Lesson Plan Template

Authors
Name(s):

Funda Eda Tonga

Betl Ylmaz

Details
Course
Science- Literature integrated science activity (whole group activity)
Unit Title
Pollution-land pollution
Grade Level
Early Childhood education-60-72months
Time
40 min
Content
Learning Outcomes [ASSURE (State Objectives)]
Children will start and finish the story about the topic at least use tree grammarly correct sentence abou

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and Materials
Materials; Rope, clothes pin, papers, crayons, characters in the story, the pictures about the true and fals
about obstructing the land pollutions, the smile and sad faces.
Prezzi; https://prezi.com/kw3wvzs08dvr/a-worm-s-story/?utm_campaign=share&utm_medium=copy
Survey tool; https://docs.google.com/forms/d/1Y6RjL9hZpXeIPIgpAL67lDUf8sqbOWQDPCzANIUCwB8/view
Concepts: dirty-clean
Words: worm, land pollution, recycle bin
Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]
Presentation, co construction, problem solving
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner Pa
Learning Process
For the activity, teacher prepares a story that she will tell on prezzi presentation. In order to take children
the activity, teacher shows children the scene that was the last weeks activity, and says that children, w
last week, and we have talked about the animals that live under the ground. Today, I will tell you a story
the friend of those animals. Thus, when teacher gets their attention, show the worm on presentation to
and says that do you know about what is it?, and takes all childrens answers. Therefore, teacher starts
story on presentation (teacher can use real materials also, so she can make the child with ADHD show at
story) In the story, there is an alone worm who lives in forests. However, this worm is so happy in this for
has no friends even if its home is good and it has much food to survive. Thus, it decided to move out to a
from the birds that comes from the city, it learned there are many people and animals, so it could have m
there. And, the worm starts his traveling. While going to the city, the worm sees many different things an
it has not seen before, and it really likes this traveling and thinks that in the city, I will have more friend
while it is getting near to the city, the worm has difficulty in breathing and it feels so hungry, but cannot
eat like it has in the forest, there were some other things which are plastics. Thus, the worm thinks that t
different foods that grow up in the city, and it starts to eat them, and continues to its way. After a while,
his stomach and this make it feel really bad, but it does not think about the reason. Thus, while it is think
some other animals, and gets so happy because they can be friends for it, and goes to their side to ask,
what is happened to him. However, one of the ants says that I think your stomach is in pain because yo
wastes that people throw out the sand. When the ant says that, the worm gets shocks and asks why w
It is really harmful for our health. The worm wonders it and starts to look the outside, and see children w
in a garden, but the things that the worm sees is not good things. That is why; the children throw their w
sand instead of putting them to the recycle bin. Therefore, the worm gets really sad about it and decides
the forest because the sand is too dirty and there is no enough food for it even if he has to be alone in th
end of the story, teacher asks some children about the story and encourage them to talk about the story
questions like what should it have happened if the people do not throw their wastes on the sand. By th
teacher make children think about the other opportunities about the story, and with the answers, the tea
story again. Moreover, while telling the story, teacher always asks the questions like what can be the ne
teacher do not lose the childrens attention with ADHD) In the second story, the sand in the city is clear b
no waste in the ground and they use recycle bin, so the worm does not have problem in living the city an
with the friends that it meets, and be happy. Hence, when this story ends too, teacher asks children som

what did we do to make the story have happy ending? In addition to this, teacher also gives all children
the story in the ways what children want by using the characters in the story by giving them the printed
presentation by using rope, clothes pins and some of the characters in the story, and all children create d
(teacher can use real materials also, so she can make the child with ADHD show attention to the story). A
wants children to draw their worms stories on the papers, while children are drawing their pictures; teac
questions about their stories. When all children done with their paintings, teacher give chances to childre
their stories. When children are done with it, teacher puts a smile face and sad face and wants children t
pictures that show what to do and what not to do to obstructs land pollution, and when all pictures are d
discuss about them.
Individual Learning Activities
They will draw their stories on papers individually.
Group Learning Activities

They try to find solutions for land pollution by discussing in

Summary
Children are expected to create a story related with the discussions and make problems solving about la
Measurement & Evaluation
Descriptive questions:
What kinds of things did the worm affected?
What did we used to prevent land pollution in the story?
Effective questions:
How did you feel when the worm was affected from the pollution?
How did you feel when we end the story with a good ending?
Goal oriented questions:
What can we do to obstruct land pollution?
What are the harmful things for our environment?
Daily life experiences questions:
Have you ever seen and used a recycle bin?
Have you ever observed something in your environment that can cause land pollution?
Measurement & Assessment
Activities for Individual
Performance
Measurement & Assessment
Activities for Group
Performance
Homework (optional)

Teacher will observe the children individually, and asks the questio
their learning.
Teacher will ask the questions determined.

PARENT INVOLVEMENT;
Collaborating with the community:
Before the activity, teacher sends an informative email about the s
and the precautions about this to the parents to inform them, and
information about the activity that they will do in the class. Also fo
teacher gets in contact with TEV, and she asks about the possib
that they can provide children. Also, for this, teacher can get help
parents, so with the help of them, and the teacher can get suppor
provide more effective activities to the children.
Email to the foundation;
Good day, I am the teacher at Nesibe Aydn Kindergarten. For this
planning activities to make our children gain environmental consc
Therefore, about this subject, we would love to benefit from your f
activities, so we would be pleasure if you inform us about your act
documents about this subject.
Thanks for your kind help
Early Childhood Teacher

Email to the parents:

Dear parents,
Today, we have talked about the soil pollution and the precautions
pollution. Also, I will also get contact with TEV to get more infor
and provide children more activities about it thanks to the help of

apply this activities, I would love to invite you to join the activities
Also, from the links that I am sending, you can have more informa
pollution, and by this way, you can support childrens learning by u
information.
Related Links:
http://www.conserve-energy-future.com/causes-effects-solutions-o
pollution.php
http://www.tucev.org/

Thanks for your kind help

Early Childhood Teacher
In addition to those links, teacher prepares a survey by usi
tool to check their ideas and awareness about land pollutio
to those answers, teacher can arrange the activity and par
involvement in different ways.
https://docs.google.com/forms/d/1Y6RjL9hZpXeIPIgpAL67lD
PCzANIUCwB8/viewform

Explanation
By questioning, teacher especially focuses on their problem solving and understanding about land pollut
reasons and solutions about it.
Explanation regarding to the implementation of the plan
As parent involvement, teacher prepares a survey for parents to check their learning and ideas about thi
Adaptation:
ADHD:
In the activity, children are generally expected to listen and give their attention to the story. However, th
for the child. Therefore, teacher use rope and clothes pin instead of using a book that make the reading
listen for this child. Also, because in the story teacher always asks questions in the story and gives chanc
create their own story, so in this way teacher can integrate the child in the activity.