LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: KINDERGARTEN Time: Wednesday & Friday
Date: Term 2, week 2
Learning Area: Science and Mathematics
Students’ Prior Knowledge:
The students have an understandings of the concepts
of floating and sinking as well as posing questions in
relation to this.

The students have simple recognition of different

objects such as balls and blocks of how they move
depending on their state of matter.

Strand & Content Description(s) from the Australian

Curriculum:
Science
o ACSIS012: Share observations and ideas
o ACSSU005: The way objects move depends on a
variety of factors including their size and shape.
Mathematics
o ACMSP011: Answer yes and no questions to
collect information and make simple inferences.

General Capabilities ( areas that are covered in the lesson)

Personal and
Literacy Numeracy ICT Critical and Ethical
Social
Intercultural
competence creative thinking behaviour understanding
Competence
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 Identify which materials from those provided dissolves the quickest.
 Identify from the materials provided, which dissolves the slowest.
 Identify from the materials provided, those that do and do not dissolve when added to the water tub.
 The students are able to share their findings with the educator and other peers before, during and after play.

Teacher’s Prior Preparation/Organisation: Provision for Students:

o 2 x water tubs (optional number of tubs) Students who have vision impairments are to sit towards
o Rice the front of the group to watch the video as well as being
o Sand seated close to the activity table.
o Salt For early finishers, they are to transition to the free play
o Dirt centres around the classroom.
o Sugar For those students who require further classification of the
o Jelly play instructions, prompt cards may be provided to assist.
o Detergent
o Food Colouring
o Spades, Buckets, Spoons, Jugs
Time
LESSON DELIVERY Resources/Reference
s
Motivation and Lesson Introduction:

8:30am 1. The students enter the classroom and locate their name set up on the
desks.
Number of the Week
o The students are to place the letters of their name in order,
trace their name and then write their name on the line Letter of the Week
provided.
Bells
2. Once the students have completed this, they are to free play until the
bells are rung to initiate the day. Children’s Literature
Booklet
3. The educator rings the bell to signal the students to transition to the
9:00am mat.
o Good Morning introductions are complete as well as the
timetable for the day.

4. The educator will then remind the students of the “letter of the week”
and the “number of the week” using the interactive whiteboard. A
story will be read to the children in relation to these concepts.

Lesson Development:
9:15am
Play https://www.youtube.com/watch?v=e-2EoyDYamg to motivate the
students towards learning about the concept of dissolving substances.
The educator must make it known to the students that substances that Water Tub
dissolve are soluble and those substances that do not dissolve are insoluble.
Rice
“Now, we are going to be doing something really fun and exciting today. As a
group, we are going to test our own materials! But before we do this, I have Sand
something to show you first”
Salt
The educator will then demonstrate a bath bomb being dissolved in a glass of
water. Dirt

The students are distributed evenly to the learning play centre table as well as Sugar
the relevant free play learning centres found within the classroom.
The students will be called up in groups of 4 or 5 to this play centre. Jelly

When the students arrive at the learning centre, they will organise the Detergent
materials under the headings “yes” and “no” of what they believe will and will
Food Colouring
not dissolve.
Spades, Buckets, Spoons
Next, the students are to take in turns and pour the available materials into and Jugs
the water to test their predictions out.
The materials may need to be moved depending on what the students have
observed.
Conversations to Support Play
Is water wet or dry?
Point to the materials that will dissolve.
Point to the materials that will not dissolve.
Is the water a liquid or a solid?
Does this tub hold the same amount of water as this tub?
What is your favourite material to pour into the tub and why?
What colours can you see running through the water of the tub? are they dissolving?
Why do we pour water?
Is there more water in a bucket than a shovel?
Does the sand sink to the bottom of the container or is it slowly floating to the bottom?
Lesson Closure:
At the closure of the play centre, invite the students to share their findings
10:20am including which materials dissolved and did not dissolve as well as prompting
the students to explain their reasoning on why the students think this is the
case.
o The educator must scaffold answers and invite questioning.

Assessment:
The students are observed during their play and this is recorded in two ways
for the following reasons: Checklist
1. The students are recorded in a simple rubric with the headings
“Objective One, Two, Three and Four” with a section dedicated to Anecdotal Notes
anecdotal notes.
2. Photos of the students will also be taken to add to their portfolios. Device for Photo Taking
Assessment focuses on the play process and their enjoyment of the learning
process rather than a product as it is mostly child lead and open ended.

Early Years Learning Framework Practices

1. Creating physical and social learning environments that have a
positive impact on children’s learning.
2. Planning and implementing through play. This enables the students to
learn through discovering, creating, improvising and imagining. When
children play with other peers they create social groups that allow
them to test out ideas and challenge each other’s thinking which
builds on new understandings. Play provides a supportive
environment where the children can ask questions, solve problems
and engage in critical thinking.

Early Years Learning Principles

1. Secure, respectful and reciprocal relationships. Educators who are
attuned to children’s thoughts and feelings and support the
development of a strong sense of wellbeing who positively interact
with the young child in their learning will notice a greater amount of
academic achievement among the students.
2. Ongoing learning and reflective practice.

Early Years Learning Framework Outcomes

o Outcome Two
- 2.4 Children are connected with and contribute to their world
where they become socially responsible and show respect for
their environment.

o Outcome Four – Children are confident and involved learners

- 4.2 Children develop a range of skills and processes such as
problem solving, enquiry, experimentation, hypothesising,
researching and investigating.
- 4.3 Children transfer and adapt what they have learned from one
context to another.

o Outcome Five – Children are effective communicators

- 5.1 Children interact verbally and non-verbally with others for a
range of purposes.