Lesson Plan:


 

Question 6. Area/s of nationally developed curriculum/s, with strand/s and student learning outcome/s:

Within my elected lesson plan, I have made it so that I have one initial lesson plan that spans across five days or, one week, during which there challenge time becomes lesson plans, as I will have five groups of approximately five to six students in each group. Here, I will have the students working in the afternoons (known as their challenge time), in which they actively participate in activities, share their ideas, findings, and, strategies for (in the case), solving problems, during which I usually move around and monitor the activities/challenges, everyday except Wednesday's as this is their sports afternoon - parents too often make an appearance and assist in parent help during these afternoons.

I will inform you that I have a class of 25 students many of which are a fairly bright, for this reason, I find it relatively easy when it comes to forming group work. Every member of the classroom is able to easily move from activity to activity through the way in which I run the challenges everyday, except Wednesday's. Adding to this, the students are also able to share any significant, or insignificant for that matter, work, both good and bad, fun/boring, challenging/rewarding etc., as they meet together on the mat at the end of each lesson and participate in active listening. Through this, the children are put within a situation that enables them to appreciate their own work as well as other students.

The computer is situated continually within the classroom (out of the direct sunlight and way from water,and the art work area, as well as can be easily stored away for security purposes), and, is positioned in such a way that students can use the computer individually, in small groups or, for usage of the whole group. This makes it easy for me to refer to at any time, expected and unexpected, to use within a lesson/s. Computer equitability has been catered for in the sense that every member will have a chance to operate the computer - in the way of a specific task/activity/challenge, but also as a part of a reward - say if they have finished work early, or, again, I can integrate the computer based activities through a specific task either, in a small group or, as a whole group.

I am using the theme 'Strategies for problem solving". I will be incorporating many problem solving activities, including the problem solving games on the piece of software titled "Sym games" which employs mainly memory and organisation in which can be seen as a form/strategy for solving the problems presented on this piece of software and, I have chosen level one based programs (on the sofware and, see below for strands). I have chosen this theme and piece of software and focused on many of the outcomes from this as I have felt that the students have had much computer time during the year and feel that it would be somewhat beneficial in enhancing their excellent, yet diverse computer capabilities. My objectives are as follows:

**** students should be able to do the following by the end of this theme: *****

## count sequentially, with two or more collections

## copy patterns

## match and classify patterns

## pictorially display mathematical answers

## make estimations relating to future possibilities

## talk in mathematical language

## actively listen and interact with peers/adults relating to familiar topics

## use correct spoken language - relating to school purposes and expectations

## communicate effectively with fellow peers and adults

## use problem solving strategies through investigation and alternatives

## (for students who can cope) publish work

## effectively use computer equipment

## operate and control simple systems

## explore functions

## have an awareness of how time works, through an egg timer

## record both written and illustrated information in correct book

## attempt finishing a worksheet

## justify a choice or an action verbally/orally

Also, I can be seen as using three areas of nationally developed curriculums which are as follows:

Relating to Mathematics curriculum, using problem solving strategies and strands are as follows: investigating, using mathematical language, counting and ordering numbers/sequences strands. The outcomes (based on the objectives) I will aim to expect from this curriculum will include:

counts and estimates collections, orders two or more collections

copies, and invents repeating and counting patterns

uses patterns to represent their own patterns

with assistance, classifying, matching, ordering or counting

answers mathematical questions by showing it with pictures, or by trial and error

talks about mathematical ideas in natural language

uses a 30 second egg timer

Relating to English curriculum, using problem solving strategies and strands are as follows: texts, contextual understanding, and general strategies. The outcomes (based on the objectives) I will aim to expect from this curriculum will include:

interacts informally with me (the teacher), peers, and known adults in structured classroom activities dealing briefly with familiar topics

shows emerging awareness of school purposes and expectations for using spoken language

monitors communication of self and others

Relating to Technology curriculum, using the strands are as follows: Designing, making and appraising, Information, Materials, Systems. In this way, the students will be seen as covering all aspects of the strand in technology providing unity of purpose and direction across all areas of study in technology, as well as using other strategies to problem solve from the other challenges. The outcomes (based on the objectives) I will aim to expect upon completion of this unit will include:

investigates issues

devises alternatives

synthesise information in visual, symbolic and electronic forms, using the computer

edit, format and publish (if they wish), simulations and graphic representations

understands the nature and uses of information

analyse, interpret and predict patterns and trends in information

uses the form and function of materials

select and use materials to achieve desired effects

explore the development of materials and future possibilities

uses materials safely and judiciously

observes, constructs, operates and controls simple systems

explore the forms, functions and performance of systems


Question 7. Off the computer activities:

The other challenges/activities related to the topic, that will be happening off the computer include:

One student is responsible for taking the responsibility for organising the observation of a table of five familiar objects in which the other remaining subjects partake in, for instance, observing a pen, pencil, rubber, paint brush and paper which are are viewed for 30 seconds (using an 30 second egg timer), then a tea towel is placed over the the same objects (done by the the responsible student),and the remaining students have to try and remember firstly what objects were there, and secondly, which order they go in. In this activity, students can be seen as interacting to help use and therefore solve this problem of obtain the objects, then in sequential order. They are then asked to illustrate and or write by way of recording this information in their English books and sharing their discoveries and or solutions on the mat at the end of the lesson.

In pairs, the students will be playing the familiar memory game using a various range of decks - some of which include deck with animals, food, cars etc. In playing this game, students can be seen as using their memory strategies for solving the problem of obtaining all cards placed down into there pair. Keeping score, the students are then to make a recording of how many games were played and who won what games, pictorially illustrating which of the memory games were played.

In the next activity the students will actively play the game pick up sticks. Here the students will compete against one another to use a strategy to help solve the problem of removing the sticks from the pile without effecting, or moving another stick. This will be played in groups of three.

In the next activity, the whole group, consisting of about five or six students per group, students will actively engage, through worksheets containing different shapes- of different sizes and colours, and observes, counts (in there heads) the patterns within each section. There next task is to match the correct patterns with the correct shapes, sizes and colours, with simple lines connecting, to give their interpretation of a type of sequential order, gluing this workshheet into there maths book and, justifying verbally/orally when coming to the mat and sharing what they did and why they thought it was a good idea to it this way.


Question 8. Computer - based activities/challenges related to the topic:

The computer-based activities/challenges will be the usage of the software"Sym Games", which can be seen as covering many of the outcomes I wish to obtain including employing mainly memory and organisational skills to enhance a form/strategy of problem solving. The students will be working in pairs each having a 5 minute time limit (using a five minute egg timer) to play any game they so desire. The students already know how to operate the computer as throughout the year we have focused on these factors and even if this fails, there is usually a student within the group, who knows exactly what to do!


Question 9. Classroom management and evaluation strategies:

The management of the classroom is as mentioned above in that I will be periodically moving around the classroom during this time assisting and monitoring students through their activities.

Relating to the evaluation strategies, or verification of learning, I have indicated in a couple of activities/challenges that I have the students recording their information in their appropriate books, as well as keeping a progressive record of their work in a portfolio that is kept within the classroom for the students to put particular assigned work they have done from the beginning of the year to the end of the year. I also keep a mental record in my head and I make it a habit of noting any significant details, and record this almost immediately in my own record book. I usually use this book to help me with any individual needs, ensuring that I cater for these people in the near future.


Question 10. Well I do hope you found my lesson plan/s exciting and or enjoyable to read and that you obtained my very valuable, yet constructive information via e-mail, otherwise this can be seen as been as complete waste of my time!

THANKYOU FOR YOUR PARTICIPATION!!

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