LESSON PLAN 3

Authors
Name(s): Ayşe Nur Yağcı
Feyza Tuba Akyüz
Güneş Ezgi Demirci
Hazal Serpen
Nisa Şevval Kahyaoğlu
Details
Course
Early Childhood Education – Science Class (Art Integrated Math Activity)
Unit Title
Space
Grade Level
Kindergarten.
60-72 Months.
Time
One lesson hour.
Content
Learning Outcomes [ASSURE (State Objectives)]
After completing the activity (Condition), the kindergarten students who are between 60-72
months old (Audience) will list the names (Behavior) of at least 4 constellations (Degree)
and identify what a constellation means (Behavior) accurately (Degree).

Cognitive Development Domain

After completing the activity(Condition), the kindergarten students who are between 60-72
months old (Audience) will count numbers from 1 to 50 (Behavior) 99% accurately
(Degree).

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and
Materials)]
10 different constellation pictures in a4 sized papers, The Constellation Concept Map
prepared beforehand by teacher, 4 constellation geoboards, ropes, 4 white play doughs,
wooden skewers, projection, computer, the internet, speaker.

Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and

Materials)]
Child-centered activity, Grouping – Describing ECE methods will be used, Cooperative and
Discussion, Concept Map.
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require
Learner Participation)]
 Introduction to concept of constellations (Using constellation concept map –
discussion-cooperative-describing)
 Creating constellations in constellation geoboards (Developing number sense math
practice – children will follow the numbers /modeling).
 Creating their own constellations with wooden skewers and play doughs. (Promoting
creativity).
Individual Learning Activities While working on constellation geoboards,
children will work individually on a
constellation on the geoboard. Children will
follow the numbers and create constellations
individually. Also, in the art part of the
activity, children will create their chosen
constellation individually with wooden
skewers and play doughs.

Group Learning Activities The concept map will be introduced to all

children, and a discussion environment will be
created about the constellation concept map.
Discussion and exploration in the beginning
will be created in groups.

Summary
In this activity, children will be introduced the concept of constellation with a concept map in
the beginning of the session. Children will explore the constellations with the help of concept
map. Teacher will group the children in 4’s. In groups, children follow the numbers in
constellation geoboards, create constellations and guess it. Then, they create their own
constellations with wooden skewers and play doughs.
Measurement & Evaluation
Assesment Questions:

Descriptive Questions
1) What is a constellation?
2) Why constellations are important?
Affective Questions
1) How did you feel when you created your own constellation?
2) How would you feel if you were a star in a constellation?
Objective Questions
1) What are the names of the constellations we have mentioned?
2) How many steps did you manage to create your constellation on geoboard?How did
you find the way?
Daily Life Questions
1) Have you ever seen a constellation before? Which one?
2) Is there anything that looks like constellations? What are these?

Measurement & Assessment Activities
for Individual Performance
Measurement & Assessment Activities
for Group Performance
One day before the activity, teacher gave
students a blank paper and wanted them to draw
a star, and constellations. After the activity, s/he
distributes children new papers, and again s/he
wants them to draw a star or a constellation.
Time 1/ Time 2 drawings strategy will be used
by teacher.
After the activity, the groups that was created
during the activity decide on a one constellation.
Then, they create this constellation with their
 bodies, by lying on the floor. Other groups try to
estimate which constellation they are.
Homework (optional) As a parent involvement type, learning at home
activities can be used. Teacher prepares an
observation sheet for specific dates that children
can observe the constellations on sky, and gives
it to children. When the time comes, children
draw the constellations they observe under the
title of proper date. Next day, teacher and
students can discuss which constellation is, and
how it looks.
Explanation
Some time should be given to children in order to make a proper assessment. If there is not
enough time, group assessment activity can be eliminated and can be done at the end of the
day, as a game. Time 1/ Time 2 drawings should be carefully observed by teacher, and
student who have not understanding and developing understanding about the concept should
be identified, and extra practices should be provided.
Explanation regarding to the implementation of the plan
Before children come to the class, teacher put constellation pictures on the walls of the
classroom. When children come to the class, it is expected that pictures will catch their
attention and they will start to explore the pictures. Otherwise, teacher can ask children some
questions like ‘’Is there anything different in our classroom today?’’. After keeping their
attention on pictures, some time is given to children for exploration. Then, teacher opens the
concept map that s/he prepared on the board, and catch children’s attention
(https://www.goconqr.com/en-US/p/18246623-TAKIMYILDIZLARI-mind_maps). After
sitting in a half circle position, teacher starts to talk about the concept map. S/he asks such
questions like ‘’What this concept map can be about? What are these pictures? Have you
ever seen them before? In where?’’. After discussing and taking children’s guesses about the
constellation, teacher starts to describe what a constellation is with the help of concept map.
S/he talks about the meaning of a constellation, importance of constellations and shows the
constellation examples to children in the concept map. After a discussion is done, teacher
groups children in 4’s and distribute 4 constellation geoboards to each group. In constellation
geoboards, they are some numbers to follow, and rope for each child, so by following
numbers from 1 to 50, they find a hidden constellation and try to find its name from the
concept map or the pictures on the walls. In each board, there are 4 different constellations,
teacher assigns the places of the geoboard to children, in here s/he also emphasize the
regional meanings of constellations and encourage them to think constellations as regions,
not only astral communities. After each child find her/his own constellation, they name it
with the help of teacher and concept map. Finally, teacher distributes white play doughs and
wooden skewers to groups, and individually, each child design his/her own constellation and
name it. After everyone finishes, they describe their own constellations and its name. Then,
teacher continues the process with the assessment.

The flow of the plan should be implemented in similar flow of the written summary in order
to provide a meaningful experience. A musical or movement transition can be added
between the part with constellation geoboards and making own constellations in order to
provide wider attention span of children. The concept map also be printed in a a2 size poster
in colorful way if there is something unexpected happens. Also, teacher should be careful
about the wooden skewers, if there is a child who can harm himself/herself in the class,
teacher can replace the wooden skewers with plastic pipets.