FORWARD PLANNING DOCUMENT

TERM: 1 WEEKS: 8
EYLF
PRACTICES

Responsiveness
to children

PRINCIPLES

Learning
through play

Intentional
teaching

1. Secure, respectful &

reciprocal relationships
1.Children have a strong
sense of identity

OUTCOMES

YEAR LEVEL: 1

LEARNING AREA/TOPIC: Minibeasts

Learning
environments

2. Partnerships
2.Children are connected
with and contribute to
their world

Assessment for
learning

3. High expectations &

equity
3.Children have a strong
sense of wellbeing

Cultural
competence

Continuity of
Holistic approaches
learning &
transitions
4. Respect for diversity
5. Ongoing learning &
reflective practice
4.Children are confident
5.Children are effective
and involved learners
communicators

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSON

Week
8/Lesson
1

Prin
O/C

3
5

EYLF
Prac

2.2
2.4
4.1
4.2

AUSTRALIAN
CURRICULUM
LINKS

Living things
have a variety
of external
features
(ACSSU017)

Critical and creative

thinking

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

1.

2.

Ethical Behaviour

Demonstrate
knowledge of
mini-beast body
parts by drawing
and recording
them through the
app show me.
Use craft
material to make
a mini-beast
featuring the
learnt body parts.

ASSESSME
NT
(what &
how)

1.

2.

After
lesson
teacher
can go
onto the
ipads
and read
the
students
answers,
using a
marking
rubric.
This
will be
assessed
by the
final
outcome

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES

KEY
QUESTIO
NS

RESOURCE
S

Introduction:
Flash cards of different mini-beasts getting them to act like them.
E.g. March like an ant, click like a beetle.
Discuss what students know about insects
Make a brainstorm
Explain the activities to come

-What
insect have
you
decided to
make?
-What are
the main
body parts
of an
insect?
-How
many legs
does your
insect
have?
-What
materials
are you
going to
use to
make your
insect?
-Can your

-Flash
cards
-Egg
cartons
-Empty
toilet rolls
-Goggle
eyes
-Tooth
picks
-Honky
nuts
-Pop sticks
-Pom poms
-Pipe
cleaner

Body:
Craft mini beasts Students will be making craft insects.
Craft materials will be provided and students are encouraged to be
as creative as they can with their craft insects.
Students are guided to remember the discussion at the beginning of
the lesson about insect body parts.
While they are making their craft insects it will be revisited that
insects have three main body parts: a head, thorax, and abdomen.
The thorax is sandwiched in between the head, which is at the top
and the abdomen, which is at the bottom.
The book Mad About Mini-beasts by Giles Andreae will be kept at the
table for students to flick through.
Drawing a bug on ShowMe -

Made
About
Minibeasts!

This activity requires students to remember, recognise and draw the

three body parts of a mini-beast
IPads with Showme apps will be provided for each student
While students are drawing the educator will be present for any
questions that need to be asked/answered and for supervision while
students are using iPads.
Once students are done make sure they save their presentation
They can then show their presentation to a partner or the small
group

Conclusion:
Rediscuss the body parts of an insect and the activites that were
covered
Ask if there are any further questions
Allow for show and tell for selected students and their insects.

Week
8/lesson
2

3
5

2.2
2.4
4.2
4.3
5.3
5.4

Develop
confidence
with number s
equences to
and from 100
by ones from
any
starting point.
Skip count by
twos, fives
and tens
starting from
zero (ACMN
A012)
Collect,
explore and
sort data, and
use digital
systems to
present the
data creatively
(ACTDIP003)

1.

2.

Competently use
to create
numbers book

1.

Can recognise
numbers and
objects from 2

2.

This is
will be
assessed
through
out the
lessons
and
recorde
d onto a
rubrics
This
will be
assessed
by the
end
result of
their
book
and
recorde
d onto a
checklis
t

insect fly?
-What are
you
drawing?
-How
many legs
to insects
have?
-What do
you know
about your
minibeast?

Introduction:
Counting as a class 2- 20
Number Flash cards 2-20
Selected students arrange numbered popsticks, on whiteboard 2-20

Can you
count
forward
from 2?

Body:

How do
we use
book
creator?

Use book creator to generate a skip count book (2-10).

Students to search in and out of the classroom for the plastic insects
and written number taking a picture and uploading it onto their
book.
Within each page students are to have a written sentence about that
number. E.g. Two grasshoppers hopping.
Next they are to write the number as a digit on the page

Conclusion:
As a group selected students are to share their books with the class.
As a class put together skip counting puzzles
Play buzz. Every child goes through saying the next number from
1 50. Every student that has a multiple of 2 is to say buzz instead.
Cater for student diversity:
Students who are lower achievers can record their book instead of
writing on the pages and use a 100 grid to help with identifying the

By Giles
Andreae
-Ipads

-Flash
Cards
Numbered
-Popsticks

What do
we need to
remember
with ICT

-Ipads with
book
creator
-Plastic
bugs
-Laminated
written
numbers
-Skip
counting
puzzles
-100s Grid

Week 8
Lesson 3

3
5

1.2
1.4
2.1
2.4
3.2
4.2
4.3
4.4
5.5

Engage in
conversations
and
discussions,
using active
listening
behaviours,
showing
interest, and
contributing
ideas,
information
and questions.
(ACELY1656)
Use
interaction
skills
including turntaking,
recognising
the
contributions
of others,
speaking
clearly and
using
appropriate
volume and
pace
(ACELY1788)
Follow,
describe and
represent a
sequence of
steps and
decisions
(algorithms)
needed to
solve simple

As a result of this
lesson, students will
be able to:
Determine correct
answers to mini-beast
quiz questions using
the beebots in a small
group.

Checklist
with
observation
notes on
each group
and how
they worked
together.

next number.
Higher achievers once finished can use spare bugs to create more
pages
If finished early students can also add extra details to their book.

Introduction:
Read Made About Mini-beasts! By Giles Andreae
Children to each write one thing on the whiteboard that they didnt
already know about mini-beasts that they learnt from the book.
Small class discussion on these new found facts.
Procedure:
Teacher introduces the beebots.
Students receive clear instructions as to how the beebots work so
that they feel comfortable to navigate one when the activity begins.
Students separated into groups of 4.
Teacher explains activity that the children are expected to
participate in using their beebots.
Activity consists of a mini-beast quiz. Quiz includes questions
about mini-beast features, habitats and some answers are shown as
pictures all quiz questions are based from the Mad About Minibeasts book read in the introduction and facts learnt in past
lessons.
Questions and a choice of 3 answers to each question, are laid out
across different areas of the floor in the room.
Each group starts at a different question.
One student reads out the question and as a group they decide on
which answer out of the three laid out is correct.
One student puts the directions into the beebot so that it lands on
their chosen answer.
Flipping over the answer card will reveal if they have chosen
correctly.
If the answer is correct they move on to the next question.
If the answer is wrong they go back to the question and re-direct
their beebot to their next choice of answer.
Students record their correct answers on a crossword puzzle sheet
that they all have.
Crossword puzzle includes clues and links to the beebot questions
to direct students and beebots to correct answers.
Conclusion:
Students come together for a discussion about the lesson and how

- Can you
name any
minibeasts
from the
book?

Book:
Made
About
Minibeasts!
Whiteboard

- Did you
like those
minibeasts?

Whiteboard
marker
Beebots

- Why did
you pick
that
answer?
- Do you
remember
what that
insect
looks like?
Do you
like the
Beebots?
Are the
beebots
easy to
use?

Pre-made
mini-beast
quiz
Crossword
puzzle
sheet

problems
(ACTDIP004)

Week
8/lesson
4

1
2
5

2
4
5

Living things
have a variety
of external
features
(ACSSU017)
Represent and
communicate
observations
and ideas in a
variety of
ways such as
oral and
written
language,
drawing and
role play
(ACSIS029)
Living things
live in
different
places where
their needs are
met
(ACSSU211)

their beebots went in finding the correct mini-beast answers.

The teacher observes throughout lesson which questions the
students struggled with and conducts a mini quiz discussion to go
over those questions and point them out in the mini-beast book.
Learner diversity:
All students are given the opportunity to experiment with the beebots so that
it creates an engaging and hands on learning experience that will gain them a
greater understanding on the ICT activity and knowledge of mini-beasts.
Competent students: Students who have finished the task easily are
required to brainstorm on the board what they found interesting about minibeasts and using the beebots this will be used in the class discussion in the
conclusion of lesson.
Middle students: These students can complete task on their own but require
some assisting occasionally. The teacher will look out and be aware of when
they need help so that they can continue with the task easily with no major
set backs.
Assisted students: Groups are selected so that the students who need more
assistance are all together. The teacher will be able to guide them to the
answers and they wont feel under pressure or left behind by students who
can do the task efficiently.

1) Students reflect
on the 3 past
lessons about
what they have
learned about
minibeasts
2) Recall
knowledge from
previous lessons
by answering
questions
3) Use ICT to
receive questions
and answer

After lesson
teacher can
go onto the
ipads and
read the
students
answers on
Poppletusing a
marking
rubric.

Introduction:
Students on mat
Tell students that today we are going to be doing a scavenger hunt
Inform them that they will be using an ipad in pairs and walking
around the junior quadrangle (plenty of space for students to work
in and not be squished with other partners) looking for QR codes to
scan
The QR codes will each take students to a question which they will
read and have to answer on the app Popplet
Procedure:
Get an ipad and show students what app they will need to scan the
QR code and revisit how to use Popplet (just in case students have
forgotten) Make sure you ask students if they have any questions or
if they need you to show them again before moving on.
As a class brainstorm what they have done in the past 3 lessons and
the main points they have enjoyed and learned from them
Get students to get into pairs- if there is an odd number have a
group of 3
Give out iPads as a class and open the QR code scanner and
Popplet apps
Walk down to the quadrangle and tell students to go and answer as

Questions
students
will see
when using
the QR
code
scanner:

Ipads
QR code
scanner app
Popplet app
Whiteboard

Name the
body parts
of a
minibeast
What
sound does
a bettle
make?
How do
slugs
move?
Find a
picture of a
butterfly
How many

Whiteboard
marker
Printed QR
codes
Gluetack
Safari/goog
le chrome
for students
to research
information

Collect,
explore and
sort data, and
use digital
systems to
present the
data creatively
(ACTDIP003)

many questions as they can- the best they can. If they are having
trouble on a question they are allowed to google or go on ask.com.
Tell them they have 25 minutes and we will be discussing when
they come back to class.
Walk around observing, helping and supervising students whilst
they complete the hunt.
Conclusion
After the time is up get students together and walk back to the
classroom
Get them to sit on the mat and get each pair to present one question
and answer to the class
Get students to save their work with both names on it and put back.

legs do
insects
have?
How many
legs do
spiders
have?
What
colour are
beetles?
What is
your
favourite
thing about
minibeasts?
Name 3
minibeasts that
have
wings.