6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Morgan Graeser
Lesson Title:
Date: 3/24/2016
Grade Level: Pre-School
Circle one:
ECE
xPKSN
Standard(s)/Guideline(s): Domain: Cognition and General Knowledge Strand: Cognitive Skills Topic: Reasoning and Problem Solving Standard Statement:
Explain Reasoning for the solution selected
Domain: Cognition and General Knowledge Subdomain: Science Strand: Science Inquiry and Application Topic: Inquiry Standard Statement: Describe,
compare, sort, classify and order
Domain: Cognition and General Knowledge Subdomain: Science Strand: Life Science Topic: Explorations of Living things Standard Statement: With modeling
and support, identify and explore the relationship between living things and their environments.
Pre-assessment of current knowledge: The teachers already opened up the students thought process to be thinking about habitats. This lesson will
help students expand their knowledge and understanding of habitats.
Instructional Objectives (1-2)

Assessment of Student Learning

Learning Experience

One/Two Assessed Instructional

Objective(s): The student will be
able to...

Identify Evidence: (What will you collect or record as data

to demonstrate students have met your objective(s) and
skill?)

Academic Language:

By the end of the lesson the

student will be able to
Identify and have explored what
a habitat is.
This can be assessed by how the
students answers the questions at
the end of the lesson. The teacher
should be able to see if the student
is grasping what a habitat is.

To record data when doing this activity I will have a chart to

make sure that each student finishes the activity. I will also
observe to see which students understand the lessons and
write down my observations. I will also ask at the end of the
activity such things as what does a habitat consist of? Then
ask a few students if this activity helped them understand or
grasp the idea of a habitat?

Procedural steps:

One Assessed Developmental

Skill:
By the end of the lesson the
student will be able to
Describe, compare and sort.
This can be assessed by how well
the student sort the pictures.
Students should be able to do this
by the end of the lesson.

Program Monitoring: (How will you aggregate or compile

your evidence into a class or group view?)
The assessment will be monitored by the teacher viewing
the students progress in being able to identify that different
animals live in different habitats and see that students
understand what a habitat is. The teacher will reinforce as
needed.

Habitat-Science

Lead teacher will dismiss students from large group to go into

small group.
Students will disperse into small group. This is an easier
activity for students and has to do with sorting and using
visuals. After students break into two small groups the
teacher will introduce the idea of habitat again. Then I will
bring one item out of the box one at a time. First, the nest,
then the fish bowl then the branch. The teacher will then
introduce and explain the activity of this nature. Students will
sort their pictures of animals into the different habitats. This
will be group and independent work at the same time.
Although the students are broke into a group setting they will
be working independently on their pictures and sorting. After
teachers asks informal assessment of what a habitat is.
Students are dismissed into center stations.

Authentic Materials: (Describe authentic real life, hands-on

materials.)
-White Poster Board
-Marker

6/12/2013

Early Childhood Education

Learning Experience Plan

Safety Considerations:
-Make sure that students are
cooperating within their own
space and keeping their hands
to themselves.

-Pictures of animals
-Envelopes
-Things from our surrounding areas or habitats. Such as
a nest, a fish bowl with water in it, or a branch.
Adult Roles:
It is the teachers responsibility to inform the students with as
much information as possible about what a habitat is while
also supporting the students interpretation and making sure
the student is grasping what a habitat is.

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)
When doing this lesson I learned that ten pictures was a little overwhelming for each student to have. I could either break up the pictures into groups of two
or three or just give a smaller amount of pictures. I also found out that this activity was a little overwhelming for the students in general. There was a smaller group
today with the younger children. I believe if more of the older kids were there, my activity would have went a lot smoother. I could tweak the activity a little bit as
well. I could do something like instead of dividing the one poster board into three sections, I could have three different poster boards. Minimizing the picture
amount is always an option too. The students loved the real life objects in the activity.
I also learned something about myself and my own teaching style. Not every lesson goes as planned. I could change this lesson with the ideas mentioned
above and Im sure things would go a lot smoother. Since I learned that not everything goes as planned I can use this to change my teaching style and improvise. I
only had one student successfully finish the activity as I had explained it. The other students were mesmerized by my real life objects and were overwhelmed by
the number of pictures. The amount of pictures was just a little too much for the three and four year olds. I now know that I can take lesson plans and improvise
because not every lesson goes as planned.