Mrs.

Gray- Kindergarten 2015-2016

Grade/Subject : Kindergarten

Lesson Plan
Unit: Learning Centres

Duration: Daily Per.5 & 6

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

The child listens, speaks, reads, writes, views and represents to respect, support and collaborate with others.

Skills and Processes:

Social Participation and collaboration
Communication
Organization
Time management
Exploring preferences

Specific Learning Outcomes:

Cooperates with others
participates in class and group activities
finds ways to be helpful to others.
Demonstrates the skills of decision making and problem solving:
provides ideas and strategies to contribute to decision
making and problem solving
Demonstrates the skills of cooperation, conflict resolution and consensus building:
considers the needs of others
works and plays in harmony with others to create a safe and caring environment
demonstrates a willingness to share space and resources
Demonstrates skills of oral, written and visual literacy:
listens to others in a socially appropriate manner
Evaluates group process
responds to questions about personal contributions to group process.
LEARNING OBJECTIVES
Students will:
1. Work collaboratively to achieve a common learning goal.
2. Resolve differences using a variety of modeled strategies.
3. Listen to and consider the opinions of others.
4. Communicate in a socially responsible manner.
5. Make choices of activities based on variables.
ASSESSMENTS
Observations:
Key Questions:
Observation of willingness to collaborate
How strategies can we use to resolve differences when
within a group. Observation of communication working in a group?
skills within a group (constructing an
In what ways do we show respect to our classroom and
argument, listening to opinions and reaching
belongings during centre time?
consensus.)
Why is it important to work together to achieve a
common goal?
How do I learn from others?
What activities do I enjoy?

Written/Performance Assessments: Written assessments will take place during the Meet
the Teacher centre, based on the activities selected for each student. Formative assessments will
include teacher observation and direct questioning.
1

Mrs. Gray- Kindergarten 2015-2016

LEARNING RESOURCES CONSULTED

Alberta Education Kindergarten Program Statement
MATERIALS AND EQUIPMENT
Learning Centre pocket chart and individual name tag apples
Learning Centre signs- posted and rotated each day
Learning Centre materials at each station based on selected daily activities
PROCEDURE
Introduction
Expectations for Learning and Behaviour: Teacher explains each activity and reminds students that there
are only certain number of spots at each centre. Remind students to move their apple to the next activity to
free a spot for someone else. Remind students the behaviour expectations during centre time. Teacher will
call the first group for Meet the Teacher.
Advance Organizer/Agenda: Centre cards placed in pocket chart based on selected daily activities
Body
Learning Activity #1: Meet the Teacher
Assessments/Differentiation: This centre focuses on addressing individual needs and developing literacy and numeracy
skills based on assessment. Centre activities change based on individual student needs.

Learning Activity #2:Numeracy Centre-activities include math manipulatives, dice games, puzzles,
pattern mats, number games, card games, iPad Splash Math
Learning Activity #3:Blocks and Building- activities include large wooden blocks, Lego, toy cars, plastic
dinosaurs, marble maze, foam blocks
Learning Activity #4:Literacy Centre-activities include storytelling pocket chart, stamping, whiteboards,
write the room, read the room, personal choice reading, board games, oversized books, iPad Epic and
Tumblebooks
Learning Activity #5:Dramatic Play Centre-activities include dress-up costumes, kitchen play area,
pretend store, puppets, play camera
Learning Activity #6: Organic Materials Centre-activities include painting, free choice art, water bin, rice
sensory bin, playdoh, sand.
Assessments/Differentiation: Observation of collaboration within a group . Observation of conflict resolution.
Observation of individual activity preference and/or challenges to guide future planning.
Closure
Consolidation/Assessment of Learning: As students clean up, ask them to retell one part of their activity.
Before you cleaned up, can you tell me what you were doing? This works well as most students in the
group will be eager to retell their activity. The students that do not want to share can be asked through direct
questioning. Student A, what did you do in the group today?
Feedback From Students: Ask students what they enjoyed doing the most today. Ask if they encountered
any challenges within their groups.
Feedback To Students: Address challenges and celebrate success based on student feedback.