Science Learning Center

Name: Caroline Peterson

Grade Level: 2nd
Size: 21 (centers separated each day)

Date: 4/28/16

Group

Subject/Lesson Topic: Science

Objectives: (TLW:) Short term, specific and observable
Create food pyramid groups
Understand the different foods that are included in each food group
Work cooperatively to create food group mobile
Standards/GLEs:
Identify and discuss the arrangement of the food pyramid (LS-E-A6)
Contextual Factors: (What contextual factors were considered when planning the lesson)
Inclusive classroom with 23 students. The class contains resource students as well as
students with behavior needs. There are also 6 ESL students in the classroom.
Teacher Materials/Resources: List everything the teacher and students will need for this
activity including materials, supplies and equipment.
Book Cloudy With a Chance of Meatballs by Judi Barrett
Coat hanger
Yarn
Scissors
Glue
Cotton balls
Construction paper
Hole puncher
Colorable food pictures
Crayons
Student Materials/Resources:
Themselves
Technology Integration: Include technology in the lesson, if possible.
There will be no technology included in the lesson
Family/Community Connection or Extension:
The children will be encouraged to observe the foods they eat at home/at school lunch
and decipher if they are eating all groups of the food pyramid.
Pre-Assessment: What data did you use to plan for instruction that meets childrens interests,
needs, and abilities? This may be formal or informal.

Pre-assess the students by asking them if they know what the food pyramid is, as well as
which food belongs in which groups.
Ask students if they know that different food that they eat belongs in different food
groups. While students are answering my questions I will use my checklist that I
developed to check-off if they know what food groups are.

Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or
science)
Introduction: A brief activity that will introduce the lesson by activating students prior
knowledge and/or experience, interests them in the lesson, and sets a purpose for the lesson.
(About 5 minutes)
I will begin by asking the students if they have ever read the story Cloudy With a
Chance of Meatballs
I will then have the children sit around a table with me and show them the cover of the
book
I will ask the children what they think this story is about, and what do they think this will
have in relation to the food pyramid we talked about
Activities: This is a detailed, step-by-step list of the activities. Include questions you may
ask the students, if applicable. Be very specific so anyone can follow the directions to
conduct the lesson.
I will begin the activity by reading the children the book Cloudy With a Chance of
Meatballs
Once I have finished reading the book I will ask the children if they have ever created a
mobile before
I will explain to the children that a mobile is hung on a coat hanger, and that our mobile
will be a cloud.
I will begin by having the children create their own clouds with construction paper, glue,
scissors, and cotton balls.
Once they have finished creating their clouds, they will tie them to their coat hangers.
They will then cut the different food group labels that I provided for them and punch
holes in them and tie their yarn through the holes. I will make sure their food group labels
are large enough to include the different food pictures that I have provided.
After they have tied their yarn to the food group labels I will then have the children tie
the food groups to their hangers, which will look like the food groups are raining from
the cloud.
I will then have the children color the different food pictures I have provided, and once
again punch holes in each picture and tie yarn to each food picture.
Once they have colored all food pictures I will then have them (without my help) tie their
food pictures to the corresponding food groups that are hanging from their cloud.
Closure: Briefly summarizes, reviews, or wraps up the experience. (About 5 minutes.)
Each child will have a chance to explain their cloud mobile to their friends in their group.

I will explain to the children that their food groups are just like the story that we read,
which will spark excitement that they created their own version of Cloudy With a
Chance of Meatballs

Differentiation: How will you organize and manage instruction to meet the needs of each
student? (Special needs, behavior needs, different ability levels, cultural differences)
Special needs: knowing that the students all have different ability levels, I will teach at a
comfortable pace and allow questioning throughout my lesson. If an individual child
needs help I will encourage their learning buddy to help, if they cannot do so then I will
help.
Behavior needs: I will place the students into groups that I know will work well together.
If a child is having trouble behaving within that group, I will move them to another
group.
Different ability levels: I will encourage students to work with their partners. I will also
teach at a pace that meets the needs of all students.
Cultural differences: I will work individually with the ESL students if they are not
grasping the concept of the lesson. This lesson meets the needs for all cultures.
Formative Assessment/Evaluation: How will you determine if the objectives were met? This
may be formal or informal.
I will assess them by looking at their mobiles that they created.
I will be using a checklist that I have prepared with the students names. If the students
are able to grasp the concept of the different food groups, and work cooperatively then
they will receive check marks.
yes

Are able to create mobile

cooperatively with minor
assistance
Understand foods that make
up the different food groups

no

Reflection:
Learning centers are important in early childhood classrooms because they offer a range
of options for engagement (Copple & Bredekamp, 2009, p. 40). Within learning centers
students are able to engage with their peers, or work alone independently. Students are also able
to explore different topics and ideas that they might face. Teachers should constantly observe
centers in order to know if children need help with anything, and also to offer children an
extension if needed. During center time children mostly involve themselves, but it is important
for teachers to engage in talk with students to encourage them or give them feedback when
needed. Learning centers are beneficial for young children because they help children learn
certain concepts, as well as activities that relate to their current investigations. Learning centers
are also beneficial for children socially. When children are engaging in centers they are
constantly interacting with their peers, which can help children learn to be social and selfregulated. Copple et al., states that learning centers enhance development and learning (p. 17),
when children are engaged in centers they are able to explore and develop in all developmental
domains.
My learning center that I created involved students using their knowledge on the food
pyramid that was presents previously in class and using their creativity and fine-motor skills to
cut, glue, and tie yarn. My activity was very hands-on and creative; it was also surprisingly easy
to conduct. I was nervous about conducting this learning center, considering there were so many
parts to the activity. The children in my class needed guidance in order to complete the activity.
Some students were not able to finish the activity that I created, due to a lack of time. This is
something that I learned when conducting a learning center; it should be short, yet to the point.

I was able to assess the students based on their mobiles that they created. If the children
were able to place the correct food in their corresponding food groups, then I knew that they had
mastered the food pyramid standard, which reads, Identify and discuss the arrangement of the
food pyramid (LS-E-A6) I listened to each child explaining the mobile they created to their
classmates in their activity group, I was able to understand if each child understood the standard
addressed.
Overall, almost all of the students were able to master the objectives that I created for this
activity, with an exception for students who needed additional time. After noticing that some
students needed extra time, I asked them, with permission from my mentor, if they wanted to
stay with me for a few minutes after the activity was completed to finish their work. They
agreed, and were able to finish their mobile. This is important to consider when planning such a
detailed activity for children. Next time I conduct a learning center, I will consider the children
who need extensions, or extra attention.