Early Childhood Mathematics/Science: R-2

Early Childhood Mathematics/Science: R-2 1
EARLY CHILDHOOD MATHEMATICS/SCIENCE: R-2
Student ID Number
Module Code
Year Module Run
Assessment Title: Early Childhood Mathematics/Science: R-2

Early Childhood Mathematics/Science: R-2 2
Early Childhood Mathematics/Science: R-2
Introduction
Learning Context
The lesson plan is meant for the children with the age group (5-8) years particularly year 1. The class composed a
total of twenty five pupils with varying socio diversity. However, the following children had special needs, one child
had cleft lips, eight children with English as their second language, fourteen children have their guardians from
various parts of Australia, and two children not Australia born citizens. The institution is located approximately
thirty kilometers from the city and is easily accessible for the surrounding residents.
Description of the learning/starting point of the children
The starting point of the children learning took place during their Physical Education (P.E). The children
were all over excited playing all over sudden as the children played on the ground they spotted a snail
that had made zig- zag marks on the ground. One the children grabbed the snail however slipped off the
hands. Other pupils realizing on this they all gathered to see how the snail behaved. One of the kids
cautioned them by saying hey! The snail’s bite is poisonous? Another asked why does the snail coil
when it is touched? Why does it make zig zag marks on its path of movement? And many more
questions. However, when the time for class approached the children managed to carry the snail to class
and had a lot to enquire about the snail (Guo et al., 2015). The children had more curiosity to discover
from the teacher to learn and answer their worrying questions concerning the snail. Therefore, the below
lesson plan is developed in relation to discuss the student based questions from their play for
understanding science better in classroom.
Area of study : Mathematics/Science Level: YR 1 Date: 2019
Strand: Includes better understanding of
natural science ( Code- ACSIS233)
Sub strand: Biological science
(Code -ACSES003)
Connecting various strands in the Australian curriculum
Mathematics, numeracy, Language, Literacy and the
Arts.
Development of the Ideas
Better understanding of the terms used the vocabulary and

Early Childhood Mathematics/Science: R-2 3
introduction of new topics in order to make it familiar for the
learners for the purpose of learning and decision making.
How to present and interpret data
The data would be presented in form of objects, charts,
drawings, and use of solid models.
The Connections with:
Capabilities:
Individual capability
Social relation ability
Understanding of numeracy,
literacy mathematics, use of ICT
teaching, and ethical issues.
The Cross Curriculum
Preschool numeracy,
development. Priorities:
Individual balance
Indigenous history and social cultures.

Early Childhood Mathematics/Science: R-2 4
Focus in learning
Learning intention/s:
The conceptual focus includes the Australian curriculum, syllabus content description for the R-2
children.
Natural/Biological Science – With the art of science approach in the early age of the children with better
understanding of the content explored in in discovering various topics of the living things. Various external
features help the children to understand the parts of insects, animals and why they have parts such as legs, the
wings, head, and others do not have (Geiger et al., 2018).
The classroom comprises of children from various ethnic backgrounds of the parent’s kids originality is not
based in Australian nationality hence the need to study about these creatures and the plants. However, the study
of nature Is the most important part of life in Australia and highly respected by all people. The children are
explored to science drawn from the various environments that they live and try to study the snails for the
purpose of meeting their criteria (Lynch et al., 2019).However other areas of study in science include the study
of the light, making of the shadows constructing the moving objects in form of snails, the plants structures and
the animal’s life cycles. The aim of studying this unit is to instill the children with skills of using tools for
identifying various snails by creating awareness of concern and equip the pupils with ethical behaviors in
relation to study of living organisms.
Engaging scientifically/mathematically: Refer Mathematical Proficiencies and/or Science Inquiry skills/Science
as Human Endeavour
The teacher learner activities on this unit include observing, asking and answering the questions, discussing,
Explaining, caring for the living things, and environmental care. The explained activities are the year 1 school
kid’s curriculum for science studying in the Australian syllabus (Murphy, 2018). However, various
mathematical concepts are widely discussed apart from science and numeracy for representing the data and
even analyzing data by use of charts, drawings’, graphs and objects. The content described is in relation to the
Australian year one of study for the Human Endeavor curriculum.
Achievement standard:
The following achievements standards have been put in in place for the intended purpose of learning of the