Goddard Child Development Center

NASA/ GSFC C ode 200.9

Greenbelt, Maryland 20771
Phone: 301-286-8588
Fax: 301-286-0230
info@gcdc-nasa.org
It is the philosophy of Goddard Child Development Center to create a stimulating environment in which
Children can learn through exploration and discovery with Teachers acting as facilitators.


NASA GCDC Lesson Planning Process Statement
Planning ahead to identify a course of action that can help one effectively reach goals and
objectives is an important first step in any process. At GCDC, the planning tool is the lesson
plan, which is a detailed description of the Teachers course of instruction for an individual
lesson intended to help learners achieve a particular learning objective. Lesson plans
communicate to administrators, parents and other administrators what the children will
learn and how they will be assessed. Lesson plans help Teachers organize content,
materials, time, instructional strategies, and assistance in the classroom.
Types of Lesson Planning
Three techniques that are good approaches lesson planning are (1) the project approach,
(2) thematic planning, and (3) the emergent curriculum. Each is different, yet similar.
Each has their benefits in the classroom.
The project approach is a good curriculum approach, because it really involves the
children in the work they are doing. It is something the children already have an
understanding of like shoes, or grocery stores. When planning according to the project
approach you want to base the subject on something the children show and interest in, a
theme that is a curriculum requirement, something that you have the resources for near-by,
and a value of topic for childrens learning. Teachers should include a lot of first hand
experiences while using the project approach. It may not be the best idea to do an ocean
theme if students do not live by the ocean. If you could look at tide pools with your class it
would be a good theme but were we live it is almost impossible for children to get that
firsthand experience. There are three phases in the project approach.
The first phase is discussing what the children already know and sharing it with one
another. Together they formulate questions that they might like to answer. Putting
together a web of vocabulary and terms that the children say is a great way for the
children to see what they already know and think about what they want to know
visually.
2
G
o
d
d
a
r
d

C
h
i
l
d

D
e
v
e
l
o
p
m
e
n
t

C
e
n
t
e
r
,

I
n
c
.



Phase two is when the teacher arranges first hand observation, exploration, field
work, and the chance to meet experts. Children are able to ask questions and
formulate new questions. The teacher should also put out books and research
materials for the children to explore. This is why the proper resources are needed.
You need something that is relatively close to home.
Phase three is when the children share what they have learned. With parents, other
classes, other teacher, etc. The teachers role is to help choose the material to
share, to review the whole project, and to personalize what the children have learned
by putting it into art, stories, and drama. The benefit of using the project approach
is that it is usually a longer project lasting several weeks, resulting in deeper
understanding. It is based on the childrens interest, making the children self-
motivated to learn.
Thematic planning is also a great way to plan the curriculum for your classroom. When
choosing a theme Teachers must ensure it covers many different curriculum areas, relevant
and a topic of interest for that individual group of children. Lessons should be hands on and
have firsthand experiences. Teachers will need the proper resources, and have potential for
project work if children show interest.
Thematic planning begins with a main idea. From there, create a web, think of resources,
and list the main terms, principles and vocabulary children will learn. The next step is to
create a plan. Depending on the depth of the theme, the theme last a week a few days or
maybe several weeks. Creating a semantic map helps to ensure key areas of learning and
development are considered. This includes (1) Center based activities such as math,
science, language, arts and dramatic play (2) child initiated activities (3) and child directed,
there is also small group, and large group that needs to be planned. The benefits of
thematic planning are that it gives the child a whole understanding of a topic, it engages
multiple intelligences, it keeps the curriculum varied, and it fosters group cohesiveness.
Last but not least there is the Emergent Curriculum. The emergent curriculum is based
on the childs interest, what is going on in the classroom (Billy broke his leg, children want
to know more), Issues in a childs life (divorce, death of a pet ), builds on experience
within classroom, and community, teachers interests, as well as living together (dealing
with conflict, routines). Any topic can integrate language arts, art, motor skills, cooperative
learning and responsibility. This curriculum planning is based on what is going on in the
classroom. Teachers will still need plan but they do not introduce the topic it to the


3
G
o
d
d
a
r
d

C
h
i
l
d

D
e
v
e
l
o
p
m
e
n
t

C
e
n
t
e
r
,

I
n
c
.

children--the children introduce the topic to the Teacher. The benefit of the emergent
curriculum is that it is socially relevant, intellectually engaging, and personally meaningful.
Developmentally Appropriate Lessons
All lessons must be Developmentally Appropriate. This means that Teachers consider:
What is known about child development and learning (Age Appropriate)?
Knowing what is typical at each age and stage of early development is crucial. This
knowledge, based on research, helps us decide which experiences are best for
childrens learning and development. (See 12 Principles of Child Development and
Learning from Developmentally Appropriate Practice in Early Childhood Programs
Serving Children from Birth through Age 8.)
What is individually appropriate?
What we learn about specific children helps us teach and care for each child as an
individual. By continually observing childrens play and interaction with the physical
environment and others, we learn about each childs interests, abilities, and
developmental progress. This may also include information from an Individualized
Family Service Plan (IFSP) or Individualized Education Program (IEP), if provided
What is culturally important?
We must make an effort to get to know the childrens families and learn about the
values, expectations, and factors that shape their lives at home and in their
communities. This background information helps us provide meaningful, relevant,
and respectful learning experiences for each child and family.
Lesson Plans Must Consider The Following Domains for Children Birth through Three
Years of Age:
Physical Development is to do with movement: gross, or large, movement of limbs
and fine manipulative movement of fingers. Physical development depends on
growth of the body and nervous system so that messages from the brain can be
carried to the muscles to stimulate them to move. Outdoor play provides fresh air for
oxygen, sunlight for well being and vitamin D and space to run freely. Physical
development stimulates children's curiosity and enables them to explore their
environment. Adults need to provide a safe environment and safe objects to explore.

Language development is the process by which children come to understand and
communicate language by expressing thoughts and feeling. Adults help children
learn language primarily by talking with them.

4
G
o
d
d
a
r
d

C
h
i
l
d

D
e
v
e
l
o
p
m
e
n
t

C
e
n
t
e
r
,

I
n
c
.



Social Development is the ability to socially interact in an effective, responsive and
appropriate way. This starts even before a child learns to speak. Helping children
develop social skills is an extremely important activity for teachers and parents.
Interactive games that are done just for fun, like patty cake or peek-a-boo, help
develop social skills that require an understanding of taking turns during an activity.

Cognitive Development is the child's ability to learn and solve problems. For
example, this includes a two-month-old baby learning to explore the environment
with hands or eyes or a five-year-old learning how to do simple math problems.

Emotional Development is the ability to express feelings, control emotions, form
relationships and develop feelings towards other people, and develop a self-image
and identity. Children need a caring consistent environment where each child feels
secure and valued. A positive self-image is promoted as adults celebrate
achievements, talents and the individual qualities of the children.

Cultural development is the process of a child realizing and understanding their
own cultural identity. It is important that the child care environment be respectful of
the childs cultural heritage, racial ancestry and identity, and spiritual/ religious faith.
It is important for providers to role model respect and consideration for others whose
perspectives and experiences that are different from their own.

Domains for children Three through Five Years of Age:
Teachers must consider the Maryland Model of School Readiness (MMSR) when planning for
children ages three through five. MMSR is a framework to assist early educators in
instructing and assessing young children in the knowledge, skills and behaviors they need to
be prepared for the learning demands of formal schooling. MMSR includes the following
standards:
Social and Personal Development
Language and Literacy
Mathematical Thinking
Scientific Thinking
Social Studies
The Arts
Physical Development and Health
References:
http://hamiltonk270.hubpages.com/hub/The-Project-Approach-Thematic-
Planning-and-Emergent-Curriculum
http://www.naeyc.org/DAP
http://mdk12.org/instruction/ensure/MMSR/MMSRkFrameworkAndStanda
rds.pdf