences of taking action and not taking action.

Students will have a foundation to towards knowing the Earth is finite.

(Department of Environment and Heritage, 2005 & ACARA, 2014).

Learning environment and resources:

Laptop Interactive whiteboard Internet for video files Ipad Lunchtime Legends Application Props Template for recycling activity Containers for activity Scissors and Textas.

72056747. Kylie Reeves. EDU20005. A3:FolioAssessment strategies:

Observation and questioning for formative assessment on the students understanding of recycling. I will observe through watching the children during their activity and the Ipad application (Duchesne, McMaugh, Bochner, & Krause, 2013).

I will make up a record keeping chart of who has understood recycling and who is actively applying it in the classroom(Sparks Linfield, 2012).

Stage of lesson Approx.time

Pre-service teacher’s actions Student actions/tasks


Stage 1 IntroductionHow will you gain the students’ attention, engage the interest of the students and introduce the concept(s)?

10 minutes I will ask the children if they know what recycling is

and what goes into the recycling bin. I will talk about what happens to objects that are recycled (Sparks Linfield, 2012).

I will play a fun song about recycling and tell the students to look for the recyclables.

(Orrick, Phillippe & Urquhart, Recycle It, 2011)

I will instruct the students to name the recyclables they saw, and I will pull these objects out of my sack and put them on the table.

The students will be sitting around the interactive whiteboard, watching the 'Recycle It' clip and name the objects I retrieve form the sack.

(Reeves, K, Sack of Recyclable Goodies, September 17. 2014)


Stage 2 Body of lessonDescribe each activity and the order in which it will be undertaken.

25-30 minutes

I will instruct the students to go to their desks and then hand out small old plastic containers and a worksheet.

I will instruct students to cut out only the objects that can be recycled, and place them into their recycling bin.

I will show the children a poster of a big mound of rubbish and explain that if we don't recycle, then the Earth ends up with excess waste(Sparks Linfield, 2012 & Orr, 2014).

Students will be cutting and placing the recyclable objects into their bin.

The children will realise that recycling and not bothering both have implications.

(Reeves, K, Recycling Container and Worksheet, September 17, 2014).


Stage 3: Conclusion

10 minutes

I will ask the children to name the objects they have put into their recycling bins to evaluate who understands recycling.

I will instruct the children to take turns using the Ipad application Lunchtime Legends, with a partner, to further practice recycling knowledge.

(Brisbane City Council, Lunchtime Legends, September 17, 2014).

The children will name the objects they have put into their recycling bin.

The children will work in pairs and play Lunchtime Legends (Brisbane City Council, 2013).

Learning Plan (Early Childhood)Topic: Sea Animals and Plastic Debris in the Ocean Date:22/09/2014 Age group: 4/5 years old

112056747. Kylie Reeves. EDU20005. A3:FolioTitle of experience: Sea Creatures and Plastic Bags

Links to the Early Years Learning Framework:

Outcome 2: Children are connected to and contribute to their world.

Outcome 4: Children are confident and involved learners(AGDE, 2013).

Content/concepts being explored:

Sustainability: recycling, littering the ocean, sea creatures, the ocean, consumerism (Greencitizen, n.d).

Organising Idea 2:All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival (ACARA, 2014).

Children will explore their connection to the natural world (AGDE, 2013, EYLF, 2009).

Outcome 2: Children become socially responsible and show respect for the environment

Outcome 4: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

(AGDE, 2013, EYLF, 2009).

Rationale: Teaching children about taking for marine life and the ocean is developmentally appropriate for young children. Children in kindergarten can learn concepts such as using re-usable items and picking up litter, setting the foundation on marine ecology issues (Take 3, 2013).Tim Silverwood from TEDxNewy (2011) points out that over 80% of debris that is mainly plastic littering the oceans, is coming from land. This lesson is one that small children at this age can grasp and instantly practice.

In meeting Australia's National Quality Framework for early childhood and care, under standard 3.3, this lesson encourages children to participate in caring for the environment and contributing towards a sustainable future (Australian Children's Education & Care Quality Authority, 2013).

http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability


Child/children’s background knowledge: The children will have varied knowledge of Sea Creatures and the effects of plastic bags. Most children will know most the common sea animals and what a plastic bag is, so there is an opportunity to build on prior knowledge (AGDE, 2013, EYLF, 2009).

Learning objectives:

Under Outcome 2 Outcome 4 in the EYLF (2009):

Develop an awareness of the impact of human activity on environments and the interdependence of living things.

The children will become empathetic and show connection to animals and this will shape active citizenship for caring about the environment (Davis, 2005).

Under Outcome 4:

The children will engage in water play and explore ideas about sea animals (AGDE, 2013).

The students will learn about Sea Creatures and identify threats to their environment, such as plastic bags, after the lesson (Greencitizen, n.d).

The children will have empathy for animals and want to actively contribute in preservation. This is an ongoing and developing skill (Davis, 2005).

132056747. Kylie Reeves. EDU20005. A3:FolioTeacher focus/intentionality:

I will focus on Outcome 2: Children are connected to and contribute to their world and Outcome 4: Children are confident and involved learners. I will present

information to promote care and empathy, followed by collaboration and community/group approaches towards active citizenship (UNESCO, 2010). The

children will investigate and explore sea creatures through sensory play independently. I will implement the lesson using a multi-modal approach and use the

five semiotic systems (visual, audio, linguistic, gestural and spatial) (Arthur, 2010).

Environment and resources:

Interactive whiteboard Access to internet for YouTube clips and connector Plastic bags Objects for mural such as card for poster, plastic items, shells and stencils or pictures of sea creatures A tub, blue food dye and sea creature toys for sensory play.

Assessment strategies: I will evaluate the children's learning by recording who could explain what happens when people use too many plastic bags and who can tell me after the lesson. I will observe who is confident and involved during the mural activity and assist those who need additional support(ADGE, 2013, EYLF, 2009).

Stage Plan for all stages of the experience

Approx.time

Pre-service teacher’s actions Child actions/tasks


Stage 1 IntroductionHow will you introduce the experience/concept(s) and engage the interest of the child/children?

4-5 minutes I will introduce the children to sea creatures by playing a YouTube sing-a-long.

http://www.youtube.com/watch?v=AskWKTiyLmU

(Nursery Rhymes T, Octopus, 2014, Apr 28).

The children will sing the song about sea animals.This will create a fondness, empathy and connection towards sea animals(Capra, 1996).

(Nursery Ryhmes TV, Crabs, 2014, Apr 28).



Stage 2 Main body Describe the experience: what will children be doing? How will concepts/ issues be explored? List at least three focus questions relating your learning objectives to be asked of the children.

10 minutes I will ask the children "What are these?" (plastic

bags) extend on it, saying that too many plastic bags

get used and they end up in the ocean, hurting our

sea animals.

I will play Plastic Planet's clip, showing a Mum

going shopping and using lots of plastic bags.

I will ask what can stop plastic bags going into the

ocean.

http://www.youtube.com/watch?v=73sGgmZoMBQ

(Natracare, Plastic Bags, 2011, Mar 24)

I will scaffold the children's ideas and cover

solutions such as using a carry bag, reusable drink

items, recycling, picking up rubbish and so forth,

(Greencitizen, n.d.)

The children will sit in circle sing the song about sea animals.

The children will watch the short clip from Plastic Planet.

(Natracare, Plastic Bags, 2011, Mar 24).

http://www.youtube.com/watch?v=73sGgmZoMBQ



Stage 3: Conclusion Over a few weeks for mural.

Sensory play out over a few weeks.

The children will collaborate and create a mural

about protecting sea creatures from plastic. (Take 3,

2011). During this, I will ask the children questions

about plastic and the ocean to evaluate learning.

(Lines in the Sand, Ocean Plastics Posters, 2014)

I will set up an Ocean sensory tray for children to

explore sea creatures (Green Owl Art, 2013) , to

cement their connection to the sea and its inhabitants

(Weber, 1999).

The children will make a giant wall mural containing sea creatures and how to stop pollution in the ocean.

(Green Owl Art, Ocean Sensory Tray, July 17, 2013)

The children will engage in sensory play at time over the next three weeks.

182056747. Kylie Reeves. EDU20005. A3:FolioReferences

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http://www.acecqa.gov.au/Physical-environment

Australian Curriculum and Assessment Reporting Authority (n.d). F-10 Curriculum. Cross-curriculum priorities. Sustainability. Australia: Education Services

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Apple Park (2013). toys and gift sets. Organic Puppets. Retrieved from http://www.applepark.com/organic-toys/organic-puppets.html

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Arthur, L. (2010). Stars are made of glass: Children as capable and creative communicators. Retrieved from

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Barron, D., Jackson, S., & Anderson, L. (2005). Ignorance, Environmental Education Research and Design Education. Australian Journal of Environmental

Education. 2139-46.

Bazil Grumble (September 20, 2014). Puppets Galore. [photograph]. Retrieved from http://www.bazilgrumble.com/programs/workshops/primary/puppets-galore/

Brisbane City Council. (2013). Lunchtime Legends. Brisbane: Brisbane City Council. In ITunes Inc. Retrieved from https://itunes.apple.com/nz/app/lunchtime-

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Documents

Lesson Plan (Primary) · Web viewUnder The Australian Curriculum Assessment and Reporting Authority framework[ACARA] (2014), teaching the children about biocentrism comes under Organising