Learning Experience/Lesson Plan Template
Sections in grey shading may only apply if you prefer
TC’s Name
Date 10/14/2 Age group
023
Title of lesson
(Broad title indicating the content)
Rationale
(The why: drawn from your
observation analysis, interventionist
and intentional teaching, parental
feedback or mentor teacher
suggestion – you need to include a
date of obs /conversation etc.)
Prerequisite knowledge/
concepts/skills are required?
(What prior knowledge or skills are
required? How does this lesson link
to the previous one?)
Objectives
(Describe the intended learning for
this experience - links to your
Observation(s) and assessment. Be
specific)
Direct from the EYLF/VEYLDF
Learning Outcome/s
3 levels:
 Outcome
 Dot-point
 Indicator
Assessment
(This must link this to your
objectives. What are you assessing
and why? How will you assess
student progress? Identify the
assessment tools you will use to
collect data and how you will record
it. Attach copies of any
documentation).
Groupings and Physical
Space
(How will you group your students?
Whole class, small groups,
individual? What spaces will students
occupy? How will you arrange and
utilise the classroom resources?)
Equipment/Resources
required
GDECE107 &108 Diploma of Early Childhood Education
All relevant sections need to be completed for each plan
3-5 years No of 10 Duration 30min
Children
Recognizing Animal Sounds mimicking its sound.
My observations have helped me to come to the conclusion that
children in this age group have a built-in interest about the world.
They often get stimulated by the sounds of animals. This activity
aims to capitalise on that excitement to promote the development
of early auditory identifying abilities while being enjoyable.
Additionally, learning to recognise animal noises and is important
for the development of their language.
When they coloured the animals they were frequently asking the
question how the animal eat,walk,sounds that made me to plan this
activity so that they can learn how the animal make sounds.
For the children to recognize and identify common animal sounds.
For the children to associate specific sounds with the
corresponding animals.
For the children to to express their understanding and enjoyment
of the activity.
Outcome: Children have a strong sense of identity.
Dot-point: Children develop knowledgeable and confident self-
identities.
Indicator: Children express a wide range of emotions, thoughts,
and views.
I'll evaluate the objectives using:
1. Observing the children as they play with the objects and
listen to the animal sounds.
2. Noting their capacity to recognise and connect the
appropriate animals with the noises.
3. Using group conversation and art projects, we may
encourage children to talk about their experiences and
feelings both during and after the activity.
Students will work together as a team. On the classroom floor, we will
form a circle to provide a common area for listening to and interacting
with the materials.
 A laptop or tablet with speakers
 Audio clips of various animal sounds
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(Detailed list of all equipment and
resources needed throughout entire
lesson)
Learning Process
Introduction
(What will you do to introduce the
learning experience/lesson? How will
you introduce the main objectives?
Main Component - This
section may not apply to learning
tables/spaces in Age Three to Five
placement.
 Describe what you will do as a
teacher and what you want
students to do.
 Provide brief details of the
learning experience and think
carefully about the purpose
when designing these.
 Provide examples and questions
that you will use.
 Indicate how you will monitor
each student’s understanding.
 Ensure that the content is
evident from your description.
Conclusion
This section may not apply to
learning tables/spaces during Age
Three to Five placement.
(How will you draw together the
ideas of the lesson? The process may
include whole class sharing, teacher-
directed or student-led discussion,
reflective drawing/ journal writing
/sharing, a summary, a scene setter
for the next learning
experience/lesson, etc.)
Personal Evaluation
Use this to reflect on your role as the
educator.
 Evaluate the inter-relationships
between the objectives, content,
pedagogy and results of your
lesson.
 What did you change as the
experience progressed?
 What went well and why?
GDECE107 &108 Diploma of Early Childhood Education
 Pictures of animals corresponding to the sounds
 Flashcards with animal names
 Whiteboard and markers
 Drawing materials (crayons, paper)
 The students should form a circle on the classroom floor to
begin the session.
 Ask children to name each animal they see in a picture showing
a variety of them.
 Tell them that today's enjoyable activity will involve animals.
 Play a few animal sound samples (such as a dog barking or a cat
meowing) and quiz the children on their ability to identify the
animals.
 Stress the value of keeping close attention as you listen.
 Play audio clips of different animal sounds, such as cows
mooing and birds tweeting.
 Ask children to hold up a picture of the matching animal
when each sound is played, then ask them to name it.
 Encourage involvement by rotating who holds the
photographs while the children are holding them.
 To teach the written word and help in its association with
the sound, use flashcards with animal names.
 To guarantee understanding, ask questions like "What does
the lion say?"
 Have a conversation in your group about the animals
everyone like and why.
 Give them some painting supplies and instruct them to
draw their favourite animal and its sound.
 Bring children together for a quick overview.
 Every child should be asked to list their favourite animal
sound and the reason they enjoy it.
 Review the main themes of the lesson by mentioning some
animal sounds.
 An early look at potential future events including noises
and animals.
The objectives, material, and paedagogy were all closely
related to one another.
Depending on the children' level of interest, I changed the
lesson's timing.
The children were engaged and excited, and the exercise went
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 How could you improve this? well.
 What do you need to remember
I could make my courses more engaging in the future to get
for next lesson?
better.
I'll keep in mind to make the lesson entertaining and
interesting to hold their interest.

Learning experience/lesson plan provided to teacher Mentor teacher’s Initials

PRIOR to implementation

GDECE107 &108 Diploma of Early Childhood Education 3