Learning Experience Plan Pre-K Block Template Revised September 11, 2013

Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learnings SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx
Clarion University of Pennsylvania
Early Childhood Learning Experience/Lesson Plans

Teacher Candidate: Adam Winter Partner: Jessica Bedeaux
Date: November 13, 2013 Project Title: Community Buildings Project Phase: Phase II
Block Site: Sligo Pre-K counts Ages of Children:4 and 5 year olds Group Size:18 children
Project Update (Running Record of a summary of each days investigation. Date each entry. One to two sentences for each day.)
Day 1-11/4/13- They Built Buildings out of Lincoln logs, Legos and other blocks from memory and what they know about buildings.
Day 2-11/5/13 -They explored a the building that they go to school in and took notes on clipboards.
Day 3-11/6/13 -Children Explored building materials and picked them up and built and used their senses with them.
Day 4- 11/7/13- The children drew pictures of how many floors the children have in their house and altogether created a chart that shows each.
Day 5- 11/8/13 Took a pretend tour of the town and found out names of buildings and people that work in them.
Day 6- 11/12/13 Had an expert visit who came to talk to us about windows, we got to see a real window and how windows are created.
Day 7- 11/13/13 Found out where hair people work and what they do and got to do Mr. Adam and Ms. Jesss hair.
Day 8- 11/14/13 Went up and down steps and found out it is easier to take an elevator than to go up and down steps
Day 9- 11/15/13- Continued to learn about elevators and got to try to push a little when chair up steps and found out how hard it was to do and
then saw the usefulness of a ramp and elevator for disabled and hurt people.


Childrens Wondering To Be Answered): Where do hair people work?:
Lesson Title: Lets do some hair!
SAS Key Learning Area: Standard 9.1b: Production and performance:
Dramatic and Performance Play
K.L.A. Strand: 9.1b.1 Dramatic Expression
Big Idea (PA Early Learning Standards: Dramatic and performance play is a way to act out reality and fantasy and to solve problems.
Common Core Standards: Select from the Big Ideas on the Long Term Transfer Goals handout. )
Essential Question: (PA Early Learning Standards: How can I express myself through dramatic play?
Goal: The children will understand and learn what goes on in a hair parlor and where they work.
Challenging Vocabulary (Related to topic or KLA): pretend, Imagination, comb, curlers, barber, stylist, salon,

Common Core Standard
Statement for ELA &
Math OR PA Learning
Standard Statement for all
other K.L.A and
Infant/Toddler. Write the
number and standard
statement from the KLA
Strand above.
NAEYC Criterion: Observable
Criteria from Curriculum Standard
2: Write the number and criterion
that aligns with the identified PA
Standard Statement.
Objective/Competency: Linked to
PA Standard Statement and NAEYC
Standard.
Assessment: 1) Strategies used for assessing
accomplishment of objective for individual
children(e.g., observing, questioning, work
samples) and 2) how the data will be recorded
(e.g., checklists, analysis of work sample).
_11/11/13___Original
11/ /13 Revision Date
Learning Experience Plan Pre-K Block Template Revised September 11, 2013
Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learnings SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx
Children will use
nonconforming objects to
create representations of
real life objects or
activities.
2.G.03 Children are provided
varied opportunities and
materials that encourage them
to use their 5 senses to observe,
explore , experiment.
The children will imitate roles of
workers in a hair salon/barber shop
and use props and costumes during
dramatic play.
1. Strategy:
Observing how they use the objects that
are given to them
Questioning on what they know about
barber shops and hairstyling
Watch them participate in the activity
2. Collection: take pictures of the students
doing the activity so it shows how they
participated, look at the notes that they
are taking during the investigation.
Take notes on my own on each kid and
what is going in the investigation.
Curriculum Integration: (Describe how two Key Learning Areas, in addition to the primary objective, are integrated in your investigation.)
Creative Thinking and Expression: the children will use their imagination as if they are on a real bus and taking real tour through town
Mathematical Thinking and Expression/ Mathematics:
Health, Wellness and Physical Development: We will be walking.
Language and Literacy Development/English and Language Arts: Telling me and the others what they think and see and will take notes on the
jouney
Scientific Thinking and Expression: the children will mix water colors and see what colors they can get the hair die.
Social Studies Thinking and Expression: How much to pay for a haircut.
Social and Emotional Development:
Technology: Using new objects and tools that that can be used to cut hair.

BOTH Option A and Option B MUST align with ALL of the above standards, objectives, and assessments.
Investigation Option A Investigation Option B
Investigation Procedure must focus on a different learning style or
instructional approach than was used for Option A.
Duration beginning should be about 5 to 10 minutes, investigation will be about 10 to fifteen minutes per group, closing will be 5 minutes.
Beginning (Focus/Motivation How will you help children relate upcoming experience to prior knowledge and excite them about it?):
1. I will go over the rebus chart Old MacDonald had a Town
2. I will ask the children what we have been doing the past two days and remind them of some of the things they might have forgotten.
3. I will explore the wonderings again and look whos wondering will be answered today. where do Hair people work
4. I will read explore what the children know about stylist and barbers and explain some of the other things that hair people do.
Investigation Procedure (A step by step description of the lesson procedures
and application of skills How will the instructor present new concepts &
information? What will the children do to construct knowledge? What is the instructors
role during the lesson?) :
1. I will pull bring out the objects that I am going to use for my
Investigation Procedure (A step by step description of the lesson procedures
and application of skills How will the instructor present new concepts &
information? What will the children do to construct knowledge? What is the instructors
role during the lesson?):
1. I will have the children go over to dramatic and they will have
Learning Experience Plan Pre-K Block Template Revised September 11, 2013
Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learnings SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx
investigation. The clips, combs, and the water and colors and
other hair styling things.
2. I will bring the children to small group time which will be four
to five children
3. I will first introduce and find out what each child knows about
hair styling and barber shops and see if they know the terms
and them I will pull out the tools and introduce them to the
tools.
4. I introduce the lesson explaining to them that we are going to
do and tell them that they are in charge of the hair parlor and
they can experiment with whatever they want.
5. I will be their customer so they can do and put whatever they
would like in my wig hair.
6. At the end of the lesson, we will go over the kinds of things
they used and what happens in a hair styling place and a barber.
a hair place and be able to experiment with the different tools
and build their own hair salon and see what they know what
happens in a hair salon.
Questioning (What are some open-ended questions that you plan to ask to facilitate childrens knowledge construction during the investigation?): What are you doing with the
hair? What kinds of objects are you using? How much are you charging for a haircut?
Topic-related Brain Break (How will children engage in a quick physical brain break? Not topic rebus.): I will have the children do a shakeout activity in which the
child counts to 8 and shakes out each limb(arms and legs) and keep going dividing by 2s till we get to 1 and then shake every thing out.
Differentiation (How will you adjust instruction/guidance to address unique strengths and needs of at least one learner in your group?):
This activity will be done in small groups so while walking around the classroom, I interact with each child. I will make sure each child is actively engaged. I
will make sure they are participating too.
Diversity/Anti-Bias Consideration (What diversity topics will you address and/or how have you planned so that the learning experience does not reflect any bias?):
Using all gender blind terms for the buildings that we are discussing. Think of the different shapes and sizes or the buildings.
Review/Closure (How will the children review what they learned?):
1. Review of learning experience to the wondering of that day and ask the children what they thought about the things that they got to
use today.
2. Do the L and E section of out KWLE chart
3. Preview and show them what our wondering will be tomorrow.
Materials, Resources, and Preparing the Environment (What materials
and other resources are needed and what will you do to prepare the environment?):
A. Materials/Equipment List:
Tools and things to use in hair.
B. Teachers Preparation to-do- set put
Materials, Resources, and Preparing the Environment (What materials
and other resources are needed and what will you do to prepare the environment?):
A. Materials/Equipment List:
B. Teachers Preparation to-do list:

Reflection and Analysis of Learning Experience
Reflect on the learning experience/lesson by responding to the following questions. Reflections should be at least page typed (longer if
handwritten).:
Learning Experience Plan Pre-K Block Template Revised September 11, 2013
Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learnings SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx
1. Option A or B (circle one) was implemented today. I used lesson A
2. Was the childrens wondering answered during this learning experience? If so, how? If not, what prevented the wondering from being
answered? I believe the child wondering was definitely answered during this learning experience. The children were all actively engaged and
involved in the hair styling. Each child had input to what they were going to do to me and Ms. Jesss hair. They also got some first hand
experience doing what barbers and hair people do.
3. Review your assessment results. Did each child meet the objective? How do I know that each child learned what was intended? All of
children met my objective. Each child came over and was actively involved in the activity.
4. Were the children productively engaged? How do I know? They took notes and actually participated in the activity and asked questions and
interacted with me.
5. What unplanned activities occurred? Why did these occur? No really unplanned learning happened. It was just hard to keep the childrens
attention.
6. Did I alter my instructional plan as I taught the lesson? Why? I really had no reason to alter my instruction. They worked well with everything
I had planned for the children.
7. What additional assistance, support, and/or resources would have further enhanced this lesson? Maybe have an actual hairstylist come in
which we did contact one and she will be in later in the week. And maybe have some more tools so the children could use.
8. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why? I maybe would
have some more tools for the children to use and also maybe some magazines so they could see some real hair styles.