Learning Experience Plan PreK – K Block Template Revised May 10, 2012
Clarion University of Pennsylvania
Early Childhood Learning Experience/Lesson Plans
____Original
____Revised
Teacher Candidate: Morgan Oberlander
Partner: Rachel Tano
Date: 11/15/12
Project Title: My Body
Project Phase: Phase II
Block Site: Creative Kids
Ages of Children: 3-4 years old
Group Size: 4
Project Update (Running Record of a summary of each day’s investigation. Date each entry. One to two sentences for each day.)
11/5/12 – Today, we read the book Me and My Amazing Body, by Joan Sweeny. To explore the things that we think are on the insides and outsides
of our bodies. We traced the outline of Rachel’s body onto a large piece of paper and cut it out.
11/7/12 – Today, we introduced the rebus chart, and began the KLEW chart to find out what we know (K) and what we are wondering (W) about
their bodies. We then read Bones by Stephen Krensky and introduced new vocabulary words.
11/8/12 – Today, we used a felt board to create “skin” and talked about the functions and attributes of skin. We then used our sense of touch to
investigate six objects inside of brown paper bags, without looking.
11/9/12 - We went over the rebus chart, and explored different colors of skin and features of people by looking at magazines. We then looked at
different colors of skin by wearing sheer socks on our arms and compared colors of the skin. Then vocabulary words were reviewed and questions
and learned information were added to the KLEW chart.
11/12/12 – Today, we reviewed the rebus chart and learned how to take care of ourselves and others injuries. We drew a picture of an experience
getting hurt. We then learned how to take care of injuries by listening to our expert. Then, we read the book What Next?, by JoAnne Nelson. And
concluded by writing down what we learned and what we want to learn on the KLEW chart.
11/13/12 – Today, we learned about our eyes and built a felt eye on the felt board. Using hand mirrors, we investigated our iris and pupil by
looking at our own eyes, then drew a picture of our eyes and our favorite things to see.
11/14/12 - Today the rebus chart will be reviewed and we will read the book, Tasting by Sharon Gordon. Children will then experiment with their
taste buds tasting different types of food and chart their favorite taste. Information will then be placed on the KLEW chart.
Children’s Wondering To Be Answered (from your KLEW Chart): How does the tongue work?
Lesson Title: Slimy Saliva
SAS Key Learning Area:
K.L.A. Strand
Scientific Thinking and Technology: Exploring, Inquiry and Discovery 3.1c.4 Science As Inquiry
Big Idea: There are a variety of living and non-living things.
Essential Question: Do I ask questions about what I observe?
Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learning’s SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx
Learning Experience Plan PreK – K Block Template Revised May 10, 2012
Goal: Students will understand why we have saliva and where it comes from.
Challenging Vocabulary (key learning area vocabulary to be addressed): saliva, salivary glands, taste buds
PA Early Learning
Standard Statement:
Write the number and
standard statement from the
KLA Strand above.
3.1c.4 Science as Inquiry
-Discuss observations and
discoveries
NAEYC Criterion: Observable
Objective/Competency: Linked to
Assessment: 1) Strategies used for assessing
Criteria from Curriculum Standard
2: Write the number and criterion
that aligns with the identified PA
Standard Statement.
PA Early Learning Standard Statement
and NAEYC Standard.
accomplishment of objective (individual
children) and 2) how the data will be recorded.
May include observation, anecdotal records,
skills checklists, collection of work samples,
direct questions, etc.
G.03
Children are provided varied
opportunities and materials that
encourage them to use the five
senses to observe, explore, and
experiment with scientific
phenomena.
1. Students will apply
knowledge about the
tongue to taste salt.
2. Students will remember one
purpose of saliva.
1. Children will be observed
throughout our experiment and
asked questions about taste – results
will be recorded on evaluation
sheet.
2. Students will asked one purpose of
saliva and a language sample will
be recorded.
Curriculum Integration: (Describe how two Key Learning Areas are integrated in your investigation.)
Creative Thinking and Expression:
Mathematical Thinking and Expression:
Health, Wellness and Physical Development: Today’s lesson covers Health and Wellness because we are investigating a bodily fluid, saliva, and
discussing its purpose.
Language and Literacy Development:
Scientific Thinking and Expression:
Social Studies Thinking and Expression;
Social and Emotional Development:
Technology: When we think of technology, we typically think computers, iphones, and tablets, today we are using a much simpler form of
technology, tongue depressors.
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.
Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learning’s SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx
Learning Experience Plan PreK – K Block Template Revised May 10, 2012
Beginning (Focus/Motivation/Plan – How will you help children relate
upcoming experience to prior knowledge and excite them about it?):
1. Review Rebus Chart (x2)
2. Show and explain pages 16 and 17 from My First Human Body
Book; discuss saliva; introduce vocabulary words for Word Wall
Beginning (Focus/Motivation/Plan) – How will you help children relate
upcoming experience to prior knowledge and excite them about it?):
1. Review Rebus Chart (x2)
2. Show and explain pages 16 and 17 from My First Human Body Book;
discuss saliva; introduce vocabulary words for word wall
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 instructor’s role during the lesson?) :
3. Using tongue depressors, have each child look into a partners
mouth
4. Instruct the children to look at taste buds and saliva in the mouth
5. *Without saliva one cannot taste salty foods* - Have the children
dry his/her tongue with a paper towel and taste a pretzel and a cracker
6. Allow children to salivate, take a drink of water, and taste a pretzel
and cracker
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 instructor’s role during the lesson?):
3. Have each child look into a partners mouth
4. Instruct the children to look at taste buds and saliva in the mouth
5. Have each child spit on to a paper plate
6. Each child will then examine his/her saliva with a toothpick and Q-tip
Questioning (What are some open-ended questions that you plan to
ask to facilitate children’s knowledge construction during the
investigation?):
 Have you ever spit before? When?
 Why do we have saliva?
 What does saliva do for us when we eat?
 What is your favorite salty food
Questioning (What are some open-ended questions that you plan to ask
to facilitate children’s knowledge construction during the
investigation?):
 What does saliva feel like?
 Where does saliva come from?
 Have you ever spit before? When?
Review/Closure (Extension of Concept/Skill being taught; How will
the children review or use what they learned?):
7. Discuss the difference of eating salty foods with saliva in our
mouths and without saliva in our mouths and the purpose of saliva
8. Add to KLEW Chart (Learned, Evidence, and Wondering)
Review/Closure (Extension of Concept/Skill being taught; How will the
children review or use what they learned?):
7. Discuss the characteristics and purpose of saliva
8. Add to KLEW Chart (Learned, Evidence, and Wondering)
Duration (How long do you think that it will take to implement this
plan?)
- 3 minutes on Rebus Chart review
- 7 minute discussion of book contents and introduction of
vocabulary
Duration (How long do you think that it will take to implement this
plan?)
- 3 minutes on Rebus Chart review
- 7 minute discussion of book contents and introduction of
vocabulary
Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learning’s SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx
Learning Experience Plan PreK – K Block Template Revised May 10, 2012
-
5 minute tongue examination
10 minute tasting activity
5 minute closing discussion and final evaluation
5 minutes on KLEW Chart
Differentiation (How will you adjust instruction/experiences to address
unique strengths and needs of at least one learner in your group?):
-
We are provided a long period of time for our lesson plan, 50
minutes, but are usually able to hold the children’s attention
for about 30/35 minutes. This leaves us with an additional 15
minutes to assist any child who may have had trouble
understanding the concept of the day, lacking to reach the
objective.
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?):
-
The diversity topic addressed in this lesson is that everyone
must try to taste different foods in order to experience different
cultures and/or cultural norms.
-
5 minute tongue examination
10 minute saliva examination
5 minute closing discussion and final evaluation
5 minutes on KLEW Chart
Differentiation (How will you adjust instruction/experiences to address
unique strengths and needs of at least one learner in your group?):
-
We are provided a long period of time for our lesson plan, 50
minutes, but are usually able to hold the children’s attention for
about 30/35 minutes. This leaves us with an additional 15
minutes to assist any child who may have had trouble
understanding the concept of the day, lacking to reach the
objective.
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?):
-
The diversity topic addressed in this lesson is that everyone must
try to taste different foods in order to experience different
cultures and/or cultural norms.
Topic-related Brain Break (How will children engage in a quick
physical brain break?):
- Sing and dance to Choosy song “Be Choosy Be Healthy”
Topic-related Brain Break (How will children engage in a quick physical
activity?):
- Sing and dance to the “Hokey Pokey”
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:
-Tongue depressors (x4)
-Saltines and Pretzels
-Little paper plates (x4)
-Napkins (x4)
-My First Human Body Book
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:
-Tongue depressors (x4)
-Q-tips and toothpicks (x4)
-Little paper plates (x4)
-Napkins (x4)
-My First Human Body Book
B. Teacher’s Preparation to-do list:
- Create evaluation/observation forms
- Gather materials
B. Teacher’s Preparation to-do list:
- Create evaluation/observation forms
- Gather materials
Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learning’s SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx
Learning Experience Plan PreK – K Block Template Revised May 10, 2012
Adapted August 3, 2011 from the Lesson Plan Template provided by the Office of Child Development and Early Learning’s SAS Resources and Information Site
http://websites.pdesas.org/ocdel/default.aspx