6/12/2013

Early Childhood Education Learning Experience Plan Name: Anna Iannantuono and Sydney Beinlich Date: April 8, 2014 Grade Level: re!chool Standard(s !Guideline(s : Science: With modeling and support, Lesson Title: Animal Dice Circle one: ECE

identify physical characteristics and simple behaviors of living things.

Art: Engage in inventive social play.

Pre"assessment o# current $no%ledge: "inder#arten $ntry S%ill! &hec%li!t &nstructional '()ectives (*"+ 'ne!T%o ,ssessed &nstructional '()ective(s': (he !tudent )ill *e a*le to model phy!ical characteri!tic! and !imple *eha+ior! o, ,arm animal!(he !tudent! )ill *e a*le to en#a#e in in+enti+e !ocial playProgram -onitoring: A )hole cla!! data !heet )ill *e created ,rom the chec%li!t'ne ,ssessed Developmental S$ill: .ar#e /otor ,ssessment o# Student Learning &denti#y Evidence: &hec%li!t: 1- I! the !tudent a*le to model phy!ical characteri!tic! and *eha+ior! o, li+in# thin#!0 2- I! the !tudent a*le to participate in in+enti+e !ocial play0 Learning Experience ,cademic Language: /imic, act Procedural steps:

1. A large dice is created using realistic pictures of the animals, as well as their proper names (to reinforce that written component). 2. The teacher should explain that, Students will take turns rolling the giant dice. When the dice stops, whate er animal is on top is the one in which students will tr! to mimic and act out using their "odies as well as their oices. #. An eas! example to start with the kids is a dog "ecause it$s not a farm animal and is one that the! are familiar with (according to pre ious o"ser ations). %. The teacher will aid the students in how exactl! one should act out "eing a dog. Starting with, &'f ' were a dog ' would "e on m! hands and knees "ecause dogs ha e % legs. ' would also "ark "ecause that is the sound dogs make(.

Sa#ety Considerations: Student! may *ecome ro)dy and a##re!!i+ely play )ith one another-

). As the students take turns, teacher *1 will make sure that students sta! on task.

6/12/2013

Early Childhood Education Learning Experience Plan

+. The other teachers in the room will also assist in keeping students on task. While teacher *2 checks students work on the o",ecti e check list.
,uthentic -aterials: 1De!cri*e authentic real li,e, hand!2on material!-' 3eali!tic picture! o, the ,arm animal! )ith proper name la*el!

,dult .oles: (eacher 41 )ill *e de!cri*in# the procedure to the !tudent! and a!!i!tin# them a! they #o throu#h the proce!!(eacher 42 )ill *e collectin# e+idence throu#h a chec%li!t5ther teacher! )ill *e helpin# to %eep !tudent! on ta!% and %eep them ,rom *ecomin# too a##re!!i+e-

.esources / .e#erences: .e#lection: (6hat ha+e you learned a*out your !tudent!0 7o) )ill thi! in,orm ,uture in!truction0'

Through this lesson I was able to note that nearly all of the students understand and now the physical characteristics of farm animals and are able to use inventive play to act as those animals. This showed me that they are ready to move on to e!plore these farm animals more specifically and deeply. E!ploring why certain farm animals act the way they do would be a great ne!t step. What went well? The students were very e!cited to participate and were happy to have the opportunity to pretend to be farm animals. Therefore, they all participated and they even too turns very nicely and easily. It was also very easy and apparent to see which students were able to meet the ob"ectives and which ones were not. What recommendations for improvement do you have? Although everything went very well, I have a few ideas of improvement for the ne!t time. #irst, it would add another assessment aspect if the teacher instructed the student rolling the dice to announce which animal they rolled. That would help the teacher to also easily observe which students are able to simply identify the names of animals. This would also eliminate the situation in which some ids shout out the answers and beginning acting out before the others have the opportunity to thin about how they are going to act.