Lesson plan - Session 1:

Name and Surname: Lydia Nolan and Plaxy Nardella

Name of the school: Holy Child Primary School Year Level: Foundation
Dallas

200 words c- Assessment to be collected:

a- Learning outcomes: At the end of the lesson, student’s work sheets
Students will be able to describe what a home is. (appendix 1 and 2) will be collected and looked
Students will be able to describe their own home at by teachers. Teachers will be using these as
and what a home is to them. a pre assessment to see what students
Students will be able to recognise that everyone understand about their own feelings and what
has a different meaning of a home. home means to them at the beginning of the
Students will understand that a home is more sequence of lessons. They will keep the work of
than just a physical thing. the students that they are observing to see
Students will identify who forms their family, what they have learnt at the end of the
and understand that who you live with is an sequence of lessons.
important part of a home. Teachers will observe their group throughout the
Students will contribute to group discussions. lesson and see how they respond to the
Students are able to articulate their feelings in prompts. Teachers may take notes on the
discussion groups. children which may help to change the future
Students will be able to express their feelings lessons. Teachers will closely observe and mark
through drawing. a rubric (attached below as appendix 3) on all
of the students in their group at the end of the
b- Teaching approach chosen: lesson which incorporates the learning
A constructivist theory approach encourages outcomes to ensure that they have been met
teachers to make use of learning and teaching during the lesson. These observations will look
practices that benefit students’ experiences. at how they respond to questions, how they
There is an importance on actively engaging engage in their own learning, how willing they
students in their own learning about are to discuss their own feelings and ideas.
sustainability issues. Teachers will be observing if students
Students are actively involved in developing understand and are able to express the idea
meaning and there is a need for students to that home is more than just a physical place.
interact directly with their own environment. Teachers will also take note on the ability to
This interaction helps to develop understanding which they are able to work alone and in a
and learning. Integration allows for students to group setting.
recognise the importance of sustainability in all
aspects of life and not just in science, which will
bring about more sustainable behaviour among
students.

Materials:
25 x face templates
25 x house templates
Coloured pencils
Prompts for teachers
2 x pictures books on homes (Home - Carson Ellis & ...)

Introduction
 - Introduce teachers to the class
- Outline behaviour expectations - raise hand before speaking, respect peers and listen to them speak.
- Read book about homes to the class, in reading circle sit on floor with children.
- As the book is being read, one teacher will ask the classroom teacher to place students into 5 groups.
- Talk about earth as our common home, we all live on earth, we share resources like water.
- Some people are irresponsible, they wastewater, they litter.
- Consider how you look after your own home. Do you clean it? Do you make sure you put your rubbish away so that your living room isn’t
messy?
- Students move to groups with one supervising teacher per group

Ask first set of questions (below) for students to respond to:

What is home for you?
- Is it a house? An apartment? etc.
- Is it where all your belongings are?
- What is your favourite belonging in your home?
- I want you to draw your home for me (use appendix 2)
Students will begin to create a drawing of ‘their home’ (5 mins).

Ask second set of questions (below) for students to respond to:

Who do you live with?
- Why can't you live alone? Need someone to help to make dinner, to wash clothes etc
- Who do you live with? Mum, dad, siblings, aunts, uncles, cousins…
- Some people have two homes, do you? Why might people have two homes? Divorced parents
- Do you have your own bedroom? Or maybe you share. Who do you share with? How does this make you feel?
- Do you have a pet? Why/why not? What kind of pet would you have if you were allowed one?
- Maybe you should draw the people you live with
Students will continue to work on creating their drawing, adding people that they live with. (5 mins)
 Ask third set of questions (below) for students to respond to:
How does your home make you feel?
- What does your home smell like? Feel like? When you walk in the door, what is the first thing you see?
- Do you love your home? Why? Or Why not?
- Draw an expression onto your face showing how you feel at home. (appendix 1) (3 mins)
- When they say what they love about their home then get them to understand that home is more than physical thing, a home is the land
around it too. It’s about where your family or friends live, where you might feel safe or comfortable.
- Encourage them to draw the area around their home, land, trees etc.
Students will continue to work on creating their drawing, adding the area surrounding their home. (5 mins)

Ask fourth set of questions (below) for students to respond to:

What factors influence your home?
- What’s the weather like where you live? Is it hot, cold...
- Is your home cold or warm? - discussion: when is your home hottest and coldest
- Have you ever had a home in a different state or country? Where?

Conclusion: class back onto the floor

- One person from each group shares
- Have back up book for the end

Curriculum Links:
1. Use a range of methods, including drawings and provided tables, to sort information (VCSIS053)
2. Participate in guided investigations, including making observations using the senses, to explore and answer questions (VCSIS051)

.
Appendix 1:
Appendix 2:
What is home for me?

Appendix 3:
 Criteria ✓ ✖

Describe their own Can describe their own home Needs a great deal of assistance
home and what home using adjectives and prompting to describe own
is to them home

Understand that the Understands that the Refers to the home just as a place
home is more than a home is associated with feelings to live, sleep, eat… etc, does not
physical thing that are positive or negative mention feelings associated

Express how they feel Able to discuss and acknowledge Finds it hard to connect their how
at home through their feelings and transfer them they feel about their home to
drawings and to a drawing emotional feelings
discussion

Contribution to group Can willingly contribute to group Only contributes if directly asked a
discussions discussion and listen to other question
members

Prompts:
Ask first set of questions (below) for students to respond to:
What is home for you?
- Is it a house? An apartment? etc.
- Is it where all your belongings are?
- What is your favourite belonging in your home?
I want you to draw your home for me (use appendix 2)
Students will begin to create a drawing of ‘their home’ (5 mins).

Ask second set of questions (below) for students to respond to:

Who do you live with?
- Why can't you live alone? Need someone to help to make dinner, to wash clothes etc
- Who do you live with? Mum, dad, siblings, aunts, uncles, cousins…
- Some people have two homes, do you? Why might people have two homes? Divorced parents
- Do you have your own bedroom? Or maybe you share. Who do you share with? How does this make you feel?
- Do you have a pet? Why/why not? What kind of pet would you have if you were allowed one?
- Maybe you should draw the people you live with
Students will continue to work on creating their drawing, adding people that they live with. (5 mins)

Ask third set of questions (below) for students to respond to:

How does your home make you feel?
- What does your home smell like? Feel like? When you walk in the door, what is the first thing you see?
- Do you love your home? Why? Or Why not?
- Draw an expression onto your face showing how you feel at home. (appendix 1) (3 mins)
- When they say what they love about their home then get them to understand that home is more than physical thing, a home is
the land around it too. It’s about where your family or friends live, where you might feel safe or comfortable.
- Encourage them to draw the area around their home, land, trees etc.
Students will continue to work on creating their drawing, adding the area surrounding their home. (5 mins)
Ask fourth set of questions (below) for students to respond to:
What factors influence your home?
- What’s the weather like where you live? Is it hot, cold...
- Is your home cold or warm? - discussion: when is your home hottest and coldest
- Have you ever had a home in a different state or country? Where?