6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Morgan Graeser

Lesson Title: Habitat Acting
Date:
3/26/2016
Grade Level: Preschool-Pre-Kindergarten
Circle one:
ECE
Standard(s)/Guideline(s): Domain: Cognition and General Knowledge Sub-Domain: Science Strand: Life-Science Topic: Exploration of Living Things Standard Statem
explore the relationship between living things and their environments (e.g., habitats, food, eating habits, etc.).
Domain: Language and Literacy Strand: Listening and Speaking Topic: Expressive Language Standard Statement: Use language to communicate in a variety of ways w
experiences, problem solving, reasoning, and predicting and seeking new information
Pre-assessment of current knowledge: Students have been introduced to the idea of habitat before this activity. Now they will be using their thinking caps to th
in their habitat.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be able to...

Assessment of Student Learning

Identify Evidence: (What will you collect or record as data to demonstrate
students have met your objective(s) and skill?)

Learn
Academic Language:
Habitat- Science

Use language to communicate what the

student thinks that the other student is acting
out.

The teacher will record how many animals each child acts out and how many
students guess the correct animal. The teacher will also record who participates.
The students will share their observations and predictions of what they think is
being acted out.
The teacher will also be making sure that the students are identifying different
types of habitats by the students guessing and participating in the activity.

Procedural steps:

Lead teacher will dismiss students fr

small group. In small group the stude
picture of an animal from the envelop
consensus about how to act out diffe
what animal and habitat they are act
and animal while, the other students
habitat. While the students are parta
the students are understanding the c

One Assessed Developmental Skill:

The developmental skill with modeling and
support, identify and explore the
relationship between living things and their
environments (e.g., habitats, food, eating
habits, etc.). Will be assessed by the teacher
and the teacher will see if the student
understands what a habitat is while acting it
out.

Program Monitoring: (How will you aggregate or compile your evidence into a
class or group view?)
The teacher can make a chart of who acted out and who guessed what was
being acted out. The teacher will also assess if the students are grasping the
idea of a habitat. The student will grasp the idea of habitat through a game of
acting out habitats.

Authentic Materials: (Describe auth

-pictures of habitat and animal
-envelope
-students
Adult Roles:

Safety Considerations:

6/12/2013

Early Childhood Education

Learning Experience Plan
-Students are not shouting out and using their
inside voices.

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)

It is the teachers responsibility to inf

possible about what a habitat is while
and making sure the student is grasp