5/23/2013

Early Childhood Education

Learning Experience Template

Name: Caroline Jorden and Marisa Sponzilli Lesson Title: How Animals Move
Date: 4/17/18 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s): Social and Emotional Development; Relationships; Peer interactions and Relationships; Interact with peers in more complex pretend play including
planning, coordination of roles and cooperation. (S a17)
Cognition and General Knowledge; Life Science;Exploration of Living Things; With modeling and support, recognize similarities and differences between people and other living
things. (C 55)
Pre-assessment of current knowledge: The pre-assessment of current knowledge involved observation of what the children responded well to as well as what the teacher had
worked on in the past. Throughout our time in the classroom we noticed that the children responded well to activities that incorporated movement. The students also had an interest
and some background knowledge when it came to animals based on information the teacher gave us and seeing them work with animal puzzles. By watching them do puzzles,
often times one could ask them what sounds does that animal make or what is the name of that animal. Seeing which students were able to do so informed the lesson about animals
and how they move.
This lesson allowed us to see which students understood the academic language regarding animal names, body parts, and movement.

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

One/Two Assessed Instructional
Objective(s): The student will be able
to...
1. be able to plan, coordinate
their own and others roles,
and be able to cooperate (stay
in their role) during the
activity.
2. be able to demonstrate their
understanding of the
similarities and differences
between people and other
living things.
3. be able to demonstrate an
understanding of / act out
their specific animal and be
able to exemplify the actions
and movements of their
given/chosen animal
One Assessed Developmental Skill:
Student will be able use gross motor
and fine motor skills to imitate the
Identify Evidence: (What will you collect or record as data to
demonstrate students have met your objective(s) and skill?)
1. checklist of who can plan and coordinate the
roles/animals,
2. who can stay in their role,
3. who is able to act out their animal for the other students,
4. who is able to copy the actions of other animals,
5. who is able to compare and contrast the different animals.
Program Monitoring: (How will you aggregate or compile your
evidence into a class or group view?)
1. a checklist, a classroom checklist of all the animals we
could remember without researching, and of all the
animals we had to research
Academic Language:
Specific animal names,
body parts,
Procedural steps:
Teacher will start out introducing the lesson with an attention
grabber. Hands up, hands down, clap, clap, clap. Look up, Look
down, Look at your neighbor, look at me - Lesson in 5, Lesson in 4,
Lesson in 3, Lesson in 2, Lesson in 1.
The teacher then will call on a student to pick an animal. Once that
student has picked an animal, he or she will call on another student
to act out what that animal sounds and how it moves.
The student will do so, if she or he needs help, help will be
provided.
The other students will be instructed to watch this student and then
copy the student (or modify it to how they think the animal should
sound like and move).
The student who led the movement will then pick another student to
pick another animal, and so on.
If wanted, you could add music or sounds based on the animals
chosen. Also, if the two students leading seems like too much, one
student could choose and demonstrate their animal. (I just thought
two students would keep all students better engaged).
 5/23/2013
Early Childhood Education
Learning Experience Template

movements of animals
Authentic Materials: (Describe authentic real life, hands-on
Safety Considerations: materials.)

Large, group movement provides a lot Hands-on material is hard for this lesson, however, it will include
of opportunities for students to get authentic sounds and movements of the different animals and how
hurt. - making sure every student has this relates to humans sounds and movements.
adequate space, and if the students are
unaware of the surroundings, making Adult Roles:
sure the adults are.
Assisting the students choosing an animal and acting it out when
Provide rules for the students and their needed.
movements before the activity starts. Monitoring the students behavior and help them stay focused and
engaged.
assisting the students imitate the animals.

Shadow Tracing Objectives:

Able to pick an animal to x x x x

act out

able to pick someone to x x x x x

show us how to act
Able to wait for the x x x x x x
leader to act out the
animal and then follow
Able to take turns x x x x x x x x
picking and acting out
the animals
Able to use gross and x x x x x x x x
fine motor skills to act
out the animal
 5/23/2013
Early Childhood Education
Learning Experience Template

Able to ask for help Kind of N/A x x N/A x N/A N/A

when they don’t know
how

Resources & References:

http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand

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

Done on separate page.