Amy Ramsey (Griffiths) 110144437

Lesson Plan

Learning Experience Planner

Year Level: Foundation Location: Classroom
Date: Term 2, Week 6 Length: 2 lessons (50 minutes each)

Learning Area/s:
Humanities and Social Sciences (HaSS); Geography
Mathematics
Topic:
‘Mapping our Community’

Broad Learning Outcome:

Create 3D shape models to represent and show familiar places and features and where
they are located
Specific Learning Outcome:
ACHASSK014 (ACARA 2018a) – representation of a community and their features on maps
and models
ACHASSK015 (ACARA 2018a) – places people live in and belong to and their familiar
features
ACHASSI003 (ACARA 2018a) – sort and record information and data (maps/models)
ACMMG009 (ACARA 2018b) – describe and name familiar 3D shapes

General Capabilities
 Literacy  Numeracy

 ICT Competence  Critical and Creative Thinking

 Ethical Understanding  Personal and Social Competence

 Intercultural Understanding

Cross-Curriculum Priorities
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 Aboriginal and Torres Strait Islander Histories and Cultures

 Asia and Australia’s Engagement with Asia  Sustainability

Preparation: Modifications for Carter

- Prepare cube templates - Have an A3 sized cube template
- Prepare additional 3D shape templates prepared for Carter to assist him with
- Prepare ‘mapping our community’ cutting and gluing independently
PowerPoint - Print additional 3D shapes in A3 for
- Print road templates Carter
- Prepare labels for houses
Resources: Modifications for Carter
- Paper - Ensure Carter has access to thick
- Pencils pencils with pencil grips and adapted
- Butchers paper (for road map) scissors (Hyde, Carpenter & Dole
- Pencils 2017, p. 334; Westwood 2003, p. 38)
- Scissors
- Glue

Teacher Activity Learner Activity

Gather students to sit on the Watch and listen to demonstration of how
floor space. to make a cube.
Inform students that they will Ask any relevant questions about task.
be making their own 3D shape,
a cube, and that these will be
Introduce
used as part of our HaSS focus,
‘mapping our community’.
Demonstrate how to make
cube and check for student
understanding.
Modifications for Carter
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- Position Carter with the class on a chair or children’s couch

- Ensure that Carter is able to view demonstration and check for understanding
Assist students with making Have a go at creating their 3D cubes.
Develop their cube, if required. Can assist others when they have finished if
they choose to.
Modifications for Carter
- Ensure Carter has access to adapted scissors (Hyde, Carpenter & Dole 2017, p. 334)
- Create opportunities for Carter to engage in positive interactions (Friend 2006, p. 510)
by choosing seating placement for students and placing Carter near students who will
assist him, if required
- Carter should be sitting at the table with a cushioned wedge or modified chair to
support his posture (Westwood 2003, p. 38)
- Provide Carter with additional time to complete 3D shape, if required (Westwood
2003, p. 38)
Students who finish quickly Have a go creating another shape.
can attempt making additional Take care of 3D shapes made as we will be
3D shapes (pyramid, cone, using them in ‘mapping our community’.
cylinder).
Conclude
Remind students to take care
of their 3D shapes as we will
be using them in ‘mapping our
community.
Modifications for Carter
- Provide Carter with additional time to complete additional 3D shapes, if he chooses to
do so (Westwood 2003, p. 38)

Teacher Activity Learner Activity

Show students the ‘mapping
our community’ PowerPoint
Introduce
and discuss the features of our
community and what services
Observe the ‘mapping my community’
PowerPoint.
Contribute to discussion about key points
and features when appropriate.
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people need access to (may

require some prompting, for
example, what do we need in
our community if we are sick?)
Modifications for Carter
- Position Carter with the class on a chair or children’s couch
- Ensure that Carter is able to view PowerPoint and check for understanding
- Use the ‘think, pair, share’ strategy in relation to discussion to provide opportunities
for Carter to engage in positive interactions with peers (Friend 2006, p. 510)
Demonstrate how to cut road Cut road templates.
templates before providing Position road template on large piece of
students with road templates butcher’s paper when instructed.
to cut. Draw house and show teacher once
Once completed, sit around complete.
the large piece of butcher’s Glue label on drawing and glue drawing
paper on the floor and prompt onto cube.
students to glue a piece of
road each on the butcher’s
Develop paper.
Provide students with a small
piece of paper to draw their
house. Once complete,
provide them with their label
and instruct them to glue it on
their paper, then glue the
paper onto their cube.
(Fast finishers can draw other
features of our community).
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Classroom Organisation for Road Map/Houses

Modifications for Carter

- Ensure Carter has access to thick pencils with pencil grips and adapted scissors (Hyde,
Carpenter & Dole 2017, p. 334; Westwood 2003, p. 38)
- Ensure there are no physical barriers by leaving ample space for Carter to access road
map when gluing road template on (Hyde, Carpenter and Dole (2017, p. 334)
- Create opportunities for Carter to engage in positive interactions (Friend 2006, p. 510)
by choosing seating placement for students and placing Carter near students who will
assist him, if required
Come together as a group Place house on the created road map when
around the created road map. instructed.
Invite students one at a time Contribute to discussion about the features
to place their cube/house of the class community.
somewhere on the map.
Conclude
Prompt discussions about our
class created community by
asking what the features of
our community are and what
else we might need.
Modifications for Carter
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- Again, ensure there are no physical barriers for Carter when accessing the road map
to position his house (Hyde, Carpenter and Dole (2017, p. 334)
- Allow pairs to come up and put their house on together, creating opportunities for
positive peer interactions (Friend 2006, p. 510)

Assessment
These learning experiences will be assessed Modifications for Carter
using formative assessment. - As well as assessing Carter through
Grids and checklists will be used to grids and checklists, his NEP will also be
document students’ progress, as well as referred to and updated.
identifying any gaps in their learning (Brady
& Kennedy 2012, p. 62).