My first Lesson plan

Completed my first Lesson plan for ICT would be great to have some feedback on it!

Challenge 5 – Design a simple activity for use with either a floor robot or screen turtle

 Year group: KS2 year 3 or 4.

 EYFS, National Curriculum or Primary Strategy Learning Objective:

Problem solving: find different ways of approaching a problem in order to overcome any difficulties

Understanding properties of shape: visualise and describe 2-D and 3-D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, prisms and pyramids of various kinds; recognise when shapes are identical.

A starting point / scenario: Split the class into groups depending on size of the class – the groups will be depending on ability, friendships, personality etc. It will be mixed ability groups, with different variations of personalities, and non-friendship groups to challenge their problem solving, organisational and social skills. I will then let them choose one robot, in which they think will help them most with the task. The lesson will be split into three parts: Introduction, Main lesson and plenary, so it encourages whole class discussion, as well as peer group discussion. I will also be going around the class asking them questions to encourage discussion and geometrical languages about triangles, quadrilaterals prisms and pyramids of various kinds and get them to think about 3D shapes. I am hoping that the lower ability children will be supported by the higher ability children – this will help them develop confidence in the subject.




Basic details of activity that children will be engaged in:

Introduction: Explain the task –Show the robots. Discuss that they may face problems with doing it,  (e.g. technological problems, team-work and communication problems etc) and ways of approaching the problems, using the mathematical language they need to use. Show pictures of the shapes.

Main lesson: I will be developing the mathematical language, and making observations about the different groups language and guiding their language, make sure they are doing it correctly, team skills, and problem solving skills. Also, I will do demonstrations of drawing the shapes if needed. The children will first work in a group to find different ways of approaching the problem of drawing the 2D shapes, and overcoming the problem of who may be able to do the task at hand (other problems will be handing out roles in the groups, who’s in charge etc). I will have a couple spare robots, which I’ll call children out one at a time to draw the shape on the piece of A3 paper using the robot and by hand. I’ll ask them questions that require them to use the mathematical language required. I’ll also talk to each child about the possibility of each shape being able to be 3D, this will be followed up by discussion in the plenary and in a subsequent lesson.  
Plenary: Talk about the activity, make sure everyone understands, make sure they have learnt, ask if there are any questions, I will ask the children questions and talk about 3D shapes and the differences between 2D and 3D shapes, talk about the mathematical language.

The children will have pictures of all the 3D and 2D shapes required in front of them, next to the pictures will be the names of the shapes. They will have to work out which ones are the 2D shapes, and which are the 3D shapes.


Timings: 5 mins for the induction, 20 mins for the main lesson and 5 mins for the plenary.





Assessment: Observation notes that I have made, possibly pictures that could have been taken by the teaching assistant, drawings in groups and individually of the shapes. Also, answers to the questions that I will, ask individually. You could also do the same activity with screen turtle, where you could save or print screen, and the children can comment on the computer, which increases their ICT skills and English/Literacy/writing skills as evidence of assessment. The children would do this individually.