Professional Documents
Culture Documents
Year One
Outcomes
Making
Appreciating
Week
1&2
Term 3
Learning Sequence
Resources
http://www.youtube.com/watch?
Part 1:
v=ti0HDtRY8u4
Environments).
Paint paper plates green with red dots
leave to dry.
Part 2:
Paper plates in
Green pain
Leg templates on green
card
Googly eyes
Sticky felt/ coloured card
Red card - tongue
http://www.youtube.com/watch?
festival
On white art paper draw the shape of a
balloon then a rectangle below for the
squares
Assorted tissue paper
Art paper
Coloured mounting card
White card
text Samsons Titanic
basket.
Use the yellow and orange coloured paper
v=WPq5Ma20Oak
pattern.
Use the tissue paper and glue to collage a
pattern for the balloon. Cut both shapes
Titanic
teachers instructions).
Fill picture in with paints.
http://www.projecthornple
Sydney.
Watch the youtube clip (slideshow of
ase.com/
http://www.youtube.com/
watch?v=Dq_sGLkmj3U
Truck template on card
Textas
Gel pens
Pencils
Glue
Pom poms
glitter
truck.
When complete, students write a
description to outline the purpose of
their truck.
Boat Making with Prac Student (please
see other program below).
Year Level:
Class 1
Topic: Transport theme making boats using cardboard, paper Mache, glue,
paint, buttons and fabric
Intended
learning
outcomes
This term one of the subject themes is transport and so I have created a
lesson plan for the class to use this knowledge base as integration to
work on their fine motor skills through crafting a boat via tape, Paper
Mache (gluing), painting, and sewing.
Assessment
Procedure
This Is The Boat, the golden boat (cup both hands to make a boat)
That sails on the silvery sea (move hands like waves)
And these are the oars of ivory white (lace fingers together, palms up)
That lift and dip, that lift and dip (raise and lower hands)
sail and sew sail fabric to yard; 8. Attach buttons for rigging; 9. Attach
sail to mast and rig boat.
Learning experiences:
What learning experiences will best develop the intended
outcomes? Doing the craft in a methodical and focused way. Help those
who are struggling with fine motor skills.
Which Dimensions of Learning Strategies would be appropriate?
Encourage students for positive attitude.
What Instructions will I need to give? As well as writing on board
draw pictures of stages.
What examples might I need to show? Show final product.
What is the logical sequence of the learning experiences?
Following steps of craft process.
How will I differentiate the learning experiences to include all
students? Those who are working faster can move ahead whilst those
who need help can be assisted or take part of the project home for help
at home.
What will I prepare for fast finishers? Ask those who have finished
to think of a name for their vessel. Practice writing it on a piece of paper
then paint on their boat.
What time allocation do the learning experiences require?
Roughly 1 & - 2 hours.
Classroom organization: How will I set up the classroom for this
lesson? We set up three stations: 1. Paper mache for the hull of the
boat; 2. Painting the mast and the yard; 3. Sewing patches on sails.
What grouping arrangements will be the most strategic? I learnt
from the first lesson that the children need a lot of one on one attention
for instruction on sewing and fixing any errors or rethreading their
needle.
What balance of whole class, small group and independent
learning experiences will I use? Those who finish early can help
peers who need it.
Dialogue: What opportunities can I create for dialogue? Who has
been on a boat? What happened/Tell us about your experience.
Questions
Evaluation
What worked well? Splitting up the class into three groups worked
well. The middle group painting the masts and sails worked well in
terms of making a contribution towards the whole class. The group
working on their sails needed a lot of help at first because they
havent had much if at all any experience sewing.
What would I modify? Reduce numbers in sewing group to 4 -5 and
include some good, confident and experienced sewers. Have all
students finish their paper mache hulls.
What would I do differently next time? Next art session I would
still set up one table for those students who still need to finish their
hulls with paper mache. One table for those students to begin
painting their boats (two coats required to make it look good and
finished). And the third table will be for sewers to sew not only their
patches onto their sails but also their sails onto their yards. I will have
to cut incisions into masts and help them to select buttons and attach
with thread to secure rigging once hulls are painted and dried and
inserted upright into boat.
Which students do I need to follow up? F has been away and will
have to start from beginning. Also B was away for last lesson and will
have to catch up. R.R needs one on one to finish paper mache and
also help with sail and sewing. I asked the students whether they
would like to glue on their patches but all wanted to sew them on
which I am very proud that they all wanted to have a go. Children are
so able when given the opportunity.
What do I need to build on in the next lesson? Build on time
management, planning for children with special needs as to how they
can be managed to work independently? And also prepare tidying up
plan into lesson plan.
How can I use the assessment information to improve student
learning?
Honing fine motor skills is essential for good handwriting, craft and
painting. Overall the activity is designed to give the children a strong
sense of achievement especially after mastering each skill and
completing the entire individual project. Nevertheless for assessment
purposes keep an anecdotal record/make a note for each student on
their initial response to each task and responses along the way. For
example those children who simply wanted to finish a task without
taking time and pride in their work rush through the process. The gift of
learning patience and persistence should improve overall student
learning and their attitude towards their own work and how it is related
to effort.
Yes
Yes
Yes
Yes
Have I considered how I will set the room up and use the learning
spaces?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Sample boats.