Exploring Animals and Their Habitat for Claudia’sSample Page
Grade 2 Students
| PLANNING FOR PLAY – KNOWING THE CHILD Planning starts with the child – don’t forget this! It is vital – you need to KNOW the child. You need to know their interests and plan accordingly. | ||
| CONTEXT Settlers Farm Campus R-6 Junior Primary school in the Northern suburbs of Adelaide caters to 27 children with diverse cultural and learning needs. The school strives to provide a safe, supportive, and engaging learning environment that fosters the academic, social, and emotional development of its students. Teachers personalise their lessons based on each child’s strengths, weaknesses, interests, dislikes, preferences, and learning styles. The school’s curriculum celebrates and respects the cultural diversity of all students and emphasizes critical thinking, problem-solving, and communication skills. Extracurricular activities, community service projects, and cultural events promote the children’s interests, talents, and social awareness. | OBSERVATION, ASSESSMENT AND DOCUMENTATION OF CHILDRENS INTERESTS Observation, assessment, and documentation of children’s interests are essential for effective planning for play. By using tools such as checklists, anecdotal records, and learning portfolios, teachers can tailor play plans to meet the unique needs and interests of each child. Regular evaluation and reflection can help to ensure that the play plan continues to meet the evolving needs of the children. Overall, effective planning for play fosters a love of learning and curiosity about the world by providing engaging and meaningful educational experiences. | |
| Planning Map: Title: Exploring Animals and Their Habitats for ages 7-8 or those that are in grade 2. Learning Outcomes: Develop an appreciation for animals and nature.Build critical thinking and problem-solving skills.Foster creativity and imaginationEnhance teamwork and collaboration skills. Activities: This play plan is centered around animals and nature and includes five activities that encourage children to explore and learn. The activities are: nature walks to observe and identify different plants and animals,researching and presenting information about a specific animal,creating animal habitats using natural materials,animal-themed yoga poses to discuss unique features and habitats, andanimal role play using dress-up materials. This animal and nature-centered play plan includes five activities that encourage children to explore and learn. It aligns with the EYLF and Australian Curriculum, promotes learning outcomes, and encourages assessment through observation, presentation, and reflection. The plan offers fun ways for children to learn about animals and habitats, build critical thinking, creativity, and teamwork skills. | ||
| PLAY- BASED LEARNING FOCUS: Animal Role Play: The Children will be provided with animal masks and costumes to act out animal behaviours and habitats. The teacher will present the concept and discuss animal types, encouraging imagination for scenarios. | ||
| LEARNING EXPERIENCE: Title: Exploring Animals and Their Habitats Age Group: 7-8 years old, or those that are in grade 2. Learning Outcomes: Appreciate animals and nature, critical thinking, problem-solving, creativity, teamwork, and collaboration. Activities: Nature walk, research, animal habitat creation, animal yoga, and animal role-play. Assessment: Observe and document engagement and participation, assess understanding through group presentations and discussions. Description: Children will take part in a range of activities designed to explore and learn about animals and their habitats. The play plan is cantered around building on children’s existing interests while also fostering critical thinking, creativity, and teamwork skills. The activities include observing and identifying different plants and animals, researching animals and their habitats, creating animal habitats, participating in animal-themed yoga and role-playing. | ||
| LEARNING INTENTION: Encouraging children to respect and care for animals and nature is vital for their holistic development and understanding of the world. Activities such as exploring animal habitats, animal-themed yoga, and role-play foster creativity, critical thinking, teamwork skills, and a deeper connection to the natural world. These experiences also promote environmental stewardship and a love for nature that will last a lifetime. Through these play-based activities, children can appreciate the diversity of life and understand the importance of preserving natural environments, supporting the Australian Curriculum Learning Intention for Science. | EYLF or AUSTRALIAN CURRICULUM: Nature walks and outdoor activities support learning outcomes in science, aligning with the Australian Curriculum: Science – Living things. Through play-based activities, children develop skills to categorize, classify and recognize patterns of living things. Outdoor exploration and play also foster holistic development and social-emotional skills, supporting EYLF Outcome 2: Children are connected with and contribute to their world. Additionally, outdoor play helps develop physical abilities, spatial awareness, and gross motor skills. Encouraging children to engage with their environment promotes exploration and critical thinking skills, offering a fun and engaging approach to learning, supporting EYLF Outcome 4: Children are confident and involved learners. | |
| RESOURCES AND SET UP: Planning for outdoor learning requires careful consideration of safety and supervision. Sun protection, hats, and water bottles should be provided, and age-appropriate technology with parental controls should be used with supervision. Adequate resources and equipment must be prepared beforehand to support the learning activities. As a pre-service teacher, prioritizing safety and being mindful of the necessary resources and setup is essential for creating a safe and effective learning environment. | ||
| OUTDOOR LEARNING OR TECHNOLOGY Using educational apps and websites can facilitate research and learning about animals and their habitats, while outdoor activities like scavenger hunts and observational drawing can be incorporated into the nature walk. Natural materials can be used to create animal habitats, further connecting children with the natural world. These strategies provide meaningful opportunities for children to engage with technology and nature in an educational way | ||