YEARS 1-2
Lesson 8: Discover ways to learn!
Length of lesson: 60 mins
Prior knowledge (what should the teacher have already covered)
• Concepts related to valuing similarities and differences.
Resources required
• Pipe cleaners (enough for 4 each)
• Materials for activity 1 (triangle, square,
box)
Key Concepts
• There are different ways we can learn things.
• Not everyone learns the same way.
• We learn so we can find solution to problems.
• Sometimes we need to try a different ways of explaining things so everyone can understand (eg.
when we are explaining a rule for a game we are playing in the playground).
• We need to be patient when someone does not understand, and try a new way to communicate the
message.
Learning outcomes
LO1: Students identify different ways that people can learn.
LO2: Students appreciate that there are many ways we can do things.
Australian Curriculum Links
Health and Physical Education Years 1 and 2
ACPMP031: Propose a range of alternatives and test their effectiveness when solving movement
challenges
General Capabilities by the end of year 2 (level 2):
PSC: Personal and social capability N: Numeracy CCT: Critical and Creative Thinking
PSC: Understand themselves as learners: discuss their strengths and weaknesses as learners and
identify some learning strategies to assist them.
PSC: Become confident, resilient and adaptable: undertake and persist with short tasks, within the limits
of personal safety
N: Visualise 2D shapes and 3D objects identify, sort and describe common 2D shapes and 3D objects
CCT: Consider alternatives: identify and compare creative ideas to think broadly about a given situation
or problem.
Assessable moments: As students undertake the learning experiences described in the lesson, take
note of a range of assessable moments to provide information about student achievement. Ongoing
assessment will provide evidence of the extent to which students achieve the identified Australian
Curriculum links. Assessable moments are linked to learning outcomes and are identified by the
following identifier:
LO (insert number)
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Format
Lesson Plan: Suggested sequence of learning experiences
Intro
Welcoming activity (see lesson 1)
10 mins
State the learning intention: Today we are going to explore and experience different
ways we can learn something new. This is important because sometimes we need to try
different ways to teach each other a new skill or to understand a new idea. Today we will
be using different ways to learn about some familiar shapes.
Body
Activity 1: Let’s learn about learning!
20 mins
Teacher’s notes: It is important to discuss the concept of ‘learning’ to the class in the
introduction of this lesson. This activity requires students to learn how many sides familiar
shapes have (triangles, squares and rectangles). Complete each activity below and
discuss how you discovered the answers. Refer to extra information about learning styles
included in this lesson.
Establish context: Let’s explore what learning is. We all learn new things every day. What
is something you have learned since you were a baby? Using a spoon/knife/fork, tying
shoelaces, cleaning teeth, counting to 100, riding a bike etc. What is learning? Simply,
learning is a step-by-step process in which we experience lasting changes in what we
know and how we do things.
Why do we need to learn? We learn so we can find solutions to problems.
So – let’s now think about how we learn. There are many ways we can learn new things.
We all have favourite ways to learn. Some people like to learn through reading and writing,
some like to learn through touching or constructing, some like to learn through seeing (eg.
demonstrations, diagrams, pictures, symbols), and some through listening. Therefore,
learning requires different ways of communicating new messages.
Everyone learns new things at their own pace. Sometimes, we need to find different ways
to learn new things so that we include everyone.
LO1 In the following activity, you will learn about shapes in different ways.
Touching (triangle) – mystery bag: Place the triangle in a bag or box (can make triangle
out of thick cardboard). Ask each student to put their hand in the mystery bag and feel the
shape. Once everyone has had a turn, ask students what the shape was and how they
know this? Then ask – “How many sides does a triangle have?”
Seeing (square): The teacher draws the square on the board and asks the students to
count out loud each time a new side is drawn. Then ask: What shape did I draw? “How
many sides does a square have?”
Listening (rectangle): Ask children to close eyes tightly. Teacher describes a rectangle
and students identify the shape or draw it themselves. Eg. I am a shape. You see me when
you look through a doorway, or when you watch TV. I have 4 sides. Not all my sides are
the same length. What shape am I? What other objects can you see that are this shape?
How do you know this shape is a rectangle?
Moving (triangle and square): Ask students to form a group based on a number (eg. 3 or
4). Children are asked to lie on the ground head to toe making long, straight body shapes
and identify what shape they have formed (ie. Triangle). Then they respond to the
question, “How many sides does a triangle have?” Modify and repeat activity for a square.
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Constructing (triangle and square): Give students a certain number of pipe cleaners (eg.
3 pipe cleaners for a triangle, 4 for a square). Ask students to keep the pipe cleaners
straight, but attach them end to end. Ask them what shape they have made. Then ask,
“How many sides does a triangle have?” Modify and repeat activity for a square.
LO1 Class discussion: Go through each way of learning and ask students to identify
what their preference is when learning about shapes.
Main points to highlights:
• There are different ways we can learn things
• We all have our favourite ways to learn new things
• Not everyone learns the same way
• Sometimes we need to try a different way of teaching a new skill or idea so
everyone can understand (eg. when we are teaching a rule for a game, we
may need to show it, not just say it).
15 minutes
Activity 2: Can you solve the problem?
LO2 We learn so we can find solutions to problems. Can you find solutions to the
following problems and describe what you have learnt?
1. You drop a pencil on the floor. How could you pick it up without getting up from your
chair?
2. Try and write with your opposite hand. Is it difficult? How could you make it easier (eg
ways to stop the paper from moving, using a marker, not a pencil)
3. Build the tallest block tower you can with your eyes open. Now do it with your eyes
closed. How can you solve the problems you find?
4. Look at a picture story book. How could you tell a picture story at a school assembly?
Think of all the problems there might be an find solutions to them (eg enlarge the
pictures so everyone can see, use a microphone)
(activity reproduced from ‘Count Us In’ resource, Western Australia)
LO2 Can you think of another problem to find a solution for? Challenge your
classmates and see if they can come up with a solution.
Main point to emphasise:
• We learn so that we can find solutions to problems.
• There are many ways to do things.
10 minutes
Additional Activity 3: Many ways to do things!
The purpose of this activity is to get students to understand that there are many ways to do
things.
Quick focus activity:
• Get students who can tie a shoelace to volunteer to show the class how they like to do
it.
Main points to highlight:
There are many different ways we can do things
•
Follow up task: Organise students in large circle and place a hoop in the centre with
enough items for one each (eg. small bean bags or other items that can be used as a
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substitute). Tell students that you have a challenge for them. They have to collect an item
from the hoop and bring it back to the where they were sitting. However, there are
conditions. Students must figure out how they will complete the task given certain
limitations. Do the following 3 activities. At the end of each of each activity, discuss the
different ways the students completed the task. Ask students to return their item to the
hoop. During activities, no one is allowed to speak.
Activities
1. Retrieve an item without using your hands. Discuss different ways used.
2. Retrieve an item without using your feet as a base of support to move (eg. secret
strategy - slide on bottom and use hands to help you move).
3. Pair up with the person next to you. Retrieve an item together holding hands,
however at any one time, there can only be one foot on the ground (eg. secret
strategy – walk on knees and hands while holding hands)
Once again emphasise the main point:
• There are many different ways we can do things
Conclusion
and
reflection
5 mins
LO1, LO2 Children sit in a circle and respond to the following questions.
What did you learn today?
Why is it important to be able to do things in different ways? Doing things differently helps
us be creative. To make sure everyone is included in activities, we can be flexible and
come up with ideas so that everyone can participate. So, if someone communicates
differently, moves around differently, expresses their thoughts and feeling differently, we
can do things in a different way to make sure everyone can participate.
What questions do you have?
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Teacher Information – Learning styles
What are learning styles?
Learning styles are simply different approaches or ways of learning.
What are the types of learning styles?
•
Visual Learners: learn through seeing...
These learners need to see the teacher's body language and facial expression to
fully understand the content of a lesson. They tend to prefer sitting at the front of the
classroom to avoid visual obstructions (e.g. people's heads). They may think in
pictures and learn best from visual displays including: diagrams, illustrated text
books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture
or classroom discussion, visual learners often prefer to take detailed notes to absorb
the information.
•
Auditory Learners: learn through listening...
They learn best through verbal lectures, discussions, talking things through and
listening to what others have to say. Auditory learners interpret the underlying
meanings of speech through listening to tone of voice, pitch, speed and other
nuances. Written information may have little meaning until it is heard. These learners
often benefit from reading text aloud and using a tape recorder.
•
Tactile/Kinesthetic Learners: learn through moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach, actively
exploring the physical world around them. They may find it hard to sit still for long
periods and may become distracted by their need for activity and exploration.
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