Analyzing KG2 Lesson Plan on Transportation: Images and Methods

This document presents a comprehensive analysis of a KG2 lesson plan centered on the theme of transportation. The lesson plan, designed for 5-6 year olds, focuses on how images communicate ideas and information, integrating the transdisciplinary theme of "How we express ourselves." The analysis evaluates the summative assessment, which tasked students with creating an image reflecting the spirit of National and Liberation Day. It assesses student understanding of various transportation methods (aeroplane, car, bus, train, ship) through image recognition and discussion. The analysis also examines the evidence of connections made between the central idea and the transdisciplinary theme, highlighting student-initiated inquiries regarding engine mechanisms, rules, and regulations of different transportation methods, and the actions arising from the learning, such as requesting to use the school bus. The document further discusses strengths and weaknesses of the lesson plan, offering recommendations for improvement, such as field trips and student research projects.

Lesson Plan 1
Name of the student:
Name of the Institution:
Roll No:
Date of Submission:

Lesson Plan 2
6. To what extent did we achieve our purpose?
Assess the outcome of the inquiry by providing evidence of students’ understanding of the
central idea. The reflections of all teachers involved in the planning and teaching of the
inquiry should be included.
The students had pictures drawn of the various methods of transportation. They were able to
correctly identify the differences between an aeroplane, a car, a bus and a train. Many of the
students were not able to draw a ship, but they had been able to understand the differences
between a ship and other means of transportation as well. The central idea was that of
transportation and the different methods of transportation. In order to teach the inquiry, there
were different flashcards, and videos of the various methods of transportation and students
were encouraged to match the picture and what they thought that method of transportation
had been. This was planned in order to find out the level of knowledge in the children in
order to build on that.
How you could improve on the assessment task(s) so that you would have a more accurate
picture of each student’s understanding of the central idea.
In order to ensure that the students could understand the central idea of transportation and the
various methods of transportation better, there should be a detailed oral explanation as well.
Students could be encouraged to talk about their experiences, if any of being on an aeroplane,
or a ship, and they should also learn how to imitate the sounds that these methods of
transportation make. A trip to the docks to see a ship or a train should be made if the children
had not seen them so that they could understand the central idea better as well.
What was the evidence that connections were made between the central idea and the
transdisciplinary theme?
The students were able to express their opinions in various other classes as well. In dance
class, many students danced as if they were on the water, or the ship. In Health and Safety

Lesson Plan 3
class, many students asked about the various rules and regulations that differ when traveling
on a plane, or the road. This provides ample evidence that students made the connections
between the central idea, that of transportation and the transdisciplinary theme as well. It as
mostly through the images that they created during art and drawing class, that of various
types of ships and trains that the students expressed the connections that had been made by
them in various cases.
8. What student-initiated inquiries arose from the learning?
The main student-initiated enquiries were regarding the mechanisms of the various engines
and the rules and regulations that were different in each of the following cases. Many
students had been on airplanes before and had been checked to ensure that they were not
carrying any weapons. They had seen the various symbols around the airport and inquired
about the absence of the same rules and regulations in various other means of transportation.
The question of why the rules and regulations were different when the chances of someone
being able to hurt people were the same was an inquiry that was asked the most often. One of
the other popular questions had been to ask why there were different methods of
transportation to reach the same point.
What student-initiated actions arose from the learning?
The main student-initiated action that arose from the learning was the inquiry into the
different kinds of transportation apart from the ones that had been mentioned to the students.
They were very curious about ancient methods of transportation and tried to make a bullock
cart figure and draw them as well. They also asked parents of students who drove the bus,
and parents of students who were pilots to come and talk to everyone in the class regarding
the various ways in which the flights and the buses could be driven. This was discussed
between the students, who then approached the teachers for permission.

Lesson Plan 4
Record student-initiated actions taken by individuals or groups showing their ability to
reflect, to choose and to act.
Students who had parents who drove them to schools in cars had begun requesting their
parents that they could send them in the school bus since they and learnt that it contributed to
less harm towards the environment. Many students would point out to parents when an
aeroplane or a helicopter was flying above their house or when they heard the noise. Many
other parents said that the students had asked them to take them on a cruise for the next
vacation since they wanted to be on a ship. This shows that the students had taken actions and
understood the concept as well.
9. Teacher notes
Strengths: Students were able to understand the concept thoroughly from the images and the
videos that were shown to them. They were able to differentiate between public transport and
private transport as well. The images had been helpful in constructing the various texts and
the various dialogues between students as well. They had been able to differentiate between
the various noises that had been made by the different methods of transportation. They could
also understand the rules and regulations that came with the various methods of
transportation and why they should be followed at all times as well. Thus, in those terms, it
had been found that the teaching method and inquiry had been placed successfully as well.
Weaknesses: There were various inquiries that the students had. This had not been answered
to the extent that the students wanted. This had been beyond the scope of their understanding,
and it was difficult to explain to the students the reason that their questions could not be
answered. Even though the students invited many parents who had been in the transportation
field, they were not able to explain to the students how they were able to drive the vehicles
that they did. Students were shown videos and pictures of many of the transportation methods

Lesson Plan 5
such as bullock carts that were not in their country, but they were not able to see an actual
bullock cart or ship, which limited their understanding in many cases.
Recommendations: Students should be able to visit the museum or the docks in order to view
ships and understand them as methods of transportation better as well. Students should also
be encouraged to research on various methods, and come up with songs and dances regarding
the methods of transportation; then it would be a better way of engaging themselves to learn
about the topic. Further processing is required in order to understand the concept better as
well.