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