6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Sara Graves Lesson Title: Eye Color Experience

Date: March 27, 2018 Grade Level: Preschool (3-5 years) Circle one: ECE PKSN
Standard(s)/Guideline(s):
Cognition and General Knowledge: Identify similarities and differences of personal, family and cultural characteristics, and those of others.
Cognition and General Knowledge: Make inferences, generalizations and explanations based on evidence.
Pre-assessment of current knowledge:
-Cooperating teacher informed us that they had been discussing the topic of their own bodies and that they are unique individuals
-At circle time the teacher had a class discussion about how each of us have our own unique attributes that make us both similar and different from our peers.
Throughout the discussion the teacher took notes on the students that she believed understood the concepts and the students that chose not to participate.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional
Objective(s): The student will be
able to...
 The student will be able to
identify personal
similarities and differences
through analyzing their
own eye color and those of
their classmates.
 The student will be able to
make inferences about the
diversity of eye color
through evidence provided
by their classmate
One Assessed Developmental
Skill:
 The students will be able
to identify the color of their
eye, choose the
appropriate writing
material, and color the eye
graphic on their own.
Safety Considerations:
 The teacher will monitor
the student’s behavior
when using writing
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
 Teacher will collect anecdotal records on the
conversations and discussions to assess prior
knowledge of the students.
 Teacher will collect the completed work of each
student to analyze any potential accommodations.
 Teacher will create data check sheet to determine if
the students met the objectives.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
 Teacher will create a checklist that will record if the
student met the objective by analyzing if they could
differentiate their eye color from another classmate.
 Teacher will compile this evidence into a bar graph
to determine the students that will need additional
instruction.
Academic Language:
 Different
 Unique
 Similar
Procedural steps:
1. Teacher will introduce the hook through a discussion
during their circle time. First teacher read the book
Bright Eyes, Brown Skin by Cheryl Hudson.
Throughout the book the teacher emphasized on the
idea that we all have bright eyes no matter the color.
We asked the following questions: Do you have the
same eye color as the person next to you? What
color are Miss Delaney’s eyes? What color are Miss
Sara’s eyes? Are your eyes the same color as Miss
Delaney/ Miss Sara? Can we have different eye
colors?
2. Teacher placed mirrors on the tables and asked the
students to look into the mirror and analyze their eye
color.
3. The students were then asked to choose the color
pencil that matched the color of their eye.
4. The students then had to color in the eye graphic to
the best of their ability with the correct color of their
eyes.
5. After coloring the eye graphic the students were
asked if their eye color was different or similar to the
person sitting next to them.
6. Teacher will collect the student’s booklets.
7. Teacher will compile data from the checklist once all
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Early Childhood Education
Learning Experience Plan

utensils. students have finished.

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

materials.)
 Bright Eyes, Brown Skin by Cheryl Hudson
 Two Mirrors
 Class booklets
 Colored pencils
 Eye Graphic
 Checklist

Adult Roles:
 The teacher will read the book, pass out mirrors,
interact and question students progress and monitor
overall classroom behavior.

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)
I learned a lot about my students. My classroom is range of different levels. Half of my students are considered typical for their age. The

other half of my class is on an individualized education plan. Each of these students has a slightly different diagnosis and requires different supports

in the classroom. This made it quite challenging when it came to coming up with an experience that would challenge students but also be

developmentally appropriate. Throughout this experience I learned that my students are able to understand what they are learning better when they

are able to relate it back to themselves. I also learned that my students also connect well when they are introduced to a topic. That is why I decided

to open up the experience with Bright Eyes, Brown Skin. This introduced the topic of “eyes” to the students so that they were not completely

blindsided when I began to discuss their own eyes. I learned a lot about the students that needed more assistance on their work and the students

that could do the work completely on their own. Another thing that I learned about my students is the difference between behavioral fits and sensory

fits. The students in my classroom that have Autism will often times react differently to the way that I had them use their senses. This is helped me

to learn that some of the students need to go about the lesson in different ways. One of the students did not like the way that the color pencil felt in
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Early Childhood Education
Learning Experience Plan

his hands and began to react. I quickly got him a crayon in the same color so that he could continue to work. This was very important for me to

understand because there are many students in my classroom with Autism. I need to make sure that all of my students are comfortable and using

materials that will help them to learn the best way that they can.

All of the things listed above will help me tremendously with future instruction. I learned just how important it is to be able to reach all of the

students in the classroom. Each student’s individual needs are just as important as the class as a whole. This is probably the most challenging part

as a teacher. Especially as a special education teacher every student has very important and specific needs to be successful in the classroom. I will

make sure that I pick out the students that need additional help and spread them out when working with groups. This will help the activity to flow

better. The students that can accomplish this activity on their own will be able to set an example for the students that need the extra instruction. Also

having a group with all different levels allows for the teacher to provide that one on one instruction that some students need. I will be sure to

implement this into my next lesson to ensure that I can reach all students. This will help me to also keep track of where all the students are at and I

can keep detailed data. This data will allow me to better instruct them in the future. I need to make sure that the setting is comfortable for all

students. Students need to have their needs met in a different way. This will help me in the future to be aware of just how crucial it is to differentiate

instruction for all students.