Standards-Based Lesson Plan Template
Sandy Smith
Use this from for creating your daily lesson plans. Move from field to field with either the mouse or the tab key.
Exploratory Course
Introduction Course
X Concentration Course
Capstone Course
Home Economics Careers and Technology Subject Matter: _Child Development______________
Lesson Title and Duration
Child Development Theory- Piaget vs.
Gardner 55 minutes (1 class period). Could
extend to two days.
Learner Outcomes /
Students will be able to distinguish between
Objectives (Write on the board so students and the theories of Howard Gardner and Jean
visitors are aware of student learning outcome)
Piaget. These theories provide the
foundation necessary to delve further into
the fine details of child development.
Students will accomplish this through a
textbook finger walk, pair reading, group
activity, and filling out a Venn Diagram.
Standards (the California State Standards
ECDFS – A.10.7 – 3.2/3.3/3.5
addressed in this lesson)
California State Standards for Career Technical Education
http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf
Materials
Needed
Textbook (1 per student), rattle, ball, 4
beads (various sizes), picture of sun,
pitcher, water, 2 containers (different sizes),
white board, whiteboard markers, theorist
chart.
Differentiated
Learning Needs
Anticipatory Set – activities that help focus
students on the lesson of the day (the “hook”)
Review what we already know about
Gardner. Students provide input. Using
theory charts from yesterday, go over what
we know about Piaget.
Teaching the Lesson
Students turn to page 352. In pairs, have
students finger-walk through the section.
 Modeling – how will you demonstrate
Emphasize the importance of looking at
the skill or competency?
bold headings, highlighted words, pictures,
Italics, etc. Encourage them to take notes
 Instructional Strategies – how will you on key points they found important. Give
deliver the lesson?
about 20 minutes.
 Check for Understanding – how will
you ensure the skill or competency is
understood by the students?
Come back together as a whole class and
have groups share what they found.
Go over Piaget’s four stages through
PowerPoint. Be sure to highlight the terms:
object permanence, multiple classification,
seriation, conservation, and egocentric.
Place students in four groups. Each group
is a stage: sensorimotor, preoperational,
concrete operations, and formal operations.
Each group is responsible for acting out two
key concepts given to them on a note card
from that stage. Class tries to guess the
action and the stage. Give a few minutes
for each group to plan their skit.
Group 1: Sensorimotor- You have a rattle
and a ball to use. Act out object
permanence and intentional behavior.
Group 2: Preoperational- You have beads
and a picture of a sun. Act out seriation and
egocentric.
Group 3- Concrete Operational- You have a
pitcher of water, two containers, and a
container of clay. Act out conservation and
reversibility.
Group 4- Formal Operations- Create a
brainstorming web on the board that maps
out the steps needed to become a teacher.
Think out loud as you write so class gets
the hint.
Direct students to look at their theory chart.
They should be able to fill in the rest of the
blanks for Piaget.
Differentiated
Learning Needs
Guided Practice /
Monitoring – an activity directly supervised by
the instructor that allows students to demonstrate
grasp of new learning. Instructor moves around
the room determining the level of mastery and
providing individual remediation as needed.
Turn to a partner and share what you filled
in for both Piaget and Gardner. Using the
info from your theory charts and what you
read, compare Piaget and Gardner on a
Venn Diagram.
Differentiated
Learning Needs
Closure – Statements or actions made by the
instructor that help students make sense out of
what has just been taught, to help form a coherent
picture, to eliminate confusion and frustration, and
to reinforce major points to be learned.
Children go through the same stages as
they grow and develop, but not necessarily
at the same time.
Independent
Take a poll from other students in your
Practice – a question or problem for students to other 5 classes. Which multiple intelligence
ponder on their own or in small groups or pairs.
best describes how they learn best? Make
The aim is to reinforce and extend the learning
final results into a pie chart to be shared
beyond the lesson and ideally into real world
tomorrow.
settings. This may be a homework assignment.
Next day- bring all results together as a
class and tally results.
Differentiated
Learning Needs
Summarize,
Evaluate & Reflect – after teaching the
lesson, ask students to reflect on their learning.
Instructors can also reflect on the lesson, its
success, and how it can be improved.
Why is it important to know about Gardener
and Piaget when it comes to working
around children?